This presentation is about the Learning Activity Management System (LAMS) developed at Macquarie University in Australia. It is a powerful tool to help teachers develop courses using student centric activity based social constructivism
The Padagogy Wheel Presentation: China Dec 2015: The English VersionAllan Carrington
This is an English Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
Immersive Learning: The Core of the Padagogy WheelAllan Carrington
The document discusses immersive learning and its role as the core of the Padagogy Wheel model of education. It presents a quote advocating for a return to more collaborative, community-focused learning approaches. The goal is to create an authentic, human-centered curriculum that better serves students and society. The document contains snippets from a presentation on immersive learning, including quotes supporting how simulation and virtual environments can improve understanding and build empathy. It also lists contact information for the presenter and references online resources related to immersive learning design.
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
Version 4 Published 12th Oct 2013:
Disruptive Padagogy unpacks the concepts, strategies and tactics of the Technology Enhanced Learning Mode called the "Padagogy Wheel". The wheel started it's life in Jul 2012 as a info-graphic on a slide to show 61 iPad Apps and how they might be categorised according to the Cognitive Domain Categories of the Bloom's Taxonomy Wheel. It has developed into so much more. The Padagogy Wheel Learning Model gathers together Graduate Attributes, Motivation, Blooms Taxonomy, iPad Apps and finally SAMR into one model, to help teachers design more engaging learning. Blog entries supporting this presentation can be found at http://tinyurl.com/padwheelstory To date (Oct 2013) the poster of the Padagogy Wheel has been downloaded 45,000 times. The Disruptive Padagogy Presentation was developed in June 2013 to respond to requests for me to explain more about it at conferences
Version History:
V1 July 2013: Mostly just the history of development of the model up to the current version 3.0
V2 Aug 2013: Improvements to explanations of concepts visually.
V3 Sep 2013 Added Slides #11-12 These are a summary of questions or "ah Ahas" behind the thinking of the model to help people quickly understand the objectives and features of the model
V4 Oct 2013 Added Slides #32-33 Suggested approach to including students in the process of defining an excellent graduate and committing to a learning contract to improve engagement and outcomes
For a list of the links to online resources mentioned in the presentation please visit http://tinyurl.com/allanspresentations
Emily Schmidt and Rebecca Phillips presented on blended learning at an education conference. They defined blended learning as combining small group teacher instruction with personalized computer/tablet instruction. They explained the benefits of blended learning and what is needed for a successful blended learning classroom, including technology, support, and an open mindset. They described what a blended learning elementary classroom looks like, using a station rotation model. They shared their experiences implementing blended learning and tips for getting started, such as using free resources. Student quotes showed enthusiasm for the technology used in their blended learning classroom to support math, reading, and other subjects.
Blended Learning Professional Development, November 4, 2014Emily W. Schmidt
This document outlines a presentation given by Emily Schmidt and Martha Smith on blended learning. It includes an agenda for the presentation which covers defining blended learning, designing blended learning classrooms, and sharing resources and lessons. Examples are given of how blended learning can be implemented in elementary classrooms using station rotations. Attendees are then asked to plan their own blended learning lessons and share resources available through the school district. Student feedback shows support for the use of technology in learning.
This presentation was created to share with teachers how to transform an elementary classroom from a traditional classroom to a blended learning environment.
This document provides an overview of how iPads can be used in early childhood education. It discusses the Australian Curriculum's focus on information and communication technology skills and suggests iPads help embed this content across learning areas. Several apps are recommended for teachers, including Flick for sharing content between devices, Pic Collage and Screenchomp for creating and annotating videos and photos, and Book Creator and Creative Book Builder for making interactive books. The document aims to help teachers at various stages of integrating iPads into their practice select useful apps.
E-learning utilizes electronic technologies to access educational curriculums through web-based learning, virtual classrooms, and digital collaboration. It allows students to learn at their own pace and accommodates different learning styles. E-learning also develops computer and internet skills useful for life and careers while saving paper. Studies show e-learning students have increased confidence and a 25% higher pass rate. However, slow internet can cause frustration and hands-on lab work is not suitable for virtual classrooms. Motivation and study habits also impact e-learning success. When used for lessons, e-learning incorporates videos, pictures, apps, games and prior research to make topics more engaging and understandable.
This document discusses e-learning and strategies for teaching mathematics online or with technology. It defines e-learning as using computers and the internet to deliver education. It highlights benefits like cost-effectiveness and accessibility but also challenges like lack of instructor supervision. It provides examples of using software like GeoGebra and Maplesoft to visualize math concepts as well as websites and songs to help students practice math online in an interactive way.
This document discusses e-learning and its application in Bahasa Malaysia (Malay language) classes. It defines e-learning as learning that can take place anywhere and anytime using internet-connected devices. The document outlines different types of e-learning including purely online, blended, self-study, and instructor-led models. It also lists common delivery methods like print, video, audio, and communication tools. Examples are given of how e-learning can be used for Bahasa Malaysia classes, such as watching videos and using iPads for applications and dictionaries.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
This document provides tips and tools for effective online teaching. It discusses that online education relies on internet interaction and distribution of class materials. It recommends various online lesson planners, assignment tools, e-content preparation tools, and assessment tools. The document lists tips for online teaching such as being prepared, practicing technology skills, effective communication, professional appearance, recording lectures, providing interactive activities, showing your face on camera, and appreciating students. The overall message is that online teaching requires utilizing the right tools and platforms, effective communication, and creating an engaging experience for students.
Zurich's Future, History, Now - The Classroom of 2018Matt Britland
The document discusses the future of technology in classrooms in 2018. It predicts that classrooms will become paperless and technology will be integrated into every part of the school. Students will each have their own mobile device and will be able to learn from anywhere through access to cloud services and resources. Schools will need fast, robust internet connections and will move resources to the cloud, becoming less reliant on specific software or file storage. The classroom experience will change, allowing for more flexible, collaborative, and global learning opportunities through technology.
Effects of Self-Initiated Online Quizzes on Exam ScoresNurzieyana Shazmin
This document discusses a study on the effects of self-initiated online quizzes on exam scores. The study observed students' use of optional online quizzes and the relationship between quiz attempts and final exam scores. The results found a weak positive relationship, with most exam scores attributable to other factors beyond quiz attempts. Specifically, students did not regularly practice the quizzes without incentives and mostly used them close to the exam. While online quizzes were found to potentially benefit learning more than no quizzes, repeated practice is needed to reach understanding.
A Guide to Creating a Creative Computing Lesson that Engages StudentsMatt Britland
This document provides a step-by-step guide for delivering engaging computing lessons that include creative activities. It recommends fully planning lessons with clear learning outcomes and differentiated activities. It suggests incorporating literacy, numeracy, offline activities, applications, and interactive websites. The guide also discusses allowing student independence, addressing common mistakes, monitoring progress through assessments, and providing resources to support learning.
This document provides information about a training course on using iPads and mobile devices in education. It discusses budgeting for mobile devices, supporting teachers and students, managing and evaluating the use of tablets, and demonstrates various apps that can be used to support teaching and learning.
How technology impact children’s development in schoolstarunwebglaze
When technology is blended into education, learners at schools are required to be more involved in the subjects they are studying. Technology offers various possibilities to make studying more enjoyment and pleasant in terms of teaching the same things in innovative methods. If you are wondering how technology impacts children’s development in schools then here is a complete guide for you. The schools are now realizing the requirement of integrated the appropriate quantity of technology in the learning system.
Building Disciples in the Practice: Getting StartedAllan Carrington
These are the slides for the second webinar at the University of the Nations Leadership meeting being held in South Korea in March 2014. It is designed to introduce teachers to nine major technologies and/or pedagogies to help them with blended teaching and learning.
The Padagogy Wheel Presentation: China Dec 2015: The Chinese VersionAllan Carrington
This is an Chinese Version of a presentation given multiple times in China in December 2015. The Padagogy Wheel is a visual model which helps integrate good teaching, innovative thinking and student motivation with technology
This is a presentation about the Padagogy Wheel and how it helps teaching and learning. Presented at the Edtech South Australia Conference Adealide Thurs 16 July 2015
Dokumen ini merangkum kurikulum standard sekolah rendah untuk mata pelajaran Dunia Seni Visual Tahun 2. Ia menjelaskan matlamat, objektif, fokus pelajaran, penilaian, organisasi kandungan dan standard kandungan untuk mata pelajaran ini. Standard kandungan terdiri daripada persepsi estetik, aplikasi seni, ekspresi kreatif dan apresiasi seni.
When we ask ourselves why does God make us go through difficult times, we don’t realize the what/where these events may bring us. Only He knows and he will not let us fall. We don’t need to settle for the raw ingredients, trust in Him... And see something fantastic come about!
This document provides an introduction to HTML5 and summarizes its new features. It describes the new HTML5 doctype, new semantic elements like header, nav, section and article, new form input types like color and date, support for embedded video and audio, the canvas element for drawing, the history API for manipulating the browser history, local storage for persistent data, web workers for background processing, and links to additional HTML5 resources. The document serves as an overview of the new capabilities introduced in HTML5.
The document discusses using molecular structures as the basis for wearable designs. It asks how readers feel about molecular structures as the basis for wearables and their interest in customizing what they wear. There is interest in customization but templates with constraints would be needed, as the materials require further development and variables must be defined.
I did some brief research on the area of Affective Interaction as part of the Advanced Interaction Techniques course of 2009, and presented the results of my research work
- The document reports financial results for Clorox for the third quarter and first nine months of fiscal year 2006 compared to the same periods in fiscal year 2005. Net sales increased 7% in the third quarter and 6% year-to-date. Earnings from continuing operations were $110 million for the third quarter and $301 million year-to-date.
This document profiles and summarizes the abstract painting styles of 11 contemporary artists. It includes brief descriptions of each artist's work, focusing on themes of intuition, structure, spontaneity, movement, observation, and experimenting with painting mediums and techniques. Short biographies and website links are provided for each artist. Images are included to showcase examples of their abstract works.
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
This document discusses strategies for online and distance learning at the University of Southern Queensland (USQ). It notes that USQ has over 20,000 students taking courses online or through distance education. It outlines USQ's virtual learning environment called StudyDesk, support structures for students and staff, and efforts to ensure a consistent high quality student experience across online and on-campus courses. It also discusses challenges such as varying digital literacy levels and providing access for students without reliable internet. USQ is experimenting with new technologies and open educational resources to improve the flexibility and accessibility of online education.
This document outlines an activity-based approach to curriculum design for online programs and modules. It discusses creating a curriculum framework, developing a team-based approach, and sharing experiences. The agenda presented includes an overview, blueprint and action plan, and creating storyboards for modules. Key aspects to consider are aims, learning outcomes, assessment, feedback, activities, resources, and tools. Potential consequences of assessment strategies are discussed. Feedback should be dialogic, timely, related to criteria, and support future learning. Learning activities should be motivating, interactive, and adaptable. Resources and references are provided.
This document provides an overview and orientation for the EME2040 course. It discusses that the course is an elective that covers Florida Educators Accomplished Practices for using technology in teaching. It outlines that students learn differently today and schools must prepare students for future jobs. The document also summarizes the course topics which include learning theories, teaching methods, and instructional design. It provides details on course requirements, technology needs, assignments, and policies.
Netherlands, Sept 2013. Foresight and choices for 21st Century learningAlejandro Armellini
This document provides an overview of a presentation on foresight and choices for 21st century learning. It discusses four parts: context and principles, design for student engagement and participation, learning and teaching in an open world, and conclusions and future challenges. The presentation aims to inspire attendees to try one new thing and further inspire their learners and colleagues. It promotes principles of low cost and sustainability in design. Examples of challenges addressed include how to get started with online teaching and exploring different learning technologies. The document also discusses the Carpe Diem approach to course design and redesign in 2 days through storyboarding and prototyping.
Blackboard "Collaborate: A Room with a View" presentation from April 2014 @ #...gillianfielding
How we are embedding Collaborate strategically, our different uses of Collaborate with little videos from staff users (mini-case studies), with benefits and the odd pitfall.
Blended Learning in the Elementary Classroom - May 6Emily W. Schmidt
Emily Schmidt and Rebecca Phillips presented on creating a blended learning classroom. They defined blended learning as combining small group direct instruction from the teacher with personalized instruction using technology. They shared examples of how an elementary blended learning classroom may be set up and rotate between stations of small group work, independent work, and computer/tablet activities. They provided tips for implementing blended learning based on their experiences and recommended starting with available resources before purchasing new tools. Student testimonials showed support for the technology used in blended classrooms.
- The document discusses a blended learning project that provided teachers training and support to implement blended learning courses using a learning management system and pre-developed online content. 10 teachers participated initially with 4 continuing actively.
- The project found that blended learning provided students flexibility over time, location, and pace of learning. However, challenges included the time needed for teachers to learn new technologies and develop courses, as well as ensuring students had adequate access to technology and internet.
- Students reported appreciating increased access to course content online, while some struggled without textbooks or reliable technology access. Overall, the project demonstrated benefits of blended learning but also highlighted infrastructure and training needs.
Teaching the business suite of subjects edmodo and study stacksiobhanpdst
This document provides an overview of teaching resources for business subjects provided by PDST, including:
- In-school support, literacy/numeracy programs, and subject support across business, economics, and other areas
- Hyperlinked lesson plans and new online resources like StudyStack and Edmodo for digital lesson materials and discussion
- Guidance on setting up accounts and groups on StudyStack and Edmodo to share resources and facilitate online discussion and assignments with students. Examples of how these tools can enhance teaching are also provided.
Featured Speaker Invited Presentation at ProComm 2015 at the University of Limerick.
Title of presentation: Teaching Online: Analyzing Needs, Designing Learning Activities, and Managing Delivery.
2nd INTERNATIONAL CONFERENCE On “Advancements in Computing Sciences, Informat...SanjayKumar Patel
2nd INTERNATIONAL CONFERENCE
On
“Advancements in Computing Sciences, Information Techniques & Emerging E-Learning Technologies”
(ACSITEET– 2014)
Organized by “Krishi Sanskriti” On 22nd-23rd February, 2014
Venue: Jawaharlal Nehru University, New Delhi-110067
BLENDED LEARNING by SANJAY PATEL
Effective Work-Based Learning Practices: A Large Comprehensive Academy's Appr...NAFCareerAcads
Learn how to develop innovative work-based learning plans for student learning and success at all grade levels, 9-12. Participants at this session will see how a large and comprehensive high school explores creative work-based learning ideas to integrate college and career readiness practices.
Eportfolios are increasing seen as a pedagogical tool to meet the external and internal requirements of a higher education institution. How to approach the embedding of eportfolios can be a challenge in a changing institutional environment. One option is a trial method which can falter if the institutional will for implementation is not forthcoming. Alternatively, course champions can travel the solo road but wider adoption may be a problem. The University of the Sunshine Coast recently undertook a six month Feasibility Study to determine whether the university community value using ePortfolios for student learning. This model enables a stepwise progression towards a staged sustainable eportfolio implementation by gauging interest and collecting evidence through collegiate workplace practices to gaining high level institutional support. The study resulted in a fully supported Early Adopter Phase in 2013 with two programs implementing ePortfolios and a larger staged implementation process to be undertaken next year.
This document discusses using learning design and the LAMS (Learning Activity Management System) case study:
- LAMS was created in 2001 with a vision of allowing educators to create sequences of learning activities for students and share them, building a library of teaching ideas.
- It allows creating and sharing sequences of learning activities that can include content, tools for collaboration, and be integrated with learning management systems.
- The document provides an example sequence for a science activity and demonstrates how to use LAMS templates, sequences, and the sharing community.
Co creating an introduction to digital literacies - exeter presentationTDRowledge
This document discusses co-designing university degrees between staff and students at the University of Southampton. It outlines some key principles of co-design, including regular meetings between staff and students to build empathy and trust, and having students and staff jointly own the learning environment. It provides examples of how co-design has worked at Southampton, such as through student-edited blogs, social media, and events. Students report that teaching their peers as part of this process provided an invaluable learning experience. While challenges remain, co-design has improved staff-student communication and understanding.
This document discusses the use of Moodle at Linton Village College in South Cambridgeshire. It provides background on why the school chose Moodle over other learning platforms and how it has developed its use over time. Key developments include setting up teacher workshops, including Moodle in performance reviews, creating student web crews and e-portfolios, and expanding its use across subjects and grades. The presentation also outlines plans for further developing Moodle at the school and collaborating with other schools in Cambridgeshire through a shared website.
iREAD ISTE 2013 Presentation (Uploaded 1 July 2013)bkamradt
Presentation about Flagstaff Unified School District's reading-based K-4 rollout of iPad carts to support reading engagement, achievement and development. Delivered at ISTE 2013 in San Antonio and online via Access ISTE.
The document discusses the history and importance of online learning for engaging distance learners. It notes that early distance learning involved independent study with limited interaction, while modern online learning allows for more institutionally-controlled learning through virtual learning environments and social media. The key benefits of online learning are that it is convenient for learners, facilitates various learning strategies and communication, and can improve learner engagement through collaborative online tasks. Successful online learning requires components like enthusiastic teachers, learner support services, aligned learning outcomes and assessments, and clear instructions. The document also discusses strategies for determining one's approach to online learning and considerations for teaching and learning online.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Similar to Lams101: Introducing the Learning Activity Management System (20)
Lams101: Introducing the Learning Activity Management System
1. It’s All About the
Students
The eLearning Team
The University of Adelaide Australia
April 2012
Their engagement, their
learning, their outcomes and
their future success
Introducing LAMS
Learning Design for Time Strapped
Academics who want good learning
outcomes for their students
Friday, 13 September 13
3. Introducing Allan
University of Adelaide
North Terrace Adelaide SA
Telephone: +61 8 8303 8085
Email: allan.carrington@adelaide.edu.au
• Learning Designer with the eLearning Team
• Two Masters Degrees - Education (online) &
Interactive Multimedia
• Apple Distinguished Educator
• Winner 2011 Uni Adelaide Award for Excellence in
Support of the Student Experience
• Background in printing, publishing, web development
& educational multimedia
• Worked in corporate & VET sectors
• Travelled to 20+ countries & led schools in Hawaii,
Texas & Paraguay
• Taught communications, market research, print
production & using the internet for education
Friday, 13 September 13
4. What would you like to take away from these two sessions?
How many participants familiar with LAMS?
Uni Adelaide
Teachers?
Uni Adelaide
Support?
Others
How many teach remote
students ?
Anyone used LAMS as a teacher or a student?
How many have used
student response system?
We need some Demographics
Friday, 13 September 13
5. LAMS helps you shift
•Develops collaborative lesson plans
•Digital equivalent to F2F
collaboration
•Enables global collaboration
•Ways of capturing lesson plans
with a digital interface
•Huge time saver
•Learning Design made easy
Learning Activity Management System
Friday, 13 September 13
6. •Collaboration and activity
driven
•Analogue is the
classroom
•Captures lesson plans
•Allows for storage, reuse
and sharing of lessons
What is LAMS
Released in December 2010
•The activity planner
available in Lessonlams
•Introduction of
Lessonlams
Friday, 13 September 13
19. LAMS@Adelaide Rollout
•Semester One 2012; 3-5 academics from each
faculty using LAMS. Manual Login but easy
•Numbers of students not restricted
•Corey and myself will be giving any needed
support ... pedagogical and technically
•Semester 2 first half: MyUni building block
available in myUni for LAMS users. 5-10
academics per faculty
•Develop research like evaluation and
encourage papers and conference
presentation
•Semester 2 second half forward: available
via myUni menus
Friday, 13 September 13
20. Virtual Patient: Buster
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,
School of Veterinary Science, University of Adelaide
Editing View
Friday, 13 September 13
21. Buster: Learner View
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,
School of Veterinary Science, University of Adelaide
Friday, 13 September 13