Social Media for Teaching & Learning
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Presentation to York University I/S Faculty of Education students about teaching and learning using social media.
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This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
PBL: Why, What and How
Project-based learning (PBL) engages students in solving real-world problems through extended inquiry. It develops deeper learning skills like critical thinking, collaboration, and communication. High-quality PBL includes complex, student-influenced questions; carefully designed products and tasks; and scaffolding as needed. Teachers can implement PBL by determining learning objectives, developing authentic projects around driving questions, and assessing student mastery of skills through multiple measures rather than just final products. PBL prepares students for the future by developing skills like self-directed learning that will be essential for their success.
Eassessmentpresentation final
The document describes a study that developed an e-assessment model to evaluate students' collaborative knowledge building using the social content network Diigo. Four students participated in a 10-day task tagging resources, adding their own interpretations, and working to combine ideas into solutions. The results showed students effectively engaged in adding meaning but faced challenges switching to proposing collaborative solutions.
The 21st Century Century Digital Learner and The 21st Century Skills
This document discusses the skills needed for 21st century learners and teachers. It outlines 7 key skills for learners: creativity/innovation, critical thinking, communication, collaboration, information management, technology use, and career/life skills. It also discusses how teachers can integrate these skills into content by making learning authentic, project-based, collaborative, and through higher-order thinking. Effective 21st century instruction uses technology, cross-curricular projects, formative assessments, and collaborative and visual learning. Qualities of 21st century teachers include being adaptable, visionary, collaborative risk-takers and learners who model communication and leadership skills.
Blended English programmes for National Skills Qualification Framework
This document discusses using blended learning to develop digital literacy, English language, and workplace skills aligned with India's National Skills Qualification Framework (NSQF). Blended learning utilizes both online and in-person resources to provide autonomy, expert guidance, and connections between classroom and real-world settings. An "ecology of resources" approach interacts learners with a network of knowledge, tools, people and environments. Learner-generated contexts further personalize learning around interests. This prepares learners for 21st century careers through acquisition of language, digital literacy, and lifelong learning abilities in authentic contexts.
Conole clicks webinar_final
Gráinne Conole gave a presentation on the implications of digital technologies for learning and teaching. She discussed how technologies provide new ways to interact with resources and people, but there is a gap between their promise and reality. She emphasized the need to develop 21st century competencies like critical thinking, problem solving, and digital literacies in both teachers and learners. Conole argued that education needs new pedagogical approaches that support self-directed, lifelong learning and make appropriate use of technologies to develop skills for an uncertain future.
JNTUK workshop
The document provides guidance on using technology and digital tools to support language teaching. It discusses how today's students prefer learning through teamwork, flexibility, student-centered projects, and having their voices respected. The document then recommends using resources to develop communication, digital literacy, critical thinking, web-based projects, student-created media, and collaboration. It also discusses supplementary materials, digital literacy, flipped classrooms, blended learning, and various web 2.0 tools that can be used to engage students in activity-based language learning.
Sheryl Nussbaum Beach-- Overview Inquiry Learning
This document provides an overview of transformational learning using an inquiry approach. It discusses obstacles to change, 21st century skills, types of constructivist learning including project-based, problem-based, and inquiry-driven learning. It outlines elements and principles of inquiry-based learning including authenticity, deep understanding, assessment, appropriate technology use, connecting beyond school, and connecting with experts. Guidelines are provided for selecting topics, identifying concepts, locating resources, planning learning experiences, integrating content areas, organizing the environment, initiating study, culminating activities, and authentic assessment and evaluation.
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Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
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- 3. ISTE Standards for Teachers
- 4. Standard 1: Facilitate and Inspire Student Learning & Creativity Use knowledge of curriculum, pedagogy & technology to facilitate experiences that advance student learning, creativity & innovation Face 2 Face & Virtual
- 5. The TPCK framework and its knowledge components (Koehler &Mishra, 2008)
- 6. Teachers: • Promote, support & model creative and innovative thinking & inventiveness • Engage students in exploring real-world issues and authentic problem solving using digital tools & resources
- 7. • Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding & thinking, planning & creative processes • Model collaborative knowledge construction by engaging in learning with students, colleagues and others in f2f & virtual environments
- 8. Standard 2: Design & Develop Digital- Age Learning Experiences & Assessments Teachers design, develop & evaluate authentic learning experiences & assessments incorporating contemporary tools & resources. Maximize content learning in context & develop knowledge, skills & attitudes identified in NETSS
- 9. Teachers: • Design or adapt relevant learning that incorporate digital tools & resources to promote learning & creativity Pam Crawford • Develop technology rich environments that enable students to pursue personal curiosities and become participants in setting their own educational goals, manage their learning and assess their progress Jon Lewis
- 11. Jon
- 12. • Customize and personalize learning activities to address students diverse learning styles, working strategies and abilities • Provide students with multiple and varied formative and summative assessments aligned with curriculum and use resulting data to inform teaching & learning
- 17. Blooms Revised
- 20. NEED SOLUTION WEB TOOL PARTNERS OR TRIADS
- 21. Designing Learning 21st Century 20th Century A. Couros PhD, University of Regina
- 23. www.osapac.org • Grolier Online • Learn 360 • Bitstrips • Smart Ideas • Comic Life http://virtuallylearning.wikispaces.com/Informa tion+Literacy
- 25. Literacy in a Digital World Ability to: Find Information sharing Access Collaborative learning Analyze communities Synthesize Ideas and Innovation Evaluate Knowledge building Communicate Mass participation Collaborate Creativity
- 26. “The illiterate of the future are not those that cannot read or write. They are those that can not learn, unlearn, relearn” Rethinking the Future, Alvin Toffler
- 27. Deb Kitchener Curriculum Consultant YRDSB/Program Manager Learning Connections/ABEL www.learningconnections.on.ca Twitter: @kitchenerd Wiki: http://virtuallylearning.wikispaces.com/ Blog: http://dkitchener.wordpress.com/ Flickr:http://www.flickr.com/photos/kitchenerd/
Editor's Notes
- http://xkcd.com/741/
- We are living in exponential timesHow many of these tools do you recognize? And how do we design professional learning effectively and efficiently.Do the exercise of matching – what the tool does and the related learning opportunitiesAsk people to share what has worked well for them