This presentation is more 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
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.
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.
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 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.
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 how various Web 2.0 tools can be used to enhance math pedagogy in line with constructivist learning approaches. It outlines tools like blogs, wikis, podcasts, screencasts and Google Docs that facilitate collaboration, creation of content by students, and social learning. The document argues that while the school uses technology, these tools can help better engage students by connecting to their interests in social networking and allowing them to learn by creating content for others.
Two web tools to help support learners with authentic online materialJo Gakonga
This document discusses tools that teachers can use to provide online authentic content and activities to English language learners studying at home. It introduces Educannon, which allows teachers to add questions and tasks to video content, and Scrible, which allows text to be underlined, highlighted, and annotated with notes and questions. Examples are provided of materials that have been created with these tools to support learners working remotely. The document argues that these tools provide more control over learners' engagement than traditional worksheets and allow content to be reused and shared.
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.
Introducing differenet Edtech tools to support teaching and learning. Especially blended learning tools, TBL, Team-based learning and tools to increase class interactivity such as Socrative Kahoot. Include sample lesson plan and tips for lesson design.
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.
Eating The Elephant (that is ICT) and eating it one bite @ a time!Rachel Evans Boyd
This document provides tips for integrating information and communication technologies (ICT) into classroom learning in bitesized pieces. It recommends selecting elearning opportunities based on criteria like whether the tool enhances learning, is sustainable, and helps students take ownership of their learning. It also emphasizes classroom management strategies like being prepared, having backup plans, assigning student experts, and breaking sessions into groups. The document concludes by emphasizing keeping learning paramount and teaching skills in authentic contexts.
This document discusses using iPads in the classroom. It begins by stating that taking the first step to incorporating new technology can be difficult but provides inspiration. It then provides background on the author and discusses how iPads have evolved and are being used by teachers and students. Ipads are described as interactive through features like digital whiteboards, adaptive by fitting different learning styles and disabilities, and emerging as the top technology for educational apps and replacing textbooks. Several iPad apps are presented for classroom productivity, presentations, collaboration, assessments, video/screen recording, and examples are given of how schools have implemented iPad initiatives. Perceptions of iPads are shown to be positive according student surveys. Funding options and example costs are also covered
This document discusses integrating technology into the classroom. It provides examples of how tools like blogs, wikis, podcasting, video sharing, and social networking can be used. However, technology integration can be a "faux pas" if the wrong tool is used, personal sites are utilized, outdated tech is used, or there is no support. It emphasizes selecting tools appropriately for lessons, getting permissions, and remembering digital content is permanent and some students lack access. Overall, the document offers guidance on effectively integrating various technologies into classroom instruction.
This document discusses how teachers can create great content for their classrooms. It recommends that teachers create and adapt content using digital technologies since textbooks quickly become outdated. Teachers are encouraged to create content like recording themselves reading stories aloud, modify existing materials by adding images or turning readings into quizzes, and explore new tools and materials to engage students. The document emphasizes sharing content with other teachers through blogs, social media and other online platforms to create networks of educators and receive feedback to improve. Teachers should not be afraid to try new technologies through trial and error.
Classroom of the Future - Technology and BeyondMaritza Heuvel
Delivered at Innovate Schools 2014, 9 October 2014.
***
The use of educational technology inside and outside the classroom is changing the way we teach. New models like the"flipped classroom” have emerged as more effective ways to transfer knowledge and engage learners meaningfully.
However, technology is just one aspect of the learning environment in classrooms. In this talk, I touch on the design of physical classroom space, and question the very need for constructs like grade divisions and classroom walls.
I touch on examples such as the School of One in New York, visuals of fresh classroom designs and South African experiments, like Judi Francisco's JustBlendit! experiment at Micklefield Primary.
Optimus Education: Deliver and Assess Outstanding Progress in Secondary Compu...Matt Britland
This document advertises and provides information about the "Deliver & Assess Outstanding Progress in Secondary Computing" conference. The one-day conference will provide attendees with practical programming skills, robust assessment frameworks, and schemes of work aligned with the new computing curriculum. Speakers will cover topics like visual basics, Java, Python coding, assessment criteria, and delivering engaging computing lessons. The conference aims to equip teachers with the skills needed to successfully deliver the new computing curriculum at KS3 and KS4.
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
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.
These slides are used in the iPads in Educatiion seminar. It is begins with the Padagogy Wheel then selects a number of Apps to introduce in each of the cognitive domain categories, These seminars were first run in 2010.
These slides are used in the introduction to using iPads in Educatiion seminar. It is an overview and introduction to the hundreds of apps available to use in Learning and Teaching. These seminars were first run in 2010.
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
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.
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
This presentation is about a pedagogical approach develop by Novak and colleagues in the USA in 1997 called JiTT However with today's learning technologies much more can be achieved in student outcomes. It introduces teachers to Interactive Learning Modules (ILMs) using Articulate software. These concepts and methods were introduced into the University of Adelaide in 2005 and have been very successful
Spin the Wheel , Flip the Class and so much moreAllan Carrington
Allan Carrington presented on disruptive pedagogy and flipping the classroom. Some key points from the presentation include:
- Introducing concepts like starting curriculum design with desired graduate attributes and outcomes, rather than content, to create a flipped approach.
- Discussing strategies for motivating students and developing learning contracts based around attributes of excellence.
- Exploring tactics for sieving teaching ideas through criteria like autonomy, mastery and purpose to create meaningful learning experiences.
- Highlighting examples of flipping done in law classes since 2007 and pioneers at the University of Adelaide who were early adopters of just-in-time teaching using interactive learning modules.
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)
This document discusses exploring biological structures and shapes as building blocks for novel wearable designs. It outlines a concept to deconstruct and abstract biological forms for wearables. It discusses precedents like origami and biology-inspired designs. Prototypes were created and tested with users, who provided feedback on customizability but needing defined constants. The document outlines goals to design a line of 6 wearables using the patterns and create making toolkits, as well as interfaces for building 2D patterns into 3D objects.
The document discusses mobile payments and opportunities for Binary Mantra Systems, a software development company. It covers key concepts in mobile payments like mobile remote payment and proximity payment using near field communication. It also discusses stakeholders in mobile payments like mobile devices, content providers, and payment service providers. The technology, classification, opportunities, challenges, and the current Indian scenario for mobile payments are described. It concludes that while mobile payments have yet to be widely adopted, the necessary infrastructure is developing and it will become more viable.
This document outlines a strategic digital marketing activation process in three stages:
1) Carefully considering the audience's needs and media habits to develop a digital identity for the brand.
2) Leveraging the brand's assets to connect with stakeholders in a more meaningful way and developing a strategy to address business objectives like awareness, retention, and conversion.
3) Uncovering the optimal customer education path and content strategy to develop brand marketing opportunities across channels like search, social, and the brand website.
Este currículum vitae presenta los datos personales, perfil profesional, estudios, cursos y habilidades en computación de José Juan Vázquez Sánchez. Detalla su experiencia en contabilidad, ventas y auditoría, así como sus estudios de preparatoria y licenciatura en la Universidad Maya entre 2005 y 2011. También incluye cursos de inglés avanzado, contabilidad avanzada y herramientas básicas de Microsoft Office.
Paymantix is a developer of payment processing platforms that provides solutions for banks, fintech startups, merchants and other institutions. It offers a customizable processing platform called PM Processing that allows for integration with various payment methods and provides features such as fraud prevention, reporting and customization. Clients can choose between a PaaS or in-house version and Paymantix offers services like integration support, consulting and risk management. Setting up payment processing involves steps like customization, connection configuration and launch.
This document provides a summary of the top 10 educational apps for teachers and students. It briefly describes each app, including Remind for communication, Nearpod for interactive lessons, FreshGrade for tracking student work, Duolingo for language learning, TED Talks for sparking discussion, Class Dojo for classroom management, Timeline Eons for organizing history notes, JogNog for assessments, Khan Academy for differentiating instruction, and an AP Euro History review app. The rationale for each app emphasizes their ease of use and interactive features to engage students.
This document provides an overview of a workshop on using Google Classroom and Google Meet for distance learning. It discusses several online meeting platforms, how to enable distance learning using Google for Education, and strategies to address challenges in facilitating virtual instruction, assessment, engagement and classroom management. It then provides tutorials on setting up and using key features of Google Classroom like Stream, Classwork, People, Grades and copying a course. Finally, it covers how to start and schedule meetings on Google Meet, useful Chrome extensions, and concludes with recommendations and related learning materials.
This document provides guidance and tips for tutors on integrating e-learning and instructional technology (ILT) into their teaching. It encourages tutors to adopt digital technologies like online learning communities, social media, and mobile devices to facilitate collaboration, support students outside of class, and track learner progress. Specific tools are demonstrated like PowerPoint, Prezi, polling apps, Google Docs, and learning management systems to enhance lessons with interactivity, multimedia, and opportunities for peer learning and assessment. Tutors are advised to receive training on the college's e-learning resources and systems like Moodle and e-Tracker to fully utilize digital technologies for teaching and learner support.
This document provides a summary of the top 10 educational apps for teachers and students. It briefly describes each app, including Remind for communication, Nearpod for interactive lessons, FreshGrade for tracking student progress, Duolingo for language learning, TEDTalks for sparking discussion, Class Dojo for classroom management, Timeline Eons for organizing history notes, JogNog for assessments, Khan Academy for differentiating instruction, and an AP Euro History review app. Most of the apps allow teachers to create and share lessons and assessments, provide feedback to students, and communicate easily while being simple and privacy-focused.
The document provides an overview of flipped learning and how to implement a flipped classroom model. It defines flipped learning and discusses its origins. Key elements of flipped learning include providing instructional videos for students to watch at home, engaging in-class activities, and robust assessments. The document offers advice on creating instructional videos and provides examples of activities to do in the classroom. It emphasizes that the goal is to shift direct instruction outside of class to allow more class time for hands-on learning, collaboration, and addressing students' individual needs.
Hands on practice to conduct virtual classesKamal Bhatti
This ppt is about the online classes,evaluation and collection of data fro the students.this is very important for teachers.This ppt will help in present scenario definitely.
TeacherTube is a website designed to provide an online community for teachers to share instructional videos and resources. The goals are to provide a safe venue for professional development where teachers can teach other teachers. Teachers can upload videos and supplemental materials for students or other teachers to view and learn from. While it has some limitations, TeacherTube offers a valuable resource for finding engaging content and sharing best practices to benefit students.
This document provides guidance for teachers on managing a 1:1 classroom where each student has a laptop. It addresses concerns from the previous year, such as lack of teacher training and incompatible courses. It suggests ongoing professional development and allowing alternative assignments. Classroom management strategies are discussed, including setting clear rules and consequences, having backups, engaging lessons, and monitoring students. Teachers are instructed to create an Acceptable Use Policy and discuss their management plans on the school's Moodle site.
The document discusses the flipped classroom model of instruction. It defines the flipped classroom as delivering lectures as homework by using online videos, and using classroom time for hands-on learning activities and teacher-student interaction. Some benefits mentioned are active learning, self-paced instruction, catering to multiple learning styles, and preparing students for 21st century skills. The document provides tips for creating online video lessons and recommends screencasting software. It also discusses collaborative in-class activities in a flipped setting.
Designing effective assessments with MaharaSam Taylor
My slides from my presentation at Mahara UK 2013.
This was an opportunity for me to share our experiences at Solent. Over the last 3 years we have seen support requests from lecturers skyrocket! This meant that we had to rethink our strategy and come up with a new process to help our lecturers.
This document summarizes a presentation about introducing screencasts to support first year students learning computer networking concepts using simulation software. The presenter created short instructional videos demonstrating tasks in the software based on constructivist learning principles. Students provided feedback that the screencasts were helpful as they could pause, replay, and learn at their own pace. Assessment results improved but other factors could have contributed. Students liked the convenience and trusted source of instruction that screencasts provided. The presenter plans to create more advanced screencasts and workshops to share the approach with other lecturers.
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.
The document discusses several educational technology tools, including Moodle, Google Apps, Firefox, Delicious, Slideshare, Prezi, Box.net, and TeacherTube. Moodle is a course management system that allows educators to post assignments, grades, and links for students to access online. Google Apps, specifically Google Docs, was found very helpful for group projects. Firefox was rated higher than Internet Explorer for faster searching and customization. Delicious allows storing and accessing bookmarks online. Slideshare and Prezi enable uploading and sharing presentations, with Prezi praised for its capabilities. Box.net provides online storage. TeacherTube is a video sharing site valued for its educational content. Overall the tools were rated between 4 and
The document evaluates and rates several technology tools. It discusses Moodle, an online course management system that allows educators to post assignments, grades, links and more for students to access. Google Apps such as Gmail, Docs and Calendar are also reviewed positively for their collaboration features. Mozilla Firefox is recommended as a fast web browser that is customizable. Other tools examined include Delicious for bookmarking, SlideShare for sharing presentations, Prezi for making engaging presentations, Box.net for online storage, and TeacherTube as a helpful educational video sharing site. Each tool is rated on a scale of 1 to 5.
Rcampus is an online course management tool that is free for high school teachers. It allows teachers to create paperless classrooms where lessons, notes, assignments, quizzes and grades can all be done online. The tool is easy to use, guides teachers through setup, and stores information so teachers can access and manage their classroom from anywhere. It helps reach all types of students, including absent, alternative, special needs and regular students. Creating an account is free and simple, requiring only an internet connection and login credentials.
The document summarizes the agenda and presentations from the Moodle Moot 2011 conference. It provides an overview of the topics discussed, including the Moodle development process, best practices for course design in Moodle, and plans for the upcoming year. Slides also show results from an eye tracking study on Moodle interfaces to inform improvements.
Whether you want to teach a new concept or just provide updates, screencasting can be a powerful tool for both teachers and administrators. In this session, you will learn about the different types of free screencasting tools that are available, as well as how to use them. You will also learn how students can create their own screencasts on a variety of devices, including Chromebooks.
A video project involves planning, production, and post-production steps to create a video involving students. The process includes coming up with an idea, storyboarding, practicing, shooting footage, and editing. Teachers guide students through the process but students do the work. Video projects take time but benefit students by teaching technology skills, a sense of accomplishment, and being fun. Examples of student video projects include documenting field trips, recapping school events, acting out stories, and more.
Similar to Lams201: Digging deeper into the Learning Activity Management System (20)
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Lams201: Digging deeper into the Learning Activity Management System
1. Part II - Using LAMS
Please do these things immediately when
you join the session
•Open the myUni screen with all the URLs for today
position it where you can use it on your screen
•Visit LessonLAMS and login
http://www.lessonlams.com
•Visit the LAMS community and login Register if you have
not done so please. http://www.lamscommunity.org
•Position all screens so you can access them throughout
the session
Friday, 13 September 13
2. 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
Part II - Using LAMS
Learning Design for Time Strapped
Academics who want good learning
outcomes for their students
Friday, 13 September 13
3. 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
4. Session Goals
•How to import from the
LAMS community to
LessonLAMS (5 mins)
•Using the Preview Function
(8 mins)
•Using the Activity Planner with
YouTube Video (12 mins)
•Using the Simple Editor (8 mins)
•Launching a sequence in
LessonLAMS and Monitoring
Lessons (10 mins)
We will introduce and consider
http://help.lessonlams.com/display/docs/Videos
Friday, 13 September 13
5. Importing from LAMS Community
•Login to lessonlams.com
•In new window login to
lamscommunity.org
•Click on Public LAMS
Sequence Repository link
•Watch video how to import
from community to your
lessonLAMS (1.41 mins)
•Click on Example: Learning
Design by Chris Alexander
•Click the “Open LessonLAMS”
button
Please do these activities
Estimated Time 5 mins
Friday, 13 September 13
6. Using the Preview Function
•Watch the Preview
Function video (3.27
mins)
•In LessonLAMS press the
preview button for the
Learning Design
Sequence
•Notice the first sequence
is embedded Articulate
module
Please do these activities
Estimated Time 8 mins
Friday, 13 September 13
7. Using the Activity Planner
•Watch the YouTube
video (8.39 mins)
•Note this video is not
LessonLAMS which has
a different button to get
to planner - the “Browse
Templates” button
•Navigate to the Teaching
Strategies/Predict-
Observe-Explain.
Please do these activities
Estimated Time 12 mins
Friday, 13 September 13
8. Using the Simple Editor
•Watch video “Using Simple
Editor” video (3.01 mins)
•Open “POE Generic
Template” and click “Editor”
button - server may be
slow.
•Make a change and save -
note buttons on the bottom
of page
Please do these activities
Estimated Time 8 mins
Friday, 13 September 13
9. Launching a learning sequence
and monitoring learners
•Watch the “Launching a
Sequence in
LessonLAMS” video
(3.44 mins)
•Spend a couple of
minutes exploring the
launch function in your
LessonsLAMS
•Watch the “Monitoring
Learners in
LessonLAMS” video
(4.02 mins)
Please do these activities
Estimated Time 10 mins
Friday, 13 September 13
10. 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
12. Virtual Patient: Buster
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,
School of Veterinary Science, University of Adelaide
Editing View
Friday, 13 September 13
13. Buster: Learner View
Developed by: Laura Hardefeldt, Lecturer in Equine Medicine,
School of Veterinary Science, University of Adelaide
Friday, 13 September 13