This document summarizes a presentation about using YouTube to extend microteaching sessions for pre-service teachers in an online teacher education course. Students created YouTube videos of their microteachings to practice teaching and receive feedback. Key findings included that students got to know each other by discussing their videos, learned the technology quickly with peer support, and their videos provided a valuable performance-based assessment of their teaching skills. However, some videos focused too much on content and not enough on engaging students. Overall, the YouTube project provided valuable practice and assessment, but improvements are still needed to better align the course with a performance-based approach.
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Embedding Self assessment and Feedback into Reflective Portfolios Terry YoungePortfolios Australia
Sports Coaching requires a high degree of reflective practice in order for students to improve their skills. This presentation describes a methodology to assess student ability to coach another individual. It incorporates video production and submission, session planning, risk assessment, self assessment and reflection on assessment performance.
Teaching Augmented Reality to Computer Science students under lockdownMikhail Fominykh
The slides were used in a presentation at a webinar "How can digital tools and new teaching methods improve students learning?" http://epic.agu.edu.tr/events/webinar-how-can-digital-tools-and-new-teaching-methods-improve-students-learning/
The webinar was held on 25 June 2020
Embedding Self assessment and Feedback into Reflective Portfolios Terry YoungePortfolios Australia
Sports Coaching requires a high degree of reflective practice in order for students to improve their skills. This presentation describes a methodology to assess student ability to coach another individual. It incorporates video production and submission, session planning, risk assessment, self assessment and reflection on assessment performance.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
Presentation at CSWE APM Conference in Portland Oregon October 17, 2010. Contact Jo Ann Regan at joannr@mailbox.sc.edu if you want a copy emailed to you.
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!
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
UM3D Ignite Series: Preparing to Teach Your First Online CourseLHoustonMemphis
The first day of class is the easiest day of the semester...NOT!
The first class of a course sets the tone for the entire semester. We’ll explore strategies to motivate learning, ideas for personalizing the learning
experience and establishing expectations so new students walk away thinking, “This is going to be a great class!”
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In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Best practice strategies for online teaching cswe apm 2010Jo Ann Regan
Presentation at CSWE APM Conference in Portland Oregon October 17, 2010. Contact Jo Ann Regan at joannr@mailbox.sc.edu if you want a copy emailed to you.
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!
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
UM3D Ignite Series: Preparing to Teach Your First Online CourseLHoustonMemphis
The first day of class is the easiest day of the semester...NOT!
The first class of a course sets the tone for the entire semester. We’ll explore strategies to motivate learning, ideas for personalizing the learning
experience and establishing expectations so new students walk away thinking, “This is going to be a great class!”
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Assessment and Feedback Using ePortfolios: Shifting to a New Paradigm of Prac...ePortfolios Australia
ePortfolio practice focuses on reflective pedagogies and iterative submissions of student assessment responses. Students are encouraged to store learnings in their ePortfolio to showcase their strengths to different audiences. Innovations in practice come and go depending on buy-in and resource allocation. Once again, the world is significantly changing and the ‘new’ future of post COVID-19 remains ambiguous. In this paper, we propose a paradigm shift that facilitates a dialogic process around the collection of feedback a student receives in their ePortfolio. The design of an assessment regime sets the stage for active student participation in curating their individual feedback from self, peers, educators or industry. The aim of this process is for students to get a personalised reconstruction of their learning progress, through collaborative and social learning opportunities. In this paper we will offer further explanation of how this paradigm impacts practice in today’s digital era.
Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations.
Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
The training methodology deals with the methods aimed to design and implement training. It must be separated from the “method” because it can be defined as a body of practices, procedures and rules used by those who work following a “discipline”.
Reports on a pilot study to develop collaborative projects at a distance through an online format. Students researched and developed field-based science projects; delivered them to students and other teachers through websites & wikis; and presented them through their own pod in a virtual world. Careful scaffolding of the work; required weekly reports; and shared development efforts created interesting, student-engaging projects (in most cases).
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
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Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course.
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Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
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This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
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These slides accompanied a conference presentation of a paper on this topic presented at e-Learn in Las Vegas sponsored by AACE - paper written by Eileen O'Connor and Terri Worman; presentation given by Terri Worman
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These slides accompanied a presentation to MOOC (massive online open course) about my work in the graduate program at SUNY Empire State college integrating virtual reality into my courses and into this emerging-technology master's program
These slides accompanied a presentation that was conducted face-to-face during an education workshop at the conference in Learning with Innovative Technologies conducted by SUNY Empire State College and Saratoga High School
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Science, technology, engineering and mathematics (STEM), often enhanced with the arts (STEAM) has become an important interdisciplinary perspective that can be brought to education, business and community based projects. This presentations highlights the theoretical / academic underpinnings of this approach and provides examples from work done within the SUNY Empire State College's masters program in these areas.
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These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
These slides accompanied a workshop that reviewed the basics of the way that open source virtual reality environments can be used in education - there are hands on applications and links that can be tried by all
Lessons Learned When Using Virtual Reality with Middle School StudentsEileen O'Connor
This study from 2010 / 2011 explains how a higher education instructor learned how to create a complex project within an immersive virtual reality setting for middle school students
Faculty at Empire State College / SUNY share ways they use innovative technologies to build community and they share how they have worked to support each other's efforts.
Overall perspective on things that can be done in virtual reality environments. Uses Second Life as the platform but can be adapted to other virtual reality environments.
Ways to consider using social networks available today for education purposes and with assessment approaches that can help you understand if your network is achieving your desired objectives.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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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.
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.
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. Using YouTube to Extend Microteaching Sessions . . . and Applications to Online & Performance-based Instruction Presented at: All Areas of Study - 2010 Empire State College Master of Arts in Teaching Program Eileen O’Connor, Ph.D. www.slideshare.net/eoconnor
2. Using YouTube to Extend Microteaching Sessions . . . and Applications to Online & Performance-based Instruction – AAOS 2010 presentation – available at www.slideshare.net/eoconnor/YouTube-online Paper soon to be published: THE EFFECT ON LEARNING, COMMUNICATION, AND ASSESSMENT WHEN STUDENT-CREATED YOUTUBES OF MICROTEACHING WERE USED IN AN ONLINE TEACHER-EDUCATION COURSE -- in the Journal of Educational Technology Systems
3. Agenda What are your course needs? Background on the course & the needs of the course ; research questions Findings from the YouTube pilot Conclusions, improvements, next steps, and extensions: How can we scaffold a developmental teacher-growth process where we can view performance? What evidence would you want to see in a self-taped microteaching? Where might such self-videotapings serve ESC needs?
4. Where might a performance help your work? Jot down some ideas – we will return to these at the end
5. Course Particulars Pre-service teachers who are learning to become science teachers; career changing adults An associated course is face-to-face and allows these teachers to practice but . . . content-pedagogy experts are not always available Purpose of YouTube pilot—to have students: develop a microteaching that they share with peers & the instructor that can aid in their development as soon-to-be K12 teachers, that can serve as a course assessment , and that can encourage peer networks
6. Course particulars: the nature of the course interactions The online course itself is highly interactive and tech-enabled online course: Second Life for meetings and discussions Talk-aloud discussion boards for planning Networking students in an expressed instructional objective -- COULD / SHOULD THIS BE A REQUIREMENT IN YOUR CLASSROOM
8. Research questions (see paper) Can the use of readily-available video-recording and sharing applications, such as YouTube, provide more opportunities for pre-service teachers working in a largely online environment to practice teaching before they enter the classroom? How can having more opportunities for content-expert faculty review help these students grow as research-based science teachers? Can students in online courses develop more collegial relationships through YouTube sharing? What areas appear as problematic when students self-created and posted these videos – from a technical perspective and from a presentation perspective? How did the YouTube serve as an assessment tool within the course? How has the use of student-developed videos improved the course effectiveness?
9. You & your online students get to know each other
10. Findings: students get to know each other – online More personal interactions were apparent: Peer help with creating and posting the YouTubes Students discuss their presentation style Do I look shifty eyes? Students comment about themselves personally Not happy with the beard it was shaved Personalities become apparent From show-off-y to competent to quiet
11. Findings: learning the technology Some technology struggles in the beginning; but quickly overcome – issues at the beginning: Uploading problems – timing out / too long Trouble embedding the right links No Helpdesk – students helped each other Initial handout from the instructor with some “basics” The icebreaker to test the process was very helpful - and students enjoyed their presentations
12. Ways students worked Sophisticated video-editing was clearly stated & demonstrated as NOT being required; this was not per se a technology course
16. A “performance based” assessment Brings in a vital aspect of instruction and review: The process of creating the microteaching is instructive in-and-of itself As evident in the scientific quality within the productions even without specific coaching on how & what to present Kindly but pointed review Mastery of many areas but still not student centered or interesting More similar to actual classroom observations The content-pedagogy instructor can now observe technique, technology integration, & aspects of comfort in front of an audience Difficult qualities to assess in online environment
17. Findings Good science & tech . . . however: Too much to an adult audience – their colleagues Despite criteria, notes, rubrics, and comments But improvement by the second microteaching Too much “this is what you should know about science” and not enough engendering of the questions that science addresses Too little evidence of why K12 students would be interested or engaged in the science
18. Benefits Good way for online instructors to get to know students – in an asynchronous manner Easy to use: The learning curve for the technology is small Network students for peer support Important communication skills that teachers need: Good modeling for their own classroom; K12 students work well in this environment
19. Value to the students Practice with the technology and with the teaching; learning how to assemble materials needed, how to address the standards Getting to know their peers better Using 21st century skills
20. Value in teacher prep Practicing with assembly of all the materials and ideas needed when teaching: Requires the integration of many areas: the science; the lessons; the technology; and the videotaping goes beyond what is evident in a lesson plan Provides practice in speaking and later critiquing The natural concern about speaking with colleagues as evident in comments to the audience and introductions Also, these students may soon have to do a demo lesson on a job interview
21. Selected links to microteaching YouTubes (T&L – spring 2010) Deleted for student privacy reasons
23. Lessons learned for teacher ed: more research & development needed Very valuable techniques – show the good and the bad of teaching Often teacher-centered / little evidence of differentiation – but movement towards best practice VERY difficult to change practice – we teach how we were taught; which may not be as evident in lesson plans and papers Student products (the videos) can be shared, stored, and analyzed improvement in teacher-ed instruction can be supported by actual performance evidence
24. Lets return to your initial ideas: NOTE: you might change instruction in significant ways – are you ready?
25. In conclusion: the pilot outcomes Very worthy – providing a whole new face for pre-service teacher education Closer to the classroom – than written lesson plans; much better assessment of preparation for teaching However, lack of “real” students may have skewed this towards a performance for other scientist Performance-based assessment – heralds our adult students: good concrete experience Need to bring the course itself into better alignment with this performance approach areas in need of improvement were highlighted
26. Notes to prospective implementers Valuable way to assess performance but we need to improve the evaluation of live performances and not simply “papers” Particularly useful in clinical programs and/or where performances are required Model the techniques you want Easier said then done In teacher education, you need a new mental model of teaching; the YouTube gives evidence to the deeper thinking of students The instructor will have students continue to use these videos in the fall semester’s course
Editor's Notes
This slide shows what the analysis found of different ways that students addressed their unseen K12 audience. At the beginning the students effectively forget the K12 audience and addressed most of the comments to their colleagues. By the second micrteaching they remembered to address the right audience. Still the students had a difficult time with creating the challenging, engaging environment that would raise K12 student curiosity; they tended to show students what to do and see.
For example, the instructor was able to get a very good perspective on the technology and science-lesson skills of the student.