Writen by Sheena O'Hare and Mick Grimley
Presented by Sheena O'Hare and Gilly Salmon
Blackboard Teaching and Learning Conference, Swinburne Universtiy of Technology, Melbourne, 2013
More presentaions available at www.gillysalmon.com/presentations
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This document summarizes a presentation about the Learning2gether initiative, which facilitates online professional development events. It discusses:
1) How Learning2gether has hosted over 200 events since 2011 on topics such as connectivist learning and using games like Minecraft for education.
2) How participants in Learning2gether events learn from each other through discussion and sharing experiences in a community of practice model.
3) Examples of how Learning2gether has experimented with MOOC models and gamification to provide engaging and interactive professional development for educators.
Enhancing Teaching and Learning Through Technology- Andy DolinskiSteffNaace
This document discusses how teachers can enhance learning through technology by using tools like Google Apps and real smart cloud. It recommends asking yourself how technology can save time and make students work harder. It promotes using Google Classroom and collaborative tools like giving students commenting rights to make resources living documents. Some ideas presented are video lessons, video feedback, peer review, and alternatives to written work. Contact information is provided for questions.
This document discusses the use of technology in education. It provides examples of different web 2.0 tools that can be used in the classroom, including Quizlet for flashcards, Socrative for formative assessments, Glogster for student multimedia posters, and Pixton for student created comics. It also discusses barriers to implementing technology and potential future directions, concluding that the key is teachers being able to effectively integrate new technologies into their classrooms.
Online education is quite generalized and broad term and has many aspects. One aspect of this phenomenon which has been the real reason behind its popularity is online tutoring or homework help online. This is one of the widely used parts of online education.
The document discusses Gilly Salmon's 5 stage model for online learning. The 5 stages are: (1) access and motivation, (2) online socialization, (3) information exchange, (4) knowledge construction, and (5) development. The model provides a framework for moderators to guide online discussions and has been applied in various educational contexts. While some critiques note it is linear and dependent on human intervention, the model has been widely adopted due to its practicality and adaptability to different technologies over time.
This document outlines a 70-minute lesson plan for a Year 4 geography class on sustainable waste management. The lesson begins by introducing the topic through a video and class discussion. Students are then split into groups and use digital tools like Popplet and blogs to brainstorm what they know about waste and create a KWL chart to identify future learning goals. Throughout the lesson, formative assessments are conducted by reviewing students' work in their blog posts and digital documents. The goal is for students to explore the issue of waste management through collaborative group work and online documentation of their ideas.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Some brief reflections on an excellent MOOC. Thanks to instructor Martin Weller and my fellow students on an insightful course that I appreciated very much.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
Transforming teaching & learning in 1 to-1 learning environmentsTravis McNaughton
Muir Lake school staff and students use technology to access, share and create knowledge, to discover, develop and apply competencies across subject areas for learning and to demonstrate what they know and are able to do. This presentation gives a brief overview how Muir Lake School implemented a grade 4-9 1:1 BYOD Learning environments and demonstrates the impact that this has had on students’ learning.
The document outlines the Carpe Diem process for designing collaborative learning and assessment. It consists of 6 stages: 1) writing a blueprint, 2) creating a storyboard, 3) building a prototype, 4) checking reality, 5) reviewing and adjusting, and 6) creating an action plan. The process is based on 12 years of research into achieving collaborative learning design and outcomes-based learning for a digital age. It provides a practical framework to develop learning, teaching, and assessment with technology.
Experiences with MOOCs: Challenges and OpportunitiesMichael Rees
This document discusses challenges and opportunities presented by MOOCs (massive open online courses). It defines key aspects of MOOCs such as their massive, open, online nature and lack of fees or prerequisites. It outlines different types of MOOCs and major MOOC providers. Completion rates for MOOCs are typically low, at 10-15%. The document explores ways universities can respond to MOOCs through collaboration, developing courses relevant to communities, and offering partial credit towards degrees.
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
This document discusses strategies for successful online foreign language classrooms, with a focus on instructor interactivity, teaching realities, and collaborative learning. It recommends that instructors build a sense of community among students, provide timely feedback, and encourage interaction and collaboration through discussion forums, group activities, and technology tools like VoiceThread. Both asynchronous and synchronous engagement are important. Developing interdependence among students through shared work and goals can enhance collaborative learning online.
This document outlines the agenda and activities for a webinar on 21st century skills. It includes:
- An activity to activate prior knowledge about 21st century learners
- A discussion on what teachers have always needed, which is content and pedagogy
- Defining 21st century skills and discussing their importance
- Exploring shifts in learning environments and the 4 C's of communication, collaboration, critical thinking, and creativity
- Identifying themes in lesson plan scenarios and discussing evaluation tools
- Breakout activities and discussions on engaging learners and the roles of content, pedagogy, and technology
- A reflection on what was learned about technology, engagement, and aligning to standards.
This document discusses the use of flipped classroom in foreign language teaching. It defines flipped classroom as activities traditionally done in class, such as lectures, being moved outside of class, while activities traditionally done as homework, such as problem-solving, are moved into the classroom. This allows class time to be used for active learning activities like discussions and working on difficult concepts. The document outlines how to implement flipped classroom, including creating pre-recorded videos and integrating online tools. It also discusses common approaches and steps for an effective flipped classroom model. Research has shown students have mostly positive attitudes towards flipped classroom. Benefits include personalized learning, increased motivation, and a continuous connection between teachers and students.
This document discusses building stronger learning communities through transforming school, parent, and student collaboration with technology. Decades of research show that parent involvement leads to higher student achievement, better attendance, and lower rates of bad behavior. Technology provides new ways to connect learning communities and make collaboration transparent beyond barriers of time and space. When students, parents, teachers, and community members actively learn together through sharing ideas on blogs and social media, it empowers all individuals to get smarter through their connections.
The document discusses moving away from traditional textbooks towards using iPads as the sole device for student learning. It proposes designing learning pathways for students through teacher-created digital content. Teachers would build the curriculum together in real time, receiving instant feedback and support. Content would be published on iTunes U and shared on social media, allowing for peer, administrator, and student reviews. The goal is to evolve teaching and learning through collaboration using technology to maximize educational opportunities.
The document discusses Massive Open Online Courses (MOOCs) and their key features. MOOCs have massive participation with over 150,000 students, are open to anyone with internet access for free, and are taught by high-profile instructors from prominent institutions. They rely heavily on short videos, online quizzes, weekly homework, and peer/instructor feedback through forums and video office hours. The document examines specific MOOCs from Udacity and Coursera and notes outstanding questions around their business potential and supporting effective independent learning at scale.
The document discusses strategies for effective student engagement in online environments. It describes several interactive activities and tools that can be used, including KWHL/KWL charts, polls, group discussions, video playlists, and quizzes. These activities engage students via collaboration, discussion, and applying their knowledge to real-world examples. The document also provides resources for implementing the strategies on platforms like Moodle, Google Drive, and YouTube.
Professor Gilly Salmon presented a discussion on imagining the future of international education. She posed several hypothetical scenarios involving disruptive changes in technology and learning practices and asked participants to discuss the implications for their work. The group then brainstormed ways to change approaches in 2017 to better serve students, prioritizing ideas through voting. Participants were asked to present their top innovations to the whole group. The discussion focused on enabling participants to envision possible futures and strategies to help guide education toward those futures.
Mobile is the new Blend:Personalisation & AuthenticityGilly Salmon
The document discusses how mobile devices are becoming integrated into education through mobile learning. It addresses how mobility allows for personalization and authentic learning experiences through increased access, convenience and integration into students' lives. Examples are provided of institutions that have implemented mobile learning and iPad or smartphone initiatives on campus to enhance teaching and provide more engaging experiences for mobile learners.
This document contains the slides from a presentation on Magical Learning given by Professor Gilly Salmon. The presentation discusses imagining and achieving preferred futures for international education and what those futures may look like, including the use of emerging technologies in education. It covers topics like foresight and horizon scanning to guide strategic planning, and introduces frameworks for categorizing different types of innovative futures for learning.
This document summarizes Professor Gilly Salmon's presentation on realizing learning innovation at a learning café event. It discusses establishing a strategic framework to embrace new technological opportunities for learning. It presents a model with four quadrants mapping established approaches, responses to challenges, and future potential technologies. The presentation involved group activities where participants discussed innovations in their organizations and pitched potential "game-changing" ideas. The goal was to spark discussion on advancing education through innovative uses of technology and pedagogy.
The document discusses how 16 high-ranking universities are promoting educational innovation through various initiatives like enabling new teaching modes, developing evidence for innovation, and creating dedicated spaces for innovation on campus. It then presents a futures observatory concept and asks the audience to vote on emerging technologies that could prove most disruptive for education like robotics, 3D printing, and augmented reality. The presentation emphasizes that new technologies can help achieve the impossible through fast development and broad potential to disrupt traditional education models.
Planets of Learning-DEANZ Conference 2014Gilly Salmon
This document appears to be a presentation by Professor Gilly Salmon about possible future scenarios for digital learning called Contentia, Instantia, Nomadia, and Caffelattia. It discusses emerging technologies like MOOCs, games/gamification, learning analytics, 3D printing, BYOD/wearables, augmented reality, and tools that could enable more collaborative and participatory online learning environments. The presentation provides examples and resources to illustrate each concept and considers how educators could approach adapting to these changing learning environments and technologies.
Women in Higher Education Leadership Summit 2016Gilly Salmon
Professor Gilly Salmon's presentation discusses the roles of leaders as emanators and illuminators who help create the future. It promotes visionary, collaborative leadership that emphasizes open communication, empathy, team building, and learning. Salmon argues that feminine leadership traits like these can make organizations and groups more effective in solving problems. The presentation also encourages leaders to help less fortunate people, promote change, and invest in higher education to shape the future.
Education 3.0 - Catch a strand from the future!Gilly Salmon
Professor Gilly Salmon discusses envisioning the future of education (Education 3.0) and shaping it proactively. She emphasizes disrupting oneself, taking action to create preferred futures, and having a vision to guide strategy. Education is framed as a complex adaptive system with 8 interdependent components. The presentation encourages audiences to imagine future strands, understand education's complexity, and make a difference by shaping viable preferred futures.
The document discusses how mobile devices have become ubiquitous, with 7.5 billion people in the world and 4.9 billion having mobile access. It argues that mobile devices will shape the future of students and learning by enabling convenient access to tools and resources anywhere, supporting authentic experiences, and changing the nature of learning. References are provided on topics ranging from mobile learning and education to the use of technologies like virtual and augmented reality in educational contexts.
Carpe diem for assessment salmon final31 7-13Gilly Salmon
The document outlines Professor Gilly Salmon's Carpe Diem method for designing assessments. The 6-stage method begins with writing a blueprint, then creating a storyboard. A prototype is built, checked against reality, and reviewed/adjusted. The final stage is an action plan. Carpe Diem aligns learning, teaching, and assessment, and emphasizes designing assessments with the desired outcomes and end goals in mind from the start.
This document discusses trends in mobile device usage and opportunities for enhancing learning with mobile. It notes that the world population is over 7 billion with over 3.7 billion having mobile access. Statistics on mobile device ownership in Australia show growing adoption of smartphones and tablets. Time spent on the internet is now greater than TV. The document discusses how mobile provides opportunities for lifestyle and convenience, accessing tools and resources for learning, and creating authentic learning experiences. Some examples highlighted include outdoor classrooms, apps for different disciplines, virtual and augmented reality, and flipping the classroom with mobile.
This document provides an overview of emerging trends in language learning using three lenses: mobility, open educational resources, and digital connectedness. It discusses how language learning has been transformed by increased mobility through history from animal transport to modern air travel. Open educational resources and the rise of the internet have increased access to information and opportunities for online collaboration. Advances in digital technologies now allow new forms of virtual mobility and connection between learners worldwide. The document speculates on future developments in these areas and their implications for reinventing language education.
The 21st Century Student: Learning with Gen Z, Introducing Education ZGilly Salmon
This document discusses the use of mobile devices and emerging technologies for learning by Generation Z students. It covers how students can learn using mobile devices anywhere and anytime through augmented reality, virtual reality, and other mobile applications. Challenges to adopting new technologies for learning are also addressed, emphasizing that small groups can enact change. The presentation concludes by acknowledging references that were consulted in creating the presentation.
The document discusses quantum learning and new approaches to education using emerging technologies. It presents a framework for a learning and teaching transformation strategy centered around mobility, open educational resources, and digital connectedness. The framework involves 6 stages: writing a blueprint, creating a storyboard, building a prototype, checking reality, reviewing and adjusting, and creating an action plan. The goal is to design new pedagogical models by bringing together new technologies and educational opportunities.
The Future is Mobile: Personalisation & AuthenticityGilly Salmon
The Future of Learning Conference
Strategic leadership in post-secondary learning environments, technologies and approaches
Key Note on Mobile Learning:
Definitions of mobile and life-integrated learning
Technologies and mobile learning design
Training and development for mobile delivery
24 - 25 February 2014 | Parkroyal Darling Harbour, Sydney
http://bit.ly/MupTpi
Planets Of Learning- Gilly Salmon PresentationGilly Salmon
This document outlines Professor Gilly Salmon's presentation on possible future scenarios for learning called "The Planets of Future Learning". It describes four potential scenarios - Contentia, Instantia, Nomadia, and Caffelattia. Each scenario focuses on a different aspect of how learning may evolve, driven by technologies like MOOCs, mobile learning, social media, analytics and more. The presentation then dives deeper into each planet, providing examples and implications to consider for learning in the future.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Using Brightspace to Design and Develop Scholarly Activities: Successes and C...D2L
How do you motivate a student to participate in research and scholarly activities, when they have no motivation to learn the content in the first place? Tamara Ellen Carver from McGill University helps address this problem by going over the rationale for design and development of building a course, how to showcase it, and the challenges that come with it.
Webinar - Using Brightspace to Design and Develop Scholarly ActivitiesD2L Barry
June 14, 2016 webinar: Using Brightspace to Design and Develop Scholarly Activities, Successes and Challenges. Presented by Dr. Tamara Carver and Diane Maratta, both of McGill University for the Brightspace Teaching & Learning Community.
Student partnership in enhancing digital teaching and learning Sharon Flynn
The document summarizes a presentation about the Student Partnership in Enhancing Digital Teaching & Learning project. It introduces the speakers and provides an overview of the project, which aims to enhance digital skills of students in Irish universities. It discusses building a team in Year 1 and lists current team members. It outlines the 4 pillars of the project: not starting from zero, pedagogy first, discipline focus, and students as partners. It describes activities at Trinity College Dublin and Maynooth University involving student interns conducting research, creating resources, and disseminating information.
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.
Lessons we are learning through pivoting quickly to fully online learning; Bu...Charles Darwin University
For those institutions who have been specialising in distance education for some time, although they may have had to make some changes, the last few months have not been overly problematic. But for the remaining majority of institutions, there has been a monumental upheaval in how they are now required to conduct business, both for staff and students. Those who have fared better seem to be those who have reasonably mature frameworks in place to mediate their technology-enabled learning (TEL) offerings. That is, they have well established processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within the COL TEL Benchmarks, that can provide an institution with clear guidelines as to what things need to be in place to ensure a robust and consistent approach to teaching with technology. This presentation will first highlight many of the lessons currently being learned across the higher education sector, it will also ask you to share what you have learned and then we will look at how some of these issues are contained within the COL TEL Benchmarks. Lastly it will make a case for investigating more fully how to use this tool to help your institution ready itself for success in the future.
Teaching and Learning Implications of Linear AssessmentSLCS-online
Senior Professional Development Leader Katy Bloom, from the National Science Learning Centre in York, outlines the implications for teachers of the move to linear assessment.
She emphasises that young teachers will have no experience of linear assessment and will have to adjust their teaching and learning strategies to fit.
The document summarizes a study on the adoption of the C-DELTA program by teachers and students in Sri Lanka. The study aimed to promote C-DELTA's adoption, evaluate its impact, and enhance digital literacy skills. Teachers participated in training workshops and implemented C-DELTA in their schools. Results showed that C-DELTA increased digital skills and changed practices to emphasize digital identity and safety. It also motivated teachers and students and improved technology integration in teaching.
Online teaching: overcoming the challenges, 20 October 2020Jisc
There is no one right way to use technology to underpin the curriculum. The range of possibilities can make it difficult for practitioners to know where to start, but as universities and colleges adapt to the new normal of teaching in hybrid environments support is needed to ‘get it right.’
There will be challenges, but you can overcome these if time and resources are directed at the right things. There are lots of misunderstandings about what it means to use technology to support teaching, learning and assessment. Academic staff need to approach the challenge with an awareness of those misconceptions as well as with a critical and creative mindset.
This webinar will showcase examples of how universities and colleges are currently adapting to provide flexible approaches to learning using digital. The focus will be on what lessons we have learned over the last six months and how we can make online learning a transformative experience for learners, rather than a deficit model.
Bowling Green State University developed an effective online faculty development program over many years. Key aspects included establishing an academically driven distance learning operation, identifying low hanging fruit programs, cultivating collaborative relationships, and providing incentives for faculty participation and online course development. The primary goals of BGSU's faculty development were to model the online instructor role, differentiate course goals, promote pedagogical instruction, and address strategies for online interaction and assessment. BGSU provided financial incentives for course development and teaching that helped grow their online program.
The document discusses strategies for increasing online learning delivery to 10% as encouraged by the Skills Funding Agency. It addresses developing digital literacy skills among both learners and staff. The Amateur Swimming Association describes its experience transitioning learning online using the PebblePad platform, emphasizing the importance of support, training, and celebrating learner successes during this change.
This document discusses blended learning models for K-12 districts. It provides examples of blended learning implementations from Volusia County Schools, Kamehameha Schools, and insights from Blackboard executives. Volusia County Schools piloted blended learning with 10 teachers and saw increased student engagement. Kamehameha Schools uses various blended learning models and focuses on culture-based curriculum. The document concludes by providing contact information for presenters and ways to learn more about blended learning.
Marianne Hassan, SUNY Provost Office: SUNY Online InitiativeAlexandra M. Pickett
This document provides background information on SUNY's online education initiatives and plans to expand online enrollment. It summarizes that SUNY currently has around 26,000 students enrolled fully online, but aims to increase that number by 80,000 within 5 years. This expansion would generate an additional $1.05 billion in annual revenue for SUNY. The document discusses SUNY's existing online successes, opportunities to partner with companies and increase access to programs in high demand fields. It proposes an "Online SUNY" operated within the system to enhance services, facilitate new cross-campus partnerships, and engage industry to identify workforce needs. The principles of this expansion include increasing access, affordability, and responding to New York state industry needs through
SUNY Blend: Supporting Student Success - an NGLC Project ReportAlexandra M. Pickett
Sloan-C ALN 2012 panel presentation
October 11, 2012
Orlando, Florida
http://sloanconsortium.org/conference/2012/aln/suny-blend-supporting-student-success-nglc-project-report
"SUNYBlend" uses a number of interventions &approaches to support at-risk student success including blended instruction, learning concierges, social networking, &a focus on developing student self-regulation.
Google apps to reach and teach the learners uou-cemca pptAshish K Awadhiya
This document discusses using Google educational apps to reach and teach learners during the COVID-19 pandemic. It notes that learners are unable to access learning materials, education institutes, instructors, or appear for exams due to the pandemic. Google apps like YouTube, Docs, Groups, Meet, and Forms/Quizzes can help address these challenges by allowing for video instruction, collaborative writing, discussions, assessments, and more in a free, easy to use, and scalable manner. Research shows that Google apps support learning, collaboration, knowledge sharing, and positive attitudes. The document promotes using Google Classroom and India's SWAYAM platform to continue education during this time.
In this presentation, we report findings from on-going questionnaire/student-based primary research to shed light on hidden learning spaces and the key non-VLE factors identified, for example attendance. Our paper will be of interest and benefit to other institutions seeking to evaluate and optimise learning analytics to build a more holistic picture of student learning, thereby enhancing student outcomes.
Andrew Kohane has over 25 years of experience in education, including roles as Assistant Principal and Head of Senior School where he developed strategic plans, oversaw curriculum, professional learning, and facilities management. His experience spans government and independent schools, and he has expertise in areas such as developing learning communities, implementing the IB program, and using data to improve student outcomes. He holds postgraduate qualifications and references are available from senior education leaders.
Andrew Kohane has over 25 years of experience in education, including roles as Assistant Principal and Head of Senior School where he developed strategic plans, oversaw curriculum and professional development, managed facilities, and strengthened student engagement and wellbeing. He holds a Masters in Education and has extensive experience facilitating organizational change through projects focused on learning communities, partnerships, and holistic educational models. His referees include education leaders who can speak to his work developing strategic plans and building high performing teams.
This document summarizes a presentation on the power of mobile learning (mLearning) in Kenya. It includes an agenda for the presentation, an overview of Qualcomm Wireless Reach and its work in over 40 countries, details on eLimu's implementation of a tablet-based mLearning program in Kenya to improve education outcomes, and learnings from the head teacher of Embakassi Garrison Primary School which participated in the program. The presentation aims to demonstrate how wireless technologies can be used to address educational challenges in Kenya such as teacher shortages, high dropout rates, and low learning levels.
Similar to Successes challenges issues: Launching an Initial Teacher Education Program Online (20)
This document discusses challenges and opportunities for emerging learning futures. It outlines four quadrants of research questions: 1) using existing technologies to enhance learning, using big data, and repurposing physical spaces; 2) maintaining values while operating differently, meeting global education needs, and partnering; 3) funding innovation, adopting commercial technologies, and adjusting curricula; and 4) involving learners, taking risks through failure, and disrupting structures. The document advocates design thinking in research to envision new learning futures through questions about technology, pedagogy, missions, markets, and contexts.
This document describes the Carpe Diem approach to curriculum design and renewal. Carpe Diem involves intensive 1-2 day workshops with multidisciplinary teams to redesign learning outcomes and assessments. Over 400 Carpe Diem workshops have been completed across disciplines. Key aspects include focusing on the future student experience, collaborative teamwork, and producing an action plan. Carpe Diem has been used successfully at the University of Liverpool and other institutions to renew programs and individual modules in an outcomes-driven manner. Evaluations found it promotes engagement, understanding, and innovation among both students and staff.
This document appears to be a slide deck presentation given by Professor Gilly Salmon on the topic of digital transformation in universities. The presentation discusses universities as the "last bastion" of tradition and how they need to embrace digital technologies and design their future. It provides examples of driverless buses and online global degree programs as ways universities are innovating. The presentation emphasizes the importance of focusing on customer experience, speed and agility, and designing the future in order to stay relevant in a time of rapid technological change.
Carpe Diem Comes of Age: Learning Design for ProgrammesGilly Salmon
This document summarizes a presentation about using threshold concepts and rich pictures to design learning programs. It discusses:
1. Threshold concepts - core concepts that transform understanding of a subject once learned, like foundational ideas in various disciplines.
2. Examples of threshold concepts in different fields and how to identify them.
3. An activity where participants discuss threshold concepts in their own work and how they could be better incorporated into programs of study.
4. Developing a "storyboard" to map out a program's modules and highlight threshold concepts.
5. An exercise where participants create "rich pictures" depicting what their ideal future graduate will achieve, to support strategic thinking about program design.
Professor Gilly Salmon gave a presentation on imagining the future of international education. She explored how to lead towards a preferred future by considering 8 components of higher education. Salmon introduced different models of education from Education 1.0 to 3.0 and presented a framework with 4 quadrants to categorize incremental, adaptive, translated, and discovered futures. She provided examples for each quadrant and resources for further exploration of learning innovations and emerging technologies that could shape the future of education.
Carpe Diem MOOC:Practical Lessons Learnt- Berlin, Online Educa 2014Gilly Salmon
The document summarizes a MOOC on the Carpe Diem learning design methodology. It provides details on the course aims, design process, participation rates, lessons learned, and research findings. The MOOC used the 6-stage Carpe Diem process to structure content and activities. It engaged over 1000 educators and found that groups, badges, and applying the methodology to their own teaching were beneficial, though attrition made sustained collaboration challenging.
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
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
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.
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.
Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
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.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
2. Overview
• Start-up from Swinburne University
Perspective
– Written by Mick Grimley
– Spoken by Gilly Salmon
• Start-up from Swinburne Online Perspective
Sheena O’Hare
31/08/2021
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3. A New Partnership a New Discipline
• 2011 Swinburne Online (SOL) is
formed
• 100 per cent online delivery
• Students are Swinburne
University students
• First courses launched in March
2012
• First Teacher Education students
in November 2012
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4. Online Education: a market?
• Online education is growing exponentially:
– Top 4 adopters of self paced e-learning with 35% +
projected 5 yr growth rates are:
• Vietnam, Malaysia, Romania, Azerbaijan (Ambient,
2011)
• In 2010, 6.1 million students enrolled in at
least one online course (Allen & Semen, 2011)
• Over 1000 providers of online education in
Australia- although few are purely online (Ibis
World, 2012)
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5. Teacher Education
a New Discipline for Swinburne
Not currently taught at Swinburne
– No history of Teacher Education
– No Education Academics
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7. The Nature of Initial Teacher Education
• Regulated by the Victorian Institute of
Teaching (VIT) and the Australian Children’s
Education and care Quality Authority
(ACECQA)
– Practicums
– State Curriculum versus National Curriculum
– National Standards
• Personal Numeracy and Literacy Standards
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8. Current Offerings
• In November 2012 we
launched:
– Bachelor of Education (Early
Childhood)
– Master of Teaching
(Primary)
• In November 2013 we plan
to launch:
– Bachelor of Education
(Primary)
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9. Building a Team
• Very fast start-up
– The need to get people on the ground quickly
• Consolidating and planning for the future
– Appointing full-time seasoned academics
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10. Building the Programs and the Units
• Professor Gilly Salmon’s five stage model of
online learning (Salmon, 2011)
• Social constructivist approach
• Highly supported
• Tasks that mimic professional expectations
(realistic)
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www..e-moderating.com
11. Teaching Teacher Education Online
• Perceptions – F2F versus Online
• Professional practice
– Teacher as expert
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12. The teaching model at Swinburne
Online: recruiting e Learning
advisors
Teaching vacancies are advertised
through Seek
Telephone interview – Passion is crucial
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13. Development & Training
• 4 or 5 weeks online
• Based on Social Constructivism (Gilly Salmon’s
5-stage model)
• Challenge to ensure quality teachers allocated
into appropriate groups according to
qualifications
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www.e-moderating.com
14. Week by week break down
• Access and motivation (encouraged to get to
know their tutor and their peers)
• Online socialisation (encouraged to be active in
online activities that are created to support the
development of a learning community
• Information exchange (more cooperation and
time management)
• Knowledge construction (work together to
complete projects)
• Development (able to apply and integrate
knowledge into work place)
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15. Promotion of participation
• Effective online education differentiated from
distance education by opportunities for
participative opportunities.
• Effective online participation does not just
happen, it needs to be supported.
• Challenge to ensure that the participations lead to
desired learning outcomes
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16. Growth over time
• Accessible from anywhere; study can be
structured around job or family; and can be
streamlined, condensed or accelerated.
• Danger that technologies add a new layer of
complexity
• Isolation and disconnectedness can contribute
to student attrition
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17. Support for Students at Swinburne
Online
• E-learning Advisors
• Student Liaison Team (7 day
support)
• Practicum Placement Team
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18. Virtual academic support
• 140 E learning Advisors are based solely
online, around the world – Sri Lanka, Greece,
Scotland etc.
• Online networks set up to support – teaching
coaches – focus on working more efficiently
and effectively, not harder
• Blackboard staff lounge + Yammer private
social networking site
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19. Education Staff at Swinburne Online
• Program Director – quality of overall program
• Unit coordinator – unit management
• Learning designer – unit glitches and
clarification
• Learning technologist
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20. Unit Moderation through Partnership
• Internal moderation
• HD/Fail cross marking
• SUT/SOL moderation
• Leads into unit review
process
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21. Thanks for listening
Slides at
www.gilly.salmon.com
….Resources
…….Presentations
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22. “Never doubt the power of a small
group of people to change the world.
Nothing else ever has.”
Margaret Mead
“Be the change you want to see in the world”
Mahatma Ghandi
No budgets or humans were harmed in the making of this presentation
“Every society honours its live
conformists and its dead
troublemakers." Mignon
McLaughlin
Editor's Notes
Thanks you for attending our presentation
My name is Mick Grimley I’m an academic here at Swinburne and I’m the academic director of Teacher Education
My partner in crime today is Sheena O’Hare who is the program director of teacher education at Swinburne Online our partner company- and we’ll tell you more about that relationship as we go
We don’t intend to talk for 45 mins
We will aim for about 30 mins followed by questions
probably finish early
I know that it’s the dinner tonight
And just before we start I should just say that although we don’t specifically talk about Blackboard per se we do acknowledge that almost everything we do in our online courses is done in Bb
–and hopefully you’ll get chance to see one of our courses built in Bb later
Just a little bit about what we intend to cover in this session
I’m going to talk for about 15 mins from the perspective of starting up a new Teacher education discipline from the Swinburne University perspective
I’m going to talk a bit about starting Teacher Education from scratch from the academic perspective and some of the issues we’ve faced
Then Sheena will talk about it from the Swinburne online perspective (the more operational perspective)
So Swinburne Online was formed as a partnership between Swinburne University and Seek Ltd in 2011
SOL are a private company
All of the courses offered through SOL are purely online (with no F2F elements)
they began offering courses to students in March 2012
And we started offering Initial Teacher education courses in November 2012
As our partners Swinburne online are effectively our delivery arm
– that’s what they do well
– they provide quality online delivery and support to students
But the students are Swinburne University Students
Open University Australia and SEEK Limited are two organisations which compile the most online offerings in Australia, they enable potential students to find online course offerings relatively easily.
so you can see the benefits of the partnership
There are reports of a large growth in online education
surprisingly Vietnam, Malaysia, Romania and Azerbaijan have the largest projected growth rates
In 2010 there were 6.1 million Australians enrolled in online courses
and over 1000 online education providers
One of the benefits of online education is reported to be a higher profit margins than traditional delivery modes – approximately 8.8% of revenue compared to an average of 3.8% for all education.
So you can see that a partnership with Seek to provide online education has the potential to be lucrative
and there is a market
Mick was employed by Swinburne University in April of 2012
The aim was to introduce teacher Education as a discipline at Swinburne University
The catch was it needed to be done by November that year
The University had no history of Teacher Education
And few resources
Swinburne had 1 temporary Education staff member (an ex PhD student)
And one permanent Early Childhood educator form the TAFE sector
So I went from this – the view from my bedroom window in Christchurch, New Zealand (to this)
A very confusing maze, where I was asking:
Where do I start?
What do I do first?
How do I resource it?
And a thousand other questions
So I just quickly want to go through a little bit about Initial Teacher education as a discipline and the sorts of hoops we have to jump through to make it a viable course and some of the issues we were facing
It’s applied learning so we are educating students to become teachers
– this gives it a theoretical and practical aspect (professional practice)
The Victorian Institute of Teaching is the regulatory body in Victoria that approves all school aged Initial Teacher Education courses - Whereas ACECQA - the Australian Children’s Education and care Quality Authority - approves early Childhood Teaching courses
And to complicate matters from 2012 to 2013 Australia has just moved over to National Standards from State standards
And implemented a National Curriculum
One of the bombshells amongst the National Standards was the requirement that all graduates of Initial teacher education courses should have high Literacy and numeracy competency
– which of course is desired – as they are our future teachers,
but it presents a problem when you have to educate them about teaching and learning along with upskilling them in Literacy and Numeracy as well (this is one we’ve been wrangling with since the initial design stages)
And of courses we also have to get our courses internally accredited
We managed to get the courses written and accredited with existing staff (internal and external)
And in November 2012 we launched (above)
We also hope to offer (above) in November this year – just going through external accreditation
But of course it’s not just about getting our courses accredited
we also needed to have units developed to offer students and this is where it got tricky
effectively at the beginning of August last year we had very few academic staff to do this
And little time to appoint any
So what we appointed 7sessional staff on temporary contracts
- all registered teachers
And to get over the fact that we needed to develop units very very quickly we took a team approach
Our staff worked as a team with regular meetings and development workshops,
And we used a wiki to share resources,
and although one person would take overall responsibility for a unit the whole team collaborated on it
We also had the benefit of being able to wok collaboratively with staff at Swinburne Online who were experts in the online environment and were skilled learning designers (Sheena will talk a bit about this later)
Our whole environment was dynamic and collaborative and as such we were able to meet our targets and have units ready for delivery in November
We are now in a process of recruiting more permanent academic education staff
Although we are Having difficulty finding and appointing more senior education academics
Issues: Online, no reputation in the area of Education
Swinburne Online uses a model of online education that adheres to Professor Gilly Salmon’s five stage model of online learning combined with a supportive environment for learners (and Sheena is going to talk a bit about this later)
We take a Social Constructivist approach in the units – in other words we don’t just provide students with a whole lot of text to read through and expect them to know it
Students work through activities related closely to the learning materials scaffolding the assessments
Students are highly supported (again Sheena will talk more about this later)
And we try to make activities realistic – in other words tasks that they would likely perform in their future career
One major challenge has been overcoming people’s perception of online education as being sub-standard to the more traditional face-to-face courses.
the vast majority of people (even some seasoned educationalists) still take the view that it is essential to have ‘the expert’ up in front of the students to enable them to understand the materials being offered
Often these fears are somewhat mitigated when they realise the extent of the support that students are offered
rather than being left to their own devices.
Another challenge that has faced online pre-service teacher education courses is how to support students whilst on work-based experience (practicum).
it has been important to recognise the expertise of teacher mentors who work in schools
rather than sending out university-based tutors to support and assess students on placement.
I’m now going to hand over to Sheena who’s going to talk about our courses from the SOL perspective