This document discusses problem-based learning and how to implement it in the classroom. It provides guidance on engaging students with an authentic problem, establishing stakeholder roles, ensuring the problem is connected to curriculum standards, gathering and assessing information, and having students work collaboratively to develop and present solutions. Key aspects include using an information problem-solving process, creating assessments such as rubrics, and displaying student work on "classroom walls" to demonstrate their learning. The overall goal is to design engaging, real-world learning experiences for students through problem-based instruction.
The document discusses strategies for successful crowdsourcing. It states that to create a crowd on a topic, one should first gather a mass of initial content through reporting techniques like reviewing archives, forums, and field research to find experts on the topic. Then these experts can be contacted and asked to share their stories or knowledge without yet publishing, in order to build an initial pool of content. Meanwhile, a platform should be built to publish this crowdsourced content. The goal is to channel experts' desire to solve problems and share knowledge for free in order to crowdsource successfully.
Creating common assessments in LimelightTerri Sallee
This document provides instructions for creating common assessments using the Limelight assessment tool. It outlines a 5 step process: 1) Log into Limelight, 2) Create a question bank, 3) Develop questions and align them to standards, 4) Build a test from the question bank, and 5) Assign the test to students. The goal is to efficiently generate online assessments that teachers can use and share to measure student learning across classes.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
Ict in maths presentation for my favourite lessonjharnwell
This document discusses various technologies that teachers can use in mathematics education. It describes tools for tracking homework assignments, communicating with students and parents, flipping the classroom, creating screencasts and applets, using blogs, bookmarking resources, and using programs like Google Sketchup and Google Earth. Examples are provided for how each tool could be implemented in a classroom.
This document provides information about an upcoming presentation on dealing with attention difficulties in young children. It includes the presenters' contact information and credentials. It also lists some characteristics of ADD/ADHD, ways to measure a child's attention span, and signs that may indicate attention issues in young children. Management tips are provided, as well as offers for training, consultation, and classroom resources.
Learning2gether to develop Personal Learning Networks to model collaborative ...Vance Stevens
Learning2Gether is an informal, loosely knit professional group serving since 2010 as a venue for teachers to meet weekly online and model for one another collaborative community-building techniques for teacher professional development which participants can in turn apply to constructivist and connectivist learning activities with students. This workshop will introduce the concept and some of the free Web 2.0 tools involved, including survey results and blog post data suggesting high levels of student enthusiasm for Web 2.0 tools such as Prezi, Jing, Blogger, Google Docs, Slideshare.net, and SurveyMonkey. The problem of course is for teachers to become comfortable enough with such tools to use them effectively with students, and this where Learning2gether with peers helps teachers model for one another how Web 2.0 tools contribute to the learning of all concerned. This workshop will show participants how L2G functions as a wiki, and walk them through the movement’s call for participation and its recorded archives. The presenter will attempt to connect participants live with other teachers in the L2G PLN through one or more of our free synchronous presentation tools (e.g. Google+ Hangout). Participants will be encouraged to join future L2G activities or perhaps start such groups of their own.
The document discusses curated learning and explores several big ideas around the topic. It begins by defining curated learning and digital curation. It then examines what curated learning looks like globally, for teachers, and for students, providing examples. Next, it considers how teachers and school leaders can cultivate environments to support curated learning, such as through 1:1 learning and challenge-based learning. It also addresses how curated learning may change current classroom landscapes. Finally, the document reviews several tools and resources that are available to support and facilitate the digital curation of learning, such as Storify, Curated.by, Scoop.it, Pearltrees, Curate.us, and Symbal
The document discusses strategies for successful crowdsourcing. It states that to create a crowd on a topic, one should first gather a mass of initial content through reporting techniques like reviewing archives, forums, and field research to find experts on the topic. Then these experts can be contacted and asked to share their stories or knowledge without yet publishing, in order to build an initial pool of content. Meanwhile, a platform should be built to publish this crowdsourced content. The goal is to channel experts' desire to solve problems and share knowledge for free in order to crowdsource successfully.
Creating common assessments in LimelightTerri Sallee
This document provides instructions for creating common assessments using the Limelight assessment tool. It outlines a 5 step process: 1) Log into Limelight, 2) Create a question bank, 3) Develop questions and align them to standards, 4) Build a test from the question bank, and 5) Assign the test to students. The goal is to efficiently generate online assessments that teachers can use and share to measure student learning across classes.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
Ict in maths presentation for my favourite lessonjharnwell
This document discusses various technologies that teachers can use in mathematics education. It describes tools for tracking homework assignments, communicating with students and parents, flipping the classroom, creating screencasts and applets, using blogs, bookmarking resources, and using programs like Google Sketchup and Google Earth. Examples are provided for how each tool could be implemented in a classroom.
This document provides information about an upcoming presentation on dealing with attention difficulties in young children. It includes the presenters' contact information and credentials. It also lists some characteristics of ADD/ADHD, ways to measure a child's attention span, and signs that may indicate attention issues in young children. Management tips are provided, as well as offers for training, consultation, and classroom resources.
Learning2gether to develop Personal Learning Networks to model collaborative ...Vance Stevens
Learning2Gether is an informal, loosely knit professional group serving since 2010 as a venue for teachers to meet weekly online and model for one another collaborative community-building techniques for teacher professional development which participants can in turn apply to constructivist and connectivist learning activities with students. This workshop will introduce the concept and some of the free Web 2.0 tools involved, including survey results and blog post data suggesting high levels of student enthusiasm for Web 2.0 tools such as Prezi, Jing, Blogger, Google Docs, Slideshare.net, and SurveyMonkey. The problem of course is for teachers to become comfortable enough with such tools to use them effectively with students, and this where Learning2gether with peers helps teachers model for one another how Web 2.0 tools contribute to the learning of all concerned. This workshop will show participants how L2G functions as a wiki, and walk them through the movement’s call for participation and its recorded archives. The presenter will attempt to connect participants live with other teachers in the L2G PLN through one or more of our free synchronous presentation tools (e.g. Google+ Hangout). Participants will be encouraged to join future L2G activities or perhaps start such groups of their own.
The document discusses curated learning and explores several big ideas around the topic. It begins by defining curated learning and digital curation. It then examines what curated learning looks like globally, for teachers, and for students, providing examples. Next, it considers how teachers and school leaders can cultivate environments to support curated learning, such as through 1:1 learning and challenge-based learning. It also addresses how curated learning may change current classroom landscapes. Finally, the document reviews several tools and resources that are available to support and facilitate the digital curation of learning, such as Storify, Curated.by, Scoop.it, Pearltrees, Curate.us, and Symbal
The document discusses online learning resources provided by San Antonio ISD, including links to online materials, books, and tools for building online learning environments. It promotes enabling engaging online conversations and learning from various sources, and emphasizes recognizing the value of online learning. Various online learning platforms and components are mentioned, as well as organizations that can provide support for facilitating online learning.
The document discusses engaging learners and capitalizing on learning. It provides tips for connecting with others through email, Skype, Twitter, and blogs. It also discusses expectations for technology use in schools and how technology can be used outside of school for video production and sharing on YouTube. The document advocates for changing habits to better achieve goals and outlines an 8 step process for creating change.
The document provides an introduction to social media, cloud storage, and online resources for beginners. It discusses how social media allows for conversations and sharing of knowledge. Examples of popular social media platforms like Facebook, Twitter, and blogs are described. The document also outlines various cloud storage options for saving bookmarks, documents, photos, music and sharing access online. It emphasizes that many of these tools can be used socially to collaborate with other users.
Edward Boches, Chief Innovation Officer at Mullen,
focusing on the need to actually build things,
collaborate across disciplines and learn by doing
rather than watching.
The document discusses the relationship between technology and 21st century education. It notes that technology is indivisible from education today and frames of reference need to be understood. It also emphasizes that conversations, not consequences, should be the focus when issues arise.
The document discusses embracing technology for positive change in education. It highlights some old habits that hold schools back from fully utilizing technology, such as top-down purchases without stakeholder support and expecting technology alone to raise test scores. The document advocates using technology to make learning more authentic and help students make meaningful contributions.
This document appears to be materials from an online session discussing issues related to students posting inappropriate content online. The session covers problem engagement, stakeholders, frames of reference, and creating an online "walled garden." Tools mentioned for creating the walled garden include setting up one's own server, using non-MySQL tools, and using Moodle for online literature circles. The document provides URLs and discussion prompts for participants.
The document summarizes a session on blogging that included introductions, an introduction to RSS, setting up blogs and blog settings, and creating podcasts. The session materials and resources are available online at http://sn.im/saisdblogging. Various examples of blogs in education are presented including one for recording student investigations and "kid talk" in a greenhouse writing project.
This document discusses the development of an online directory service to help teachers connect and share resources for using Skype in the classroom. An iterative process was used, beginning with user research and development of a minimum viable product. An initial MVP was tested with teachers and refined based on analytics and feedback. Enhancements are being implemented to make connecting teachers easier, allow richer profiles, and surface more relevant resources. The goal is to continuously learn from data and user input to improve the service.
The document discusses a presentation about embracing technology in education. Some key points include that technology is essential, students are actively using technology outside of classrooms, and educators should think and act globally as well as engage students in passion-based learning. Links and resources are provided throughout for further information on topics discussed.
The document discusses crafting effective eLearning environments. It covers 10 points on creating online courses using Moodle, including not working in a vacuum, beginning with the end in mind, seizing virtual space, designing an engaging inner space, making space interactive, adding multimedia, pulling in content via RSS, sharing content via RSS, giving careful thought to course planning and existing Moodle modules and open web activities to embed. It also discusses mapping out a Moodle installation, planning Moodle sites, and running Moodle on your computer by installing XAMPP and Moodle.
This document discusses learning Moodle, an open-source learning management system. It begins by introducing Miguel Guhlin's presentation on learning the Moodle platform. It then discusses how virtual learning spaces like Moodle are being widely adopted, with over 66% of postsecondary institutions offering some type of online or hybrid coursework. The rest of the document outlines best practices for using Moodle, including focusing on constructivist and engaged learning where students take responsibility and teachers facilitate.
The document describes the career of Tony Hsieh and the success of Zappos. It notes that Tony graduated with a degree in computer science, started and sold Link Exchange to Microsoft for $265 million, and then joined Zappos, helping them grow from nothing to $1 billion in annual sales. Zappos was later acquired by Amazon for over $1.2 billion. The document outlines Tony's three principles for success - Purpose, Passion, and Profit - and details how Zappos' strong company culture and excellent customer service have been key to its growth.
This document appears to be slides from a presentation on empowering learners through technology. It discusses how technology allows students to connect, learn, and create in new ways outside of the traditional classroom. It also addresses some challenges schools face in integrating new technologies and social tools, and suggests leveraging these tools can help collapse distances between students and meaningful contributions.
Building Community: Lessons Learned from Social Media ClubKristie Wells
Social Media Club has grown largely from our emphasis on core values such as sharing, helping others, peer to peer learning, and emphasizing ethics and by giving the community the power to help one another directly. We learned some lessons, and are happy to share them.
The document discusses managing and working with different generations in the workplace. It covers four generations that currently make up the workforce: Silents/Traditionalists, Baby Boomers, Generation X, and Millennials. The document provides guidance on becoming a "generational diplomat" by seeking win-win solutions and gaining other generations' perspectives. It also identifies potential "collision points" between generations and four themes - respect, technology/information sharing, work ethic, and loyalty - that can lead to harmony or conflict. The document concludes with best practices for multi-generational teams.
The document discusses how science teachers can use online resources like blogs, Twitter, and social media to improve their teaching practices. It provides examples of how teachers can find lesson plans, homework help, and inspiration from online communities. It also addresses how connecting with other teachers online can help improve grading practices by focusing on student understanding rather than assignments.
This document discusses blogging and its benefits for education. It provides examples of student and teacher blogs, and argues that blogging allows students to become authors, supports writing across genres, and helps build writing skills and students' networks. Blogging is presented as a way to improve the culture of writing in schools.
Welcome to Making Digital Work, Boulderedward boches
This document summarizes a presentation on making digital work in advertising. It discusses how creative directors need to learn digital skills to keep up with new technologies. It also outlines eight trends in digital media like consumers wanting to participate and influence each other online. The presentation aims to provide ideas, validation, confidence and ammunition for adapting to changes in digital advertising.
This document discusses the author's views on technology and how younger generations are using it. It notes that while some criticize technology and say it reduces social interaction, younger people are growing up with technology and using it to connect with friends, learn, and work. The author believes the current generation will enter the workforce with strong digital skills and an expectation that their jobs provide useful digital tools.
The document provides an overview of the main features and functions of Google Classroom for both teachers and students. It demonstrates how to create classes, enroll students, post announcements and assignments, have students submit work, and for teachers to provide feedback and grades. The goal is to experience using Google Classroom from both the teacher and student perspective.
Microsoft Classroom allows educators to use OneNote for digital note-taking and organizing class materials across devices, with features like embedding content, optical character recognition, and math equation solving, and the Class Notebook version provides additional collaboration tools but requires an Office 365 account. The document promotes Microsoft Classroom and OneNote for education and provides links to tutorials and communities for educators to learn more.
The document discusses online learning resources provided by San Antonio ISD, including links to online materials, books, and tools for building online learning environments. It promotes enabling engaging online conversations and learning from various sources, and emphasizes recognizing the value of online learning. Various online learning platforms and components are mentioned, as well as organizations that can provide support for facilitating online learning.
The document discusses engaging learners and capitalizing on learning. It provides tips for connecting with others through email, Skype, Twitter, and blogs. It also discusses expectations for technology use in schools and how technology can be used outside of school for video production and sharing on YouTube. The document advocates for changing habits to better achieve goals and outlines an 8 step process for creating change.
The document provides an introduction to social media, cloud storage, and online resources for beginners. It discusses how social media allows for conversations and sharing of knowledge. Examples of popular social media platforms like Facebook, Twitter, and blogs are described. The document also outlines various cloud storage options for saving bookmarks, documents, photos, music and sharing access online. It emphasizes that many of these tools can be used socially to collaborate with other users.
Edward Boches, Chief Innovation Officer at Mullen,
focusing on the need to actually build things,
collaborate across disciplines and learn by doing
rather than watching.
The document discusses the relationship between technology and 21st century education. It notes that technology is indivisible from education today and frames of reference need to be understood. It also emphasizes that conversations, not consequences, should be the focus when issues arise.
The document discusses embracing technology for positive change in education. It highlights some old habits that hold schools back from fully utilizing technology, such as top-down purchases without stakeholder support and expecting technology alone to raise test scores. The document advocates using technology to make learning more authentic and help students make meaningful contributions.
This document appears to be materials from an online session discussing issues related to students posting inappropriate content online. The session covers problem engagement, stakeholders, frames of reference, and creating an online "walled garden." Tools mentioned for creating the walled garden include setting up one's own server, using non-MySQL tools, and using Moodle for online literature circles. The document provides URLs and discussion prompts for participants.
The document summarizes a session on blogging that included introductions, an introduction to RSS, setting up blogs and blog settings, and creating podcasts. The session materials and resources are available online at http://sn.im/saisdblogging. Various examples of blogs in education are presented including one for recording student investigations and "kid talk" in a greenhouse writing project.
This document discusses the development of an online directory service to help teachers connect and share resources for using Skype in the classroom. An iterative process was used, beginning with user research and development of a minimum viable product. An initial MVP was tested with teachers and refined based on analytics and feedback. Enhancements are being implemented to make connecting teachers easier, allow richer profiles, and surface more relevant resources. The goal is to continuously learn from data and user input to improve the service.
The document discusses a presentation about embracing technology in education. Some key points include that technology is essential, students are actively using technology outside of classrooms, and educators should think and act globally as well as engage students in passion-based learning. Links and resources are provided throughout for further information on topics discussed.
The document discusses crafting effective eLearning environments. It covers 10 points on creating online courses using Moodle, including not working in a vacuum, beginning with the end in mind, seizing virtual space, designing an engaging inner space, making space interactive, adding multimedia, pulling in content via RSS, sharing content via RSS, giving careful thought to course planning and existing Moodle modules and open web activities to embed. It also discusses mapping out a Moodle installation, planning Moodle sites, and running Moodle on your computer by installing XAMPP and Moodle.
This document discusses learning Moodle, an open-source learning management system. It begins by introducing Miguel Guhlin's presentation on learning the Moodle platform. It then discusses how virtual learning spaces like Moodle are being widely adopted, with over 66% of postsecondary institutions offering some type of online or hybrid coursework. The rest of the document outlines best practices for using Moodle, including focusing on constructivist and engaged learning where students take responsibility and teachers facilitate.
The document describes the career of Tony Hsieh and the success of Zappos. It notes that Tony graduated with a degree in computer science, started and sold Link Exchange to Microsoft for $265 million, and then joined Zappos, helping them grow from nothing to $1 billion in annual sales. Zappos was later acquired by Amazon for over $1.2 billion. The document outlines Tony's three principles for success - Purpose, Passion, and Profit - and details how Zappos' strong company culture and excellent customer service have been key to its growth.
This document appears to be slides from a presentation on empowering learners through technology. It discusses how technology allows students to connect, learn, and create in new ways outside of the traditional classroom. It also addresses some challenges schools face in integrating new technologies and social tools, and suggests leveraging these tools can help collapse distances between students and meaningful contributions.
Building Community: Lessons Learned from Social Media ClubKristie Wells
Social Media Club has grown largely from our emphasis on core values such as sharing, helping others, peer to peer learning, and emphasizing ethics and by giving the community the power to help one another directly. We learned some lessons, and are happy to share them.
The document discusses managing and working with different generations in the workplace. It covers four generations that currently make up the workforce: Silents/Traditionalists, Baby Boomers, Generation X, and Millennials. The document provides guidance on becoming a "generational diplomat" by seeking win-win solutions and gaining other generations' perspectives. It also identifies potential "collision points" between generations and four themes - respect, technology/information sharing, work ethic, and loyalty - that can lead to harmony or conflict. The document concludes with best practices for multi-generational teams.
The document discusses how science teachers can use online resources like blogs, Twitter, and social media to improve their teaching practices. It provides examples of how teachers can find lesson plans, homework help, and inspiration from online communities. It also addresses how connecting with other teachers online can help improve grading practices by focusing on student understanding rather than assignments.
This document discusses blogging and its benefits for education. It provides examples of student and teacher blogs, and argues that blogging allows students to become authors, supports writing across genres, and helps build writing skills and students' networks. Blogging is presented as a way to improve the culture of writing in schools.
Welcome to Making Digital Work, Boulderedward boches
This document summarizes a presentation on making digital work in advertising. It discusses how creative directors need to learn digital skills to keep up with new technologies. It also outlines eight trends in digital media like consumers wanting to participate and influence each other online. The presentation aims to provide ideas, validation, confidence and ammunition for adapting to changes in digital advertising.
This document discusses the author's views on technology and how younger generations are using it. It notes that while some criticize technology and say it reduces social interaction, younger people are growing up with technology and using it to connect with friends, learn, and work. The author believes the current generation will enter the workforce with strong digital skills and an expectation that their jobs provide useful digital tools.
The document provides an overview of the main features and functions of Google Classroom for both teachers and students. It demonstrates how to create classes, enroll students, post announcements and assignments, have students submit work, and for teachers to provide feedback and grades. The goal is to experience using Google Classroom from both the teacher and student perspective.
Microsoft Classroom allows educators to use OneNote for digital note-taking and organizing class materials across devices, with features like embedding content, optical character recognition, and math equation solving, and the Class Notebook version provides additional collaboration tools but requires an Office 365 account. The document promotes Microsoft Classroom and OneNote for education and provides links to tutorials and communities for educators to learn more.
Classroom Smackdown: Google vs MicrosoftMiguel Guhlin
Ready to learn the ins and outs of MS Classroom and OneNote Class Notebook? See how Google Classroom and MS Classroom stack up next to each other via this presentation.
This document provides resources for designing online courses, including components to include, a sample course template, an evaluation checklist, and a self-assessment. It emphasizes designing the course around the desired end result and discusses online learning in school districts, asking what it currently looks like and what educators hope for it.
The document outlines 5 steps to digitizing the writing workshop presented by Miguel Guhlin at a conference in San Antonio, TX on November 9, 2013. The 5 steps are: 1) make student work known by publishing it, 2) create an online shared space, 3) reinvent writing through digital tools, 4) facilitate online conversations, and 5) provide multimedia feedback to student writing. The presentation provided examples and resources for implementing each step.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses content curation and sharing. It recommends identifying useful content from various sources, organizing the content digitally using tools like ReadItLater and Evernote, and then sharing what you learn with others through social media and building virtual spaces online using services like Diigo, LiveBinder, and wikispaces. The goal is to make it easy to both organize and share valuable information you find on the web.
Transforming Social Stories with Your iPadMiguel Guhlin
This document summarizes a session on creating social stories using an iPad for individuals with autism. Social stories are used to help those with autism better understand social situations and interactions. The session will cover why social stories are needed, how to create them using apps on an iPad by blending images and sound, and providing examples of social stories that have been created. Attendees will learn the steps to creating their own social stories which include determining the purpose, capturing pictures, selecting an app to create the story, and publishing it digitally or printing it.
This document provides an overview of reinventing technology with instruction. It introduces the SAMR model, which categorizes ways technology can be used in education from substitution to redefinition. Examples are given to illustrate each level, from using PowerPoint instead of handwritten notes to remixing and collaborating on student work. Educators are encouraged to consider how technology allows redefining learning processes in transformative ways. Links are provided for additional resources on becoming a remix artist and the impacts of professional learning networks.
The 3 steps for Digital Citizenship Certification in East Central ISD are:
1. All teachers must teach 2 cybersafety lessons to students using approved curriculum.
2. Campus professional staff like teachers and administrators must complete a self-paced online course on digital citizenship.
3. The campus principal must certify on an online form that steps 1 and 2 have been completed by their campus staff. This certification ensures compliance for eRate funding for the upcoming school year.
This document provides information about reinventing technology with instruction including:
1. Links and resources for videos, reflections, and learning more about topics like QR codes, the SAMR model, digital citizenship certification, and remixing as an artist.
2. An example using the SAMR model to categorize different ways technology can be used in a book report assignment from substitution to redefinition.
3. Details on a webquest activity where participants take on roles like teacher, parent, or administrator to analyze digital citizenship scenarios and develop an action plan statement.
Miguel, thank you for sharing this presentation. Digital citizenship is an important topic, and I appreciate you taking the time to explore it with students.
Freedom to Succeed - Dwell in PossibilityMiguel Guhlin
1. The document discusses how technology is changing education, with tablets becoming more prevalent in schools and expected to outnumber computers within 5 years.
2. BYOT/BYOD initiatives are becoming more common, allowing students to use their own devices in school, though this challenges standardization.
3. The concept of a "post-digital school" is introduced, where ubiquitous technology access transforms life, work and learning rather than being a novelty. This requires rethinking policies around device use.
This document contains the presentation slides from a talk on managing mobile devices in schools. Some of the key points covered include:
- Many students now own mobile devices like phones and use them frequently
- Schools are increasingly adopting iPads and allowing BYOD (bring your own device) policies
- Effective strategies discussed include developing a professional learning network using hashtags and feeds, curating and sharing content, facilitating app selection, and managing devices and files.
This document appears to be a presentation about energizing eLearning through Moodle. Some of the key points discussed include: joining an online Moodle user community for support after workshops; designing engaging course spaces using multimedia, interactive tools, and content from outside sources via RSS; and giving careful thought to course planning and activities that can be adapted to Moodle modules. The presentation emphasizes making the most of Moodle's features to create interactive virtual learning environments.
In this enchantingly mundane preso, veteran blogger Miguel Guhlin shares his meteoric rise to rock star status as a blogger, confesses his blogging addiction, time spent in rehab and offers a retrospective look at blogging as therapeutic nonsense worth tracking and sharing. You will come away with tips and suggestions for tweaking your digital footprint as you build a worldwide following of peers passionate to participate in YOUR professional learning network (PLN).
The document discusses the potential for "flipped classroom" approaches to help offset the negative effects of poverty. It describes the challenges facing a student named Corlita who lacks basic resources at home. Key ideas are that flipped classroom approaches allow lectures to be viewed at home while homework is done in class, and that students can use technology or other tools to scaffold their learning and keep track of what they are learning. It asks how flipped classroom approaches could help value the stories from children's life experiences.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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9. Can we fix it, yes we can!
“We’re up against
forces that are not the
fault of any one...but
feed the habits that
prevent us from
being who we want
to be....”
--Barack Obama
Thursday, January 27, 2011
10. What habits hold you back?
List your “stop-doing” habits below:
http://snipurl.com/sawecan
Thursday, January 27, 2011
12. We Expect Technology
to Raise Test Scores
(by 10%...fairy dust)
Thursday, January 27, 2011
13. Top-down purchases of expensive
integrated learning systems
Thursday, January 27, 2011
14. Central Office Purchases:
Integrated Learning Systems
• In a review of 100
studies of ILSes,
Henry Jay Becker
found that they
“provide little
evidence of ILS
impact on student
achievement.”
Source: http://tinyurl.com/2flkjo
Source: http://tinyurl.com/2xfbym
Image Source: http://tinyurl.com/2e4xxv
Thursday, January 27, 2011
15. Old Habits We Feed
• Implementing technology programs
–without initial stakeholder support
–sustained campus level support
• Expecting technology to raise test scores
• Lack of vision.
• Lack of trust
Thursday, January 27, 2011
16. Think-Pair-Share
“We must all make a ‘stop doing list.’
We must
"stop doing anything and everything"
that doesn't get us the results we want.
-Jim Collins (2001), Good to Great
Thursday, January 27, 2011
17. how do we use technology
in schools now?
Thursday, January 27, 2011
18. How can technology make
learning more real?
• The resulting
inauthenticity of
classroom activity
makes it difficult for
children to see how
school learning applies
to their lives
(Perchman, 1992).
Thursday, January 27, 2011
19. How can we use technology to
collapse the distance between
children in our classrooms and
meaningful contributions that
they can make?
Dr. Tim Tyson
Thursday, January 27, 2011
20. We need to stop simplifying this life
experience of theirs into discreet,
disconnected, learning experiences that
have the maningfulness distilled right out
of them.
Our children have the untapped capacity to
make the world a better place today.
Dr. Tim Tyson
Thursday, January 27, 2011
25. Achieve Level 5 of LOTI
Technology extends learning BEYOND the classroom....
Thursday, January 27, 2011
26. No HEAT = Failure in 8th grade technology literacy results
Thursday, January 27, 2011
27. "We sometimes feel that
what we are doing is just a
drop in the ocean. But the
ocean would be less
because of that missing
drop."
Thursday, January 27, 2011
37. How we achieve LOTI Level 4, or Target
Tech?
• Use a process that guides students through solving
real life, authentic problems that relate to a theme
or overall concept.
• Use the Problem Flow to Guide Development of
Lessons You Use with Your Students.
• Use an Information Problem-Solving Process (e.g.
KWHL, Big6, FLIP IT) that is standard across your
campus and/or district.
• Feel free to move away from standardized
software/hardware tools and use the tool that works
for the purpose intended.
Thursday, January 27, 2011
38. Problem Flow
• Overview of the
Problem Flow
• Focus on Appropriate
Assessments
• Strategies and Tools
• Reflection/ Debriefing
on the Solution
Developed
Thursday, January 27, 2011
39. What is PBL?
• Problem-based learning is a system for
organizing portions of a school’s curriculum
around ill-structured problems that help
students simultaneously acquire new
knowledge and experience in wrestling with
problems.
Thursday, January 27, 2011
40. PBL Characteristics
• Students meet an actual or simulated situation (based
upon a real world model) at the opening of a unit. The
situation is the envelope containing a problem to be
solved.
• The problem to work with is ill-structured. It must be
analyzed through inquiry and investigation before it
can be resolved. Ill-structured problems provide an
effective learning environment because they:
– lack important information when first encountered
– require the learner to hypothesize, question, collect data,
and think
Thursday, January 27, 2011
41. PBL Characteristics,
continued
• Only reveal their complexity through investigation and are
liable to change as inquiry progresses.
• Defy solution by simple formula requiring the application of
reason, and
• Require action (solution) even when the problem solver is
not 100% sure of the “right” answer because data might be
missing, in conflict or able to be interpreted from different
perspectives.
• Students must solve real problems; teachers coach for
growth in metacognition and critical thinking.
• Students must have a stakeholder to identify with.
Thursday, January 27, 2011
42. Why a Stakeholder?
• Real world problem solvers are not objective.
• Real world problems are social constructions.
• Students learn the importance of perspective (bias) in
real-world problems
• Increases ownership
• Provides a form of apprenticeship in a discipline
• In a PBL problem a Stakeholder is someone with
authority, accountability, and responsibility to do
something about the problem.
Thursday, January 27, 2011
43. About the Scenario
• When it is clear that a source has the potential to
become a PBL unit, begin thinking about the situation
or scenario students will meet at the opening of the
unit.
• The opening scenario is the way students meet their
problem. It is the context for all the learning that takes
places during the unit.
• All the investigation, discussion, and embedded
lessons flow from the opening scenario.
Thursday, January 27, 2011
44. Problem Engagement
On Thanksgiving Day, you pull into a
subdivision near Goucher College. It's a
beautiful day, the warm sun comes in
through the car window. As the cool
breeze wraps around you, you feel it like
crispness of clean sheets. As you put
your head down to take a nap, the car
engines lulling you to sleep, a sudden
thump on your door startles you awake.
The car rushes to a swerving stop, and in
the road, behind you, there's a dark
brown shape. As the deer struggles to its
feet, you see a small herd swirl past you.
Pulling into the drive, you see a
homeowner with a crossbow shooting at
deer in his front yard, while a small
group yells at him. A TV crew is pulling
up behind you. The deer your car hit is
gone, but there's trouble brewing just the
same.
Thursday, January 27, 2011
45. Hunches
Questions for You:
1) What hunches do we have about the
deer in Hollywood Park? •After the Unit
2) What do you know about the deer and Engagement,
the sub division?
ask students
3) What questions do we need answer in these questions.
order to do something about this
situation? • Have them use
• After exploring and prioritizing the the KWHL
questions, share with students that form.
they will be exploring animal life
cycles and human intervention in
animal habitats.
Thursday, January 27, 2011
46. Stakeholders
• A critical feature of the unit’s opening scenario is the stakeholder’s role
students will occupy throughout the problem. The stakeholder is the
persona through which students will work on the problem. It gives the
apprentice investigators the perspective, responsibilities, and authority
they will use as the unit unfolds.
• For example, the following stakeholder roles might be used
with student groups:
– Home Owner(s)
– City Council member
– Animal rights activist
– Deer Hunter
– Judge
• Choose roles that will explore/investigate the content you
want children to discover.
Thursday, January 27, 2011
47. Ensuring Problem-Solving
Ask 3 questions:
• What is the connection between curriculum &
real life?
• How is technology connected and used?
• How will students be assessed?
Thursday, January 27, 2011
48. Making the Connection
• What real life problem or connection can we make to
the TEKS we have to teach?
• How do we introduce students to a problem, or project,
that is based on the TEKS?
• To make the connection, we can use:
– A scenario/simulation students have to participate in
character
– Vignette
– Play
– Video, newspaper, or radio announcement
Thursday, January 27, 2011
49. Teachers Make the
Connection
• Be sure to share with students what is
involved, such as:
– Project/Problem Introduction
– Student Grouping & Roles
– Research Model Students will use
– Student Outcome
Thursday, January 27, 2011
50. Questions?
• What questions would you like to explore?
• Divide into groups and assign roles
Thursday, January 27, 2011
51. Creation Checklist
qProblem Engagement
qProblem statement
qCurriculum Map with TEKS Correlation
qEngagement Activity
qInquiry & Investigation
qWhich process will you use?
qCooperative Learning will occur how?
qConsequences?
qProblem Resolution
qSolution Product
Thursday, January 27, 2011
52. Day 2
• Housekeeping & Goals
• Reflection on Status of Project
• Information Acquisition / Investigation
• Rubrics and Assessment
• Group Work
• Presentations to Large Group
• Geometric Reflection
Thursday, January 27, 2011
53. Objectives
• Engage in understanding assessment
• Find best possible solutions
• Group work: (add to PPT)
–One activity
–Culminating activity
–Think about assessments at each step
• Present to large group
Thursday, January 27, 2011
54. Information Problem-
Solving
Although students have access to a variety of
resources, how will they make sense of them?
• Use an Information Problem-Solving Process
such as:
– K.W.H.L (a modified KWL)
– Big6
– FLIP IT!
Thursday, January 27, 2011
55. Information Gathering
BIG 6:
v Task Definition
v Information Seeking Strategies
v Location & Access
v Use of Information
v Synthesis
v Evaluation
Thursday, January 27, 2011
56. Thinking about
Assessment
• How will you assess your students?
– As individuals?
– In small groups?
– As a whole class?
• Use rubrics to assess:
– Content Knowledge
– Products Created
– Group Processes and Collaboration
Thursday, January 27, 2011
57. What goes on the walls?
• As students do their work and work with information
to make it their own…as Judi Harris says,
Transformed it from public information to private
knowledge...
– How are they going to show what they know?
– What products will you hang on the walls, whether virtual
or actual?
– How will you assess students as you consider use of
cooperative groups?
Thursday, January 27, 2011
58. Wall Decorations
Products can include:
• Graphic Organizers (created with
• Inspiration)
• Multimedia Presentations (created with Powerpoint or
Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop, Print
Artist)
• Charts/Graphs
• Web Page(s)
Thursday, January 27, 2011
59. Assessments
Products can include:
• Graphic Organizers (created with Inspiration)
• Multimedia Presentations (created with Powerpoint or
Kid Pix)
• Desktop Publishing (e.g. Publisher, Print Shop, Print
Artist)
• Charts/Graphs (Excel, GraphMaster)
• Web Page(s)
Thursday, January 27, 2011
60. Things to Consider
• Why must we assess the learning?
• What do you need to know to conduct the
assessment?
• What forms – product or performance – might
assessment take?
• How will the assessment take place?
• Who will receive the information and how will
they use it? (stakeholders)
Thursday, January 27, 2011
61. Rubrics are a continuum,
not a competition.
Thursday, January 27, 2011
64. Present the Solution
–A scenario/simulation students have to
participate in character
–Speech or debate
–Play
–Video, newspaper, or radio
announcement
–Expert Convention
Thursday, January 27, 2011
65. Debrief the Problem
• The goal is for learners to reflect on what they
have learned
• Sense of completion
• Make connections to standards-based
outcomes
• Journal entries used to debrief
PBL is authentic learning!
Thursday, January 27, 2011
66. Creation Checklist
qProblem Engagement Reminders:
qProblem •Construct
qCurriculum Map with TEKS Correlation assessments that
qInquiry & Investigation will fit in along the
way.
qWhich process will you use?
qCooperative Learning will occur how? •Feel free to ask
qConsequences? facilitators for
assistance.
qProblem Resolution
qSolution Product
Thursday, January 27, 2011