This document provides tips and recommendations for integrating various mobile applications into classroom instruction using BYOD (Bring Your Own Device). It describes apps such as Animoto, Edmodo, Evernote, Google Drive, Nearpod, and Socrative that allow students to create videos, access class materials, take notes, and participate in interactive lessons from their personal devices. Potential challenges with BYOD like cheating and distraction are addressed, along with options for mirroring or projecting devices for whole-class instruction.
This document summarizes the experiences of a teacher conducting their first webinar sessions for older learners with little technology experience. Key points include: the learners struggled with technology concepts; webinars provided real-time interaction and sharing capabilities with little equipment needed; teacher training focused on content backup and ensuring technology worked; and conducting practice sessions was important to work out issues like microphone and camera use, internet access, and optimal session length. Overall, webinars were found to be a useful resource for delivering content remotely.
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
Video lessons are educational videos that present material for a topic to be learned. They can include a teacher speaking to the camera, photographs, text, or a mixture. Video lessons have advantages like being accessible anytime for individualized self-paced learning, and they are effective for distance students. However, limitations include technological problems, costs, and a lack of personal interaction compared to in-person lessons.
12 Top Tips to Teaching Online provides advice for teachers transitioning to online instruction. Some key tips include: positioning your camera at eye-level; using multiple light sources so students can see you clearly; ensuring good audio quality; practicing the technology before teaching sessions; listening attentively to students; wearing blue or green colors which show up well on camera; and using a socratic or flipped classroom approach where students learn content on their own before applying it with the teacher's feedback. The article emphasizes engaging and supporting students through online instruction.
Digital Literacy Webquest on Digital Etiquettezmt3
This document is a teacher's guide for a student webquest on digital etiquette (netiquette). Students will research netiquette topics, create an informative poster, and develop a video presentation. They will then present their findings to younger students. The teacher provides guidance on standards, resources, evaluation criteria, and concludes that teaching netiquette is important for developing good digital citizenship.
This document discusses the use of technology in English language teaching and learning. It outlines how technology and digital tools can help develop 21st century skills in students like communication, critical thinking, collaboration and creativity. It then examines different types of technologies used, including tablets, interactive whiteboards, websites and apps. Specific language learning apps and programs are described that can help students improve reading, writing, listening and grammar skills. Challenges to integrating technology are also discussed, along with solutions like providing teacher training and technical support.
Implementing iPods in the classroom can provide several advantages for students and teachers. Ipods allow for portable storage and playback of audio lessons, lectures, and educational materials. They also enable students to create podcasts, record presentations, and download ebooks. However, there are some barriers to their use such as ensuring students do not access inappropriate content or use iPods as a distraction. With proper guidelines and supervision, iPods can engage students and enhance learning by connecting classroom materials to a familiar technology.
This document provides tips and recommendations for integrating various mobile applications into classroom instruction using BYOD (Bring Your Own Device). It describes apps such as Animoto, Edmodo, Evernote, Google Drive, Nearpod, and Socrative that allow students to create videos, access class materials, take notes, and participate in interactive lessons from their personal devices. Potential challenges with BYOD like cheating and distraction are addressed, along with options for mirroring or projecting devices for whole-class instruction.
This document summarizes the experiences of a teacher conducting their first webinar sessions for older learners with little technology experience. Key points include: the learners struggled with technology concepts; webinars provided real-time interaction and sharing capabilities with little equipment needed; teacher training focused on content backup and ensuring technology worked; and conducting practice sessions was important to work out issues like microphone and camera use, internet access, and optimal session length. Overall, webinars were found to be a useful resource for delivering content remotely.
This document provides guidance on using video in the classroom. It discusses how video engages visual learners and brings the outside world into the classroom. Some tips are to keep videos short, have students watch the full video first to get the big picture, and always preview videos yourself. Videos can be used in three approaches: as the sole content in a flipped classroom, blended into an existing curriculum, or as a supplement. Common video activities include pre-viewing, viewing with tasks, and post-viewing practice. Ten recipes for using videos provide specific activity ideas like discussing, describing, predicting, and teaching language points.
Video lessons are educational videos that present material for a topic to be learned. They can include a teacher speaking to the camera, photographs, text, or a mixture. Video lessons have advantages like being accessible anytime for individualized self-paced learning, and they are effective for distance students. However, limitations include technological problems, costs, and a lack of personal interaction compared to in-person lessons.
12 Top Tips to Teaching Online provides advice for teachers transitioning to online instruction. Some key tips include: positioning your camera at eye-level; using multiple light sources so students can see you clearly; ensuring good audio quality; practicing the technology before teaching sessions; listening attentively to students; wearing blue or green colors which show up well on camera; and using a socratic or flipped classroom approach where students learn content on their own before applying it with the teacher's feedback. The article emphasizes engaging and supporting students through online instruction.
Digital Literacy Webquest on Digital Etiquettezmt3
This document is a teacher's guide for a student webquest on digital etiquette (netiquette). Students will research netiquette topics, create an informative poster, and develop a video presentation. They will then present their findings to younger students. The teacher provides guidance on standards, resources, evaluation criteria, and concludes that teaching netiquette is important for developing good digital citizenship.
This document discusses the use of technology in English language teaching and learning. It outlines how technology and digital tools can help develop 21st century skills in students like communication, critical thinking, collaboration and creativity. It then examines different types of technologies used, including tablets, interactive whiteboards, websites and apps. Specific language learning apps and programs are described that can help students improve reading, writing, listening and grammar skills. Challenges to integrating technology are also discussed, along with solutions like providing teacher training and technical support.
Implementing iPods in the classroom can provide several advantages for students and teachers. Ipods allow for portable storage and playback of audio lessons, lectures, and educational materials. They also enable students to create podcasts, record presentations, and download ebooks. However, there are some barriers to their use such as ensuring students do not access inappropriate content or use iPods as a distraction. With proper guidelines and supervision, iPods can engage students and enhance learning by connecting classroom materials to a familiar technology.
Integrating Technology Tools to Enhance ESLBethany Fenner
The document outlines an agenda for a workshop on integrating technology to enhance ESL/ELL education. It discusses using iPads, apps, websites, podcasts, and online games in the ESL classroom. Specific apps, websites, and resources are provided as examples. The document emphasizes that technology can increase student engagement, promote independent learning, and help students practice language skills. It also provides tips for evaluating educational apps and ensuring quality online content.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
The document discusses the benefits of using technology for English language teaching. It allows students to work at their own pace without competition, and to practice skills privately. However, not all students and teachers have good access to computers and the internet. The document then provides examples of how technology can be used, such as presentations, quizzes, and animations. It also discusses challenges faced in integrating technology, such as limited computer access and lack of training. Overall, the document advocates for the effective use of technology like PowerPoint and websites to create interactive materials for language learning.
The document discusses tips and best practices for teaching online courses effectively. It emphasizes the importance of developing standardized procedures, designing courses that are visually consistent and organized, providing timely feedback to students, and establishing a sustainable workflow. Some specific tips include creating video content for students, using tools like Blackboard and Skype, and being proactive during the first week of class to set clear expectations. The overall message is that online teaching does not need to be overwhelming if the instructor plans thoroughly and maintains an organized, routine approach.
This document provides tips for managing online classroom behaviors. It discusses establishing expectations by encouraging learners to log in early and resolve technical issues. Short, positive rules should be established and modeled by the instructor. Instructions should be clear, include time limits, and use encouragement. Participation should be acknowledged both verbally and through tools like the attendee status to recognize all learners. The document advises reflecting on techniques to improve instruction giving and engagement.
Using technology to enhance classroom learningbriannamarisol
This document outlines tips and techniques for using technology like PowerPoint and websites to enhance classroom learning. It discusses how today's students have grown up with technology and have different learning preferences than past generations. Examples of effective PowerPoint design and use are provided, such as using minimal text and graphics to engage students. Website design considerations for educational purposes are also reviewed. The overall message is that technology should be used strategically to enhance interactivity and engage different learning styles, not as a replacement for active teaching.
Using video in language teaching provides several benefits over only using audio. It allows students to see language in use through expressions, gestures, and other visual clues, aiding comprehension. Videos also expose students to different cultural contexts far beyond the classroom, such as typical British body language or American speech. When students make their own videos, it provides an authentic and creative task that encourages language production. Most students are also more engaged and motivated when both hearing and seeing language modeled in interesting video activities.
1. PowerPoint can be an effective tool for instruction if used carefully, but may disengage students if overused or not designed well. It works best when integrating other active learning techniques.
2. Effective PowerPoint use involves engaging multiple learning styles with images and annotations, while avoiding excessive text-heavy slides or reliance only on presentation of information without feedback or student interaction.
3. Instructors should focus on active learning over passive reception of slides, using techniques like questions on slides, small group activities, and ensuring notes supplement rather than replace student notetaking to avoid disengagement.
Working with digital resources ames2007 versionjaclynne
This document discusses e-learning and digital tools that can be used to support blended learning. It provides examples of how tools like wikis, Voki, and Voxopop can be used to facilitate online discussion, engage students, and support assessment. The document encourages teachers to experiment with new digital tools, start with one tool, learn from mistakes, and get students excited to try new technologies. Overall, the document promotes embracing e-learning and blended learning models to enhance teaching and engage students.
This document discusses using video snippets to increase engagement in online classrooms. It begins by outlining how video can help form social connections between students and instructors. Studies show the need for interactivity to aid understanding and the importance of instructors being warm, caring, and setting high standards. The document then recommends using free or low-cost tools like Jing, Glogster, narrated PowerPoints, and VoiceThread to create short video clips. These personal videos can help students connect with content and the instructor. Join.me and anecdotal evidence are presented as ways to provide real-time feedback through screen sharing. Research on breaking videos into shorter segments and twitch speed is also briefly discussed. The document promotes using video
Educational technology and passive withdrawers - Jan Jonesjohnroseadams1
Based on a recent project for L185: English for Academic Purposes in which a series of telephone interviews were conducted, Jan Jones (IET) reports on the experience of passive withdrawers’ use of educational technologies, most of whom did not have English as a first language.
Micro-Learning: Bite-Size Data for your Brainjoyousjune
Modern learners have short attention spans and frequent interruptions. Most learners will only watch videos up to 4 minutes long. Micro-learning delivers content in short bursts to address these challenges. It involves short formats like quizzes, videos, and games to teach specific objectives. Micro-learning lessons should be brief, focus on one topic, and include an explanation of why the lesson is important for learning. While micro-learning is accessible on mobile devices, it risks only providing fragmented learning without coherence if not designed carefully.
This document summarizes an interview with Rachit about computer and internet use at school. Some key points:
- Rachit uses computers for learning software, improving understanding of lessons, and submitting projects online. The internet is used as a reference tool.
- Rachit uses computers frequently and finds they usually help answer questions. Smart boards make lessons easier to understand but can have technical issues.
- Mobile phones are not allowed at school as they cause distractions. Rachit feels computers at school should only be used for educational purposes. Etiquette like proper use and care of devices is important.
This document contains details from Rachit's interview, including his responses to questions about using computers and the internet at school. Some key points from Rachit's responses are:
- He uses computers at school for learning software, improving understanding of lessons, and submitting projects through cloud storage.
- Computers and the internet help him find answers to questions frequently.
- Using computers improves lesson standards by making content easier to understand and providing references.
- His school uses smart boards but they can be time-consuming and prone to technical errors.
Making eLearning Accessible for EveryoneMatthew Guyan
This was my presentation from the LearnX conference in 2015 where I spoke about accessibility and some of the things eLearning designers can do to make their modules more accessible.
The document discusses best practices for instructional design for online learning. It defines instructional design as a systematic process for developing effective instructional materials that considers outcomes, assessment, learners, strategies, and media/technology. It provides 10 best practices for instructional design including: 1) creating an instructional design plan, 2) analyzing learners, 3) getting the right mix of synchronous/asynchronous and independent/group learning, 4) using learning outcomes, 5) sequencing content appropriately, 6) pacing the course, 7) designing engaging activities, 8) building appropriate assessment, 9) using appropriate media types, and 10) writing and designing for the online medium.
Using technology to enhance classroom learningBurtonBN
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers best practices for using PowerPoint, such as limiting text and animations, and tips for designing effective website content like considering the audience and bandwidth. The goal is to engage students and balance technology with other teaching methods.
This document discusses effective use of PowerPoint for instruction. It outlines advantages like engaging multiple learning styles, but also challenges like presentations being teacher-centered or lacking student feedback. Different approaches are described, such as text-heavy slides, image-heavy slides, or using slides as worksheets. The document provides examples of incorporating activities, case studies, student response systems, and narrated downloads to make presentations more interactive.
The document outlines a program for a workshop on mobile technologies for inclusivity. The workshop aims to raise awareness of various mobile technologies and their accessibility features, explore tools and platforms, and address issues around personalization and mobile learning. The agenda includes presentations on topics like iPads for inclusion and mobile platforms/apps, as well as activities to evaluate tools and ideas for inclusive mobile activities.
Skype in the Classroom is a program that allows teachers to connect their students with other classes around the world using Skype. The document provides tips and examples of how teachers have used Skype for virtual field trips, cultural exchanges, guest speakers, collaborative projects, and mystery Skype calls. It also outlines the basic requirements for using Skype in the classroom, potential challenges, and ways to enable further learning through blogs, research, and global projects.
The University uses various e-learning models and tools to facilitate online instruction. Some key models used include web-based learning, which is accessed via web browsers and allows students to learn at their own pace without traveling to campus. Computer-based training is also used, which involves offline instruction on computers. The University also utilizes learning management systems like Moodle to create customized online learning environments for students and teachers. A variety of software tools, like Microsoft Office, and platforms for classes, like VoiceThread and Kahoot, are leveraged as well to enhance digital learning and engagement.
1. The document discusses strategies for 21st century classrooms, including connecting students globally using virtual classrooms, videoconferencing, and collaborative projects.
2. Key skills discussed include digital literacy, communication literacy, and using multimedia tools to transcend language barriers.
3. Specific examples are provided of students collaborating with peers in other countries on blogs, wikis and Voicethreads to share experiences and learn from each other.
Integrating Technology Tools to Enhance ESLBethany Fenner
The document outlines an agenda for a workshop on integrating technology to enhance ESL/ELL education. It discusses using iPads, apps, websites, podcasts, and online games in the ESL classroom. Specific apps, websites, and resources are provided as examples. The document emphasizes that technology can increase student engagement, promote independent learning, and help students practice language skills. It also provides tips for evaluating educational apps and ensuring quality online content.
This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.
The document discusses the benefits of using technology for English language teaching. It allows students to work at their own pace without competition, and to practice skills privately. However, not all students and teachers have good access to computers and the internet. The document then provides examples of how technology can be used, such as presentations, quizzes, and animations. It also discusses challenges faced in integrating technology, such as limited computer access and lack of training. Overall, the document advocates for the effective use of technology like PowerPoint and websites to create interactive materials for language learning.
The document discusses tips and best practices for teaching online courses effectively. It emphasizes the importance of developing standardized procedures, designing courses that are visually consistent and organized, providing timely feedback to students, and establishing a sustainable workflow. Some specific tips include creating video content for students, using tools like Blackboard and Skype, and being proactive during the first week of class to set clear expectations. The overall message is that online teaching does not need to be overwhelming if the instructor plans thoroughly and maintains an organized, routine approach.
This document provides tips for managing online classroom behaviors. It discusses establishing expectations by encouraging learners to log in early and resolve technical issues. Short, positive rules should be established and modeled by the instructor. Instructions should be clear, include time limits, and use encouragement. Participation should be acknowledged both verbally and through tools like the attendee status to recognize all learners. The document advises reflecting on techniques to improve instruction giving and engagement.
Using technology to enhance classroom learningbriannamarisol
This document outlines tips and techniques for using technology like PowerPoint and websites to enhance classroom learning. It discusses how today's students have grown up with technology and have different learning preferences than past generations. Examples of effective PowerPoint design and use are provided, such as using minimal text and graphics to engage students. Website design considerations for educational purposes are also reviewed. The overall message is that technology should be used strategically to enhance interactivity and engage different learning styles, not as a replacement for active teaching.
Using video in language teaching provides several benefits over only using audio. It allows students to see language in use through expressions, gestures, and other visual clues, aiding comprehension. Videos also expose students to different cultural contexts far beyond the classroom, such as typical British body language or American speech. When students make their own videos, it provides an authentic and creative task that encourages language production. Most students are also more engaged and motivated when both hearing and seeing language modeled in interesting video activities.
1. PowerPoint can be an effective tool for instruction if used carefully, but may disengage students if overused or not designed well. It works best when integrating other active learning techniques.
2. Effective PowerPoint use involves engaging multiple learning styles with images and annotations, while avoiding excessive text-heavy slides or reliance only on presentation of information without feedback or student interaction.
3. Instructors should focus on active learning over passive reception of slides, using techniques like questions on slides, small group activities, and ensuring notes supplement rather than replace student notetaking to avoid disengagement.
Working with digital resources ames2007 versionjaclynne
This document discusses e-learning and digital tools that can be used to support blended learning. It provides examples of how tools like wikis, Voki, and Voxopop can be used to facilitate online discussion, engage students, and support assessment. The document encourages teachers to experiment with new digital tools, start with one tool, learn from mistakes, and get students excited to try new technologies. Overall, the document promotes embracing e-learning and blended learning models to enhance teaching and engage students.
This document discusses using video snippets to increase engagement in online classrooms. It begins by outlining how video can help form social connections between students and instructors. Studies show the need for interactivity to aid understanding and the importance of instructors being warm, caring, and setting high standards. The document then recommends using free or low-cost tools like Jing, Glogster, narrated PowerPoints, and VoiceThread to create short video clips. These personal videos can help students connect with content and the instructor. Join.me and anecdotal evidence are presented as ways to provide real-time feedback through screen sharing. Research on breaking videos into shorter segments and twitch speed is also briefly discussed. The document promotes using video
Educational technology and passive withdrawers - Jan Jonesjohnroseadams1
Based on a recent project for L185: English for Academic Purposes in which a series of telephone interviews were conducted, Jan Jones (IET) reports on the experience of passive withdrawers’ use of educational technologies, most of whom did not have English as a first language.
Micro-Learning: Bite-Size Data for your Brainjoyousjune
Modern learners have short attention spans and frequent interruptions. Most learners will only watch videos up to 4 minutes long. Micro-learning delivers content in short bursts to address these challenges. It involves short formats like quizzes, videos, and games to teach specific objectives. Micro-learning lessons should be brief, focus on one topic, and include an explanation of why the lesson is important for learning. While micro-learning is accessible on mobile devices, it risks only providing fragmented learning without coherence if not designed carefully.
This document summarizes an interview with Rachit about computer and internet use at school. Some key points:
- Rachit uses computers for learning software, improving understanding of lessons, and submitting projects online. The internet is used as a reference tool.
- Rachit uses computers frequently and finds they usually help answer questions. Smart boards make lessons easier to understand but can have technical issues.
- Mobile phones are not allowed at school as they cause distractions. Rachit feels computers at school should only be used for educational purposes. Etiquette like proper use and care of devices is important.
This document contains details from Rachit's interview, including his responses to questions about using computers and the internet at school. Some key points from Rachit's responses are:
- He uses computers at school for learning software, improving understanding of lessons, and submitting projects through cloud storage.
- Computers and the internet help him find answers to questions frequently.
- Using computers improves lesson standards by making content easier to understand and providing references.
- His school uses smart boards but they can be time-consuming and prone to technical errors.
Making eLearning Accessible for EveryoneMatthew Guyan
This was my presentation from the LearnX conference in 2015 where I spoke about accessibility and some of the things eLearning designers can do to make their modules more accessible.
The document discusses best practices for instructional design for online learning. It defines instructional design as a systematic process for developing effective instructional materials that considers outcomes, assessment, learners, strategies, and media/technology. It provides 10 best practices for instructional design including: 1) creating an instructional design plan, 2) analyzing learners, 3) getting the right mix of synchronous/asynchronous and independent/group learning, 4) using learning outcomes, 5) sequencing content appropriately, 6) pacing the course, 7) designing engaging activities, 8) building appropriate assessment, 9) using appropriate media types, and 10) writing and designing for the online medium.
Using technology to enhance classroom learningBurtonBN
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers best practices for using PowerPoint, such as limiting text and animations, and tips for designing effective website content like considering the audience and bandwidth. The goal is to engage students and balance technology with other teaching methods.
This document discusses effective use of PowerPoint for instruction. It outlines advantages like engaging multiple learning styles, but also challenges like presentations being teacher-centered or lacking student feedback. Different approaches are described, such as text-heavy slides, image-heavy slides, or using slides as worksheets. The document provides examples of incorporating activities, case studies, student response systems, and narrated downloads to make presentations more interactive.
The document outlines a program for a workshop on mobile technologies for inclusivity. The workshop aims to raise awareness of various mobile technologies and their accessibility features, explore tools and platforms, and address issues around personalization and mobile learning. The agenda includes presentations on topics like iPads for inclusion and mobile platforms/apps, as well as activities to evaluate tools and ideas for inclusive mobile activities.
Skype in the Classroom is a program that allows teachers to connect their students with other classes around the world using Skype. The document provides tips and examples of how teachers have used Skype for virtual field trips, cultural exchanges, guest speakers, collaborative projects, and mystery Skype calls. It also outlines the basic requirements for using Skype in the classroom, potential challenges, and ways to enable further learning through blogs, research, and global projects.
The University uses various e-learning models and tools to facilitate online instruction. Some key models used include web-based learning, which is accessed via web browsers and allows students to learn at their own pace without traveling to campus. Computer-based training is also used, which involves offline instruction on computers. The University also utilizes learning management systems like Moodle to create customized online learning environments for students and teachers. A variety of software tools, like Microsoft Office, and platforms for classes, like VoiceThread and Kahoot, are leveraged as well to enhance digital learning and engagement.
1. The document discusses strategies for 21st century classrooms, including connecting students globally using virtual classrooms, videoconferencing, and collaborative projects.
2. Key skills discussed include digital literacy, communication literacy, and using multimedia tools to transcend language barriers.
3. Specific examples are provided of students collaborating with peers in other countries on blogs, wikis and Voicethreads to share experiences and learn from each other.
Ms. V teaches a class of 14 students with diverse abilities and challenges. She takes a holistic and learner-centered approach, focusing on each student's strengths rather than weaknesses. To motivate her students and address different learning styles, she uses a variety of technologies and multimedia in the classroom, such as cell phones, instant messaging, and video conferencing. She emphasizes collaboration over independent work, encouraging students to network, share knowledge, and help each other. For a science fair project, Ms. V made the curriculum more relevant and engaging for students by incorporating their technology skills and allowing choices in presentation format. Through her innovative teaching methods, Ms. V helps students feel cared for and succeed by their own abilities.
Skype is a free communication platform that allows users to make video and voice calls, share screens, and send instant messages. The document discusses how Skype can be used in educational settings through the "Skype in the Classroom" program. This program allows teachers to connect with other educators, experts, and classes around the world. Some benefits highlighted include engaging students through virtual field trips and guest speakers. Challenges like technical issues and network requirements are also outlined. Examples are provided of how teachers have used Skype successfully in their classrooms to improve students' presentation skills and language development.
This document discusses using blogs and podcasts to enhance language learning in schools. It provides examples of how blogs can encourage writing, creativity, and global citizenship. Podcasts are suggested as a way to promote speaking skills. Schools that have implemented blogging and podcasting projects saw improvements in students' reading, writing, and language skills. The document also provides resources for setting up blogs and tutorials for creating podcasts to integrate information and communication technologies into modern foreign language classrooms.
Strategies for Effective Online Learning (July 15)Mann Rentoy
WWW.CHARACTERCONFERENCES.COM
mannrentoy@gmail.com
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Elluminating Moments: Enhancing Student Learning & Engagement with Webconfe...Lisa D'Adamo-Weinstein
Elluminating Moments: Enhancing Student Learning & Engagement with Webconferencing in Online Only & Blended Learning Environments
This presentation discusses using the webconferencing tool Elluminate to support online and blended learning. It provides examples of how Elluminate has been used for workshops, study groups, and one-on-one tutoring sessions. Benefits discussed include increased interaction, access for students with scheduling conflicts, and the ability to record sessions. Best practices for moderating Elluminate sessions effectively are also reviewed.
Workshop delivered by Lyndsay McInnes from Ajenta covering the use of video conferencing to deliver the curriculum. Workshop hosted by CDN (College Development Network) on 4th February, 2019.
The mlearning meeting and workshop teachers handoutMr Bounab Samir
The document discusses the potential benefits of using mobile phones (mlearning) in education. It provides numerous examples of how phones can be used to collaborate, communicate, create, coordinate, and curate educational content and activities. Phones allow students to research questions, access educational resources, record lessons, provide peer feedback, and engage in learning outside the classroom. When used appropriately under the guidance of teachers, mlearning can effectively support students' digital literacy and safety, help prepare them for future careers, and make learning more convenient, interactive, and up-to-date.
Presentation for Exeter University and A.L.L.Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how these tools can be used, including having students create podcasts to practice grammar explanations or record mobile videos giving directions around the school. The document emphasizes that these tools can increase student motivation, engagement, and independence by allowing learning to extend beyond traditional classroom exercises.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way to extend learning beyond the classroom.
Thinking Outside The Classroom Box Language Show 2008joedale
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
ICT- thinking outside the classroom box at Language Show 2008Chris Fuller
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and mobile recordings can allow students to practice language skills independently. When integrated thoughtfully, these tools can make language learning more relevant and extend it beyond traditional classroom walls.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are recommended for creating audio lessons and materials for students to access remotely. The document also explores moblogging and using mobile phones to record videos and voice memos as a way for students to document projects and language use outside of class.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are suggested as ways for students to listen to language lessons again outside of class. The document also explores using mobile phones to create audio recordings, videos and projects that extend learning beyond school.
This document provides an overview of different technologies that can be used to improve literacy in elementary schools. It discusses how technologies like computers, software programs, eBooks, and online tools can be used to support reading, writing, research, and collaboration. Specific technologies mentioned include word processing, desktop publishing, multimedia compositions, online publishing, email/bulletin boards, search engines, and collaborative online spaces. Presentation, assessment, and scaffolding functions of technologies are described. Podcasting, blogging, and wikis are also introduced as expressive technologies students can use. Potential benefits and examples of implementing these technologies in the classroom are provided.
This document discusses how technology can be used to differentiate instruction for English language learners (ELLs). It notes that ELLs often have limited access to technology at home, making its use at school important. Various technologies are described that can help ELLs develop language skills, including presentations, movies, audio recordings, discussion boards, blogs, and social networking. Specific tools highlighted include PowerPoint, MovieMaker, Audacity, Google Earth, email, and student-created web pages. The document encourages teachers to use simple, meaningful technologies to open new opportunities for ELLs.
This document discusses how technology can be used to differentiate instruction for English language learners (ELLs). It notes that ELLs often have limited access to technology at home, so using it in school is important. Various technologies are described that can help ELLs improve their language skills, including using programs like PowerPoint, MovieMaker, Audacity, and social networks. The document provides examples of how blogs, wikis, discussion boards and student-created websites can engage ELLs. It emphasizes using simple, meaningful technologies and provides resource websites for teachers.
Similaire à Video conferencing on a shoestring! (20)
This presentation was given for Eduwebinar. The topic was Backchannels in the classroom. The session looked at the nature of backchannels, how and why to use them, the benefits/challenges and some tools that can be used.
Classroom stories are shared
Online resources and apps to enhance engagement in accounting1murcha
This was my presentation at the 2018 Comview Conference in Victoria Australia. It shares some of the online resources, tools and apps that can be used to engage students in accounting. Some of the resources are directly targeted at the new Study Design for VCE Accounting which will be implemented in 2019.
Global classroom connecting your students to the world rmurcha
This document provides information and resources for connecting classrooms globally through various online tools and platforms. It discusses why global connections are important for students, and provides examples of projects between classrooms in Australia and places like India, Taiwan, and South Korea. A wide range of collaboration tools are listed, including Skype, Twitter, Edmodo, Padlet, Voicethread, Kahoot and more. Specific class projects exploring topics like breakfast foods, mystery animals and cities, and oceans are highlighted. Hashtags for relevant Twitter chats and the contact details of the author are also included.
The document summarizes a webinar on collaborative learning presented by Anne Mirtschin. It defines collaborative learning as students working together to learn, complete tasks, or create products. Successful collaboration requires input from all members and allows for conversation. Various online tools that enable collaboration are mentioned, including Google Docs, Edmodo, Skype, and Padlet. Examples of collaborative activities using these tools include discussions between mixed student groups on developing a video game and assessing a debate between international students.
A presentation given to EduTech Sydney Australia on the amazing global classroom that can now be ours if we are connected. Let's learn about the world, with and from the world.
This document discusses collaborative blogging and provides resources for setting up collaborative blogs. It describes why blogging collaboratively is beneficial for building skills like collaboration. Various blogging platforms and tools that allow groups to blog together are presented. Examples of collaborative classroom blogs and cross-cultural blogs are shared. Tips for ensuring engagement and success with a collaborative blog are outlined.
Learning adventures in the Early Years Connected Classroom murcha
Anne Mirtschin shares her experiences connecting young students globally using technology. She discusses proposed ISTE student learning standards, tools used like Skype and Voicethread, and challenges overcome. Examples are given of Australian and US grade schools collaborating on singing, eBooks and videoconferences. Benefits for students include engagement, authentic audiences, and improved communication skills. Registering interest is encouraged by March 25th for future connected learning adventures.
The document provides an overview of Twitter and how to use it effectively. It covers setting up a profile, privacy and security settings, following others and building followers, searching and curating tweets, using hashtags, participating in Twitter chats, scheduling tweets, and analyzing analytics. Suggestions are made for Twitter apps and how teachers can use Twitter for immediate learning in the classroom.
A presentation that was prepared for the #dltv15 conference in Melbourne sharing what a classroom can start to look like when all the walls or barriers to learning are broken down. It concentrates on simple tools to use that are cross platform, cross device etc and shares classroom stories, examples and advice
1. Video Conferencing on a Shoestring! ICTEV Conference 2011 “In Touch” Anne Mirtschin mirtschin@gmail.com
2. Speaking to an Indonesian teacher of English and her class: Sharing favourite books, hobbies and interests etc
3. Connecting with videoconferencing Within the school Beyond into the state or country Beyond into the globe Group to group or Individual to individual
4. The shoestring! Requirements Laptop with desktop with webcamera Headset or microphone and speakers Data projector and white wall/whiteboard (optional) Choice of free videoconferencing software (downloadable or online) People to connect with
5. Tools Used Skype MS Communicator Elluminate Gtalk discoverE oovoo
14. West Java EarthquakeSeptember 8th 7.3 richter scale 64 deaths, 37 people missing, and 27,630 people displaced in nine districts in West Java and one in Central Java. Approximately 54,231 houses were damaged in 12 districts in West Java and one district in Central Java.
15. Will Richardson quote on Learning is Now! What a great model for the immediacy of learning that can happen these days, and the relevance. When you think about all of the things that your students could learn and practice here, interviewing skills, geography and geology, information research, retrieval, editing, organization and sharing, all in the larger context of perhaps assisting those in need who were thousands of kilometers away. I want to make the point, however, that it's all grounded in your own understanding of these technologies and the ways in which they can help us connect. If you didn't have that knowledge and experience, this probably would not have happened, and that really is the goal of what we're all trying to do here, get more comfortable in using these technologies to learn in our own practice.
38. From Veronica Woo, Ipoh, Malaysia Well, it is definitely the power of Skype connection, you and the audience that have immensely helped in motivating our students, who are learning English in a very challenging situation where they rarely speak English among themselves, but it’s only with us that they have got no choice but to speak English! All this, plus the realisation on their part, that they have actually performed in front of a native English speaking audience of educators that have also helped in a way! Thanks to the event organiser and of course, you, Anne, for making this possible! Hopefully, the other students will also be motivated to see their peers’ achievement and change their attitudes and perception towards learning English.
42. Agriculture Year 7 students learnt floral arranging from a florist via skype videoconferencing Students made their own floral arrangements. Florist then commented on their arrangements and judged them.
57. About skype... Skype is a free piece of VOiP software, that can connects computers together to allow free telephone calls. Good follow up service, actively seek feedback, always improving their service. User and operator friendly Inexpensive – just need cheap headset or desktop microphone and headphones, cost of download time is negligible. Download software from http://www.skype.com Allows chat, group chat and calls and video conferencing, file sharing May be used to call landlines
58.
59. The basic aims of this project are to:- acquire cultural awareness (differences/similarities) to promote the culture of peace connectivism to become a community of practice
60. Successful videoconferencing! Speaking to a web camera requires use of eye contact and minimum little movement animated voices The voice takes the place of body language. Appropriate use of microphone is critical Student confidence is crucial for effectiveness Appropriate placement of any object being displayed Keep any movement of objects or people to an absolute minimum
61. Successful videoconferencing cont... Use the chat window feverishly for feedback, questions and variety of delivery, ensuring understanding Video should be used to keep the class interested Clear, slow voices and short, simple but full sentences. Need to be able to multitask eg speak, read chat, position camera, microphone, control and manage existing class and virtual class etc.
62. Management issues Determine the required outcomes/objectives Keep the camera as still as possible. Bring students/objects to the camera, Seat students appropriately, so that they can be seen via the web camera. Allocate roles to students eg chat window, web cam operator, microphone manager etc as this is a real multi tasking operation. (Keep them busy) Ensure everything is organized right from the start – all materials required are on hand. Use objects to show and tell were possible Always test the equipment before starting the class and test prior teacher to teacher before the day. Always use chat first before ringing. Organisation, confidence and management are the key to success.
63. Class discipline Small groups are far more effective and manageable. If students are misbehaving, ensure that the camera does not pick that up. Have a discipline management plan before commencing. Most students love this kind of work, but if sound quality, voice carry over, technical issues, software dropping in and out it may become boring and students, restless. Always have a backup lesson ready should the internet not function and a backup date for another attempt.
64. Constraints Video option is lost once there are more than two participants in the conference (with free version) Long distance and differing bandwidth Skype may be blocked Ensure all other programs that might use a video camera are closed.
68. Get to know the other staff prior to and throughout the project, to gain confidence in each other
69. Do not be frightened to ask for help or ask questions of any nature.
70. Be prepared to work hard (as hard as you may have ever worked in your life) and take risks
71. Give out check list sheets to ensure that students remain on track
72.
73. Where to find partners Skype partners - http://theedublogger.com/want-to-connect-with-other-classrooms/ Skype in Schools- http://skypeinschools.pbworks.com Skype in Educationhttp://education.skype.com/ Around the World in 80 schools Search online for more