This document provides guidance for eTwinning evangelists on disseminating project results to have greater impact. It recommends planning dissemination by thinking about visibility, dissemination, exploitation and branding. Users are key, so engage your audience by understanding their needs and how to tailor key messages and actions. A dissemination plan should identify the purpose and intended outcomes, messages, and resources needed to reach targets like parents, colleagues, and pupils. Developing a clear structure and plan can help evangelists effectively communicate project results.
This document provides tips and tools for engaging students in their learning through the use of information and communication technologies (ICT). It discusses using ICT to build lessons addressing higher-order thinking skills like problem-solving and critical thinking. Specific tools mentioned include Voicethread for student presentations, Etherpad for collaboration, and social bookmarking sites like Delicious for organizing online resources. The document emphasizes promoting a culture of collaboration, implementing rich learning tasks, and enhancing students' connected learning and information literacy.
This document summarizes the key points from a project aimed at re-visioning library and information science education. It discusses gathering input on needed skills from professionals and identifying critical thinking, technology skills, data analysis, advocacy, and leadership as most important. It emphasizes designing curricula focused on innovation, collaboration across disciplines, and preparing graduates to lead future information organizations. The project outputs included a podcast highlighting non-traditional careers for LIS graduates in areas like data science, archives, and entrepreneurship. A website was also created to promote awareness of career opportunities.
The document discusses the need for school libraries to transition to a learning commons model and the role of the librarian as an instructional leader. It emphasizes creating a collaborative space for high-level learning experiences. It also stresses the importance of gathering local evidence that demonstrates the impact of the library on student learning outcomes.
This document provides information on tools and strategies to increase student comprehension and engagement with reading. It discusses 10 specific tools, including picture splash/word splash, EduCreations, Discovery Education, VoiceThreads, Glogster, Paideia seminar, Thinking Maps, Poll Everywhere, Edmodo, and Google Cultural Institute. Each tool is briefly described. The goal is to equip students with advanced literacy skills needed in the 21st century by actively engaging them in reading challenging texts through interactive digital tools and discussion strategies. More ideas are provided, and the author's Weebly site is listed for additional lesson materials.
This document provides guidance for teachers on connecting their classroom to the world through international collaboration. It outlines key steps like sharpening technology skills, finding interested partners, and encouraging students to find global peers. Teachers are advised to find a mentor and join networks to find suitable projects. Considerations like culture, language, and time zones are discussed. Potential issues around firewalls, calendars, and project length/grading are presented along with tips to ensure success, such as creating clear communication guidelines and timelines. Resources for starting international partnerships are recommended.
This document outlines efforts to envision the future of information education and prepare students. It discusses gathering input on needed skills like critical thinking and flexibility. It describes the Beyond the Stacks podcast promoting diverse careers. It also discusses building bridges across fields through collaborations like an artist-in-residence program. Pilot projects are proposed on a teaching library model and virtual field experiences to help faculty and students adapt to future changes. The overall goal is helping information professionals lead innovative changes.
This document provides an agenda and materials for a class on community and connections in education. The agenda includes course evaluations, reviewing topics, discussing Dewey's Pedagogic Creed, creating their own pedagogic creed, reviewing grades, making a globe, networking, and parking lot discussion topics. Students will discuss their developing philosophies of education and create their own creed integrating course discussions. They will have a break and then collaborate on an inquiry-based lesson about a current event. Finally, students will represent themselves through words or symbols on paper strips to form a globe. The class aims to discuss educational theories and foster ongoing connections between students.
Beyond the Basics: How Can Librarians Teach What We Truly Care About?Chris Sweet
This document summarizes a presentation given by Chris Sweet on how librarians can teach what they truly care about beyond just basic skills. Sweet argues that librarians care more about teaching complex concepts like intellectual freedom, critical thinking, and ethical information use rather than just teaching students how to use the catalog or create citations. Some suggestions for focusing instruction on deeper goals include writing a teaching philosophy, getting embedded in courses beyond one-shots, co-teaching or leading classes, and using service learning. The presentation aims to help librarians prioritize teaching what matters most to them.
The document provides guidance for planning and designing an effective eTwinning project between partner schools. It recommends that teachers 1) get to know their partner schools and students, 2) create a detailed time schedule including holidays, and 3) plan the project, train students on tools, and create Twinspace accounts. It also suggests that teachers 4) design their Twinspace with activity pages and tools, 5) have students get to know each other, 6) form transnational groups, 7) plan many collaborative activities, 8) assign student responsibilities, 9) set evaluation criteria, and 10) consider web tools to support collaboration.
This document describes a project-based learning unit where students work in groups to design and create original board games. They go through the design process of asking, imagining, planning, creating, improving, and sharing their games. Students use tools like 3D printers, 3D design apps, Google Apps, and iPads. They develop game ideas, create prototypes, get feedback, and refine their designs. The culminating activity has groups create commercials to advertise their games at a family game event. The document provides examples of student work and outlines how the teacher structures the project using checklists, rubrics, and collaborative documents to guide the process.
The document discusses using a concerns-based approach to professional development (PD) programming by identifying teachers' levels of concern about an innovation through open-ended questions and feedback, and then designing PD interventions focused on self, task, and impact that match the varying levels of concern, from raising awareness to collaboration and refinement of the innovation. Key aspects of the approach include the Concerns Based Adoption Model and focusing PD at each of the model's 7 levels of concern.
The document summarizes a teaching and learning development program for academic support librarians at the University of the Arts London. The program was a collaboration between the university's Library Services and Teaching and Learning Exchange in response to demands from curriculum areas and staff development needs. The program's overall aim was to introduce librarians to art and design pedagogy within the context of providing library academic support. The program consisted of 5 sessions covering topics such as teaching approaches, presentation skills, educational technology, and using reflection for professional development. Feedback from participants indicated they gained confidence in their teaching identity and skills. The program resulted in increased variety and creativity in information literacy sessions delivered by librarians.
This document discusses using technology in 21st century classrooms. It argues that technology is an essential tool but teachers are the most important factor for motivating students. To be ready for the future, students need to learn skills like critical thinking, collaboration, initiative, and independent work. The document envisions technology-integrated classrooms where teachers model technology use, students work in groups or individually on creative projects, and technology enables new forms of learning and discussion. When used effectively by motivated teachers, technology can be a powerful tool to enhance students' education.
The Commission on The Whole Child was established in 2006 with Stephanie Pace Marshall and Hugh Price as co-chairs. The commission published a report called "The Learning Compact Redefined: A Call to Action" which outlined five components of a healthy learning environment: healthy, safe and secure, engaged, supported, and challenged. The report also discussed skills needed for the 21st century like critical thinking, creativity, collaboration, and more. It called for moving from a teacher-directed model to one of student-directed collaborative learning to better prepare students for the future.
This document discusses the need for 21st century pedagogy in teacher education. It outlines several key shifts needed, including moving from a traditional site-bounded paradigm to a new triplization paradigm. The new paradigm aims to develop teachers as lifelong learners who can facilitate triplized learning for students. It also discusses skills that need to be developed for 21st century learning like critical thinking, problem solving, and technology/media literacy. Overall the document advocates for reforms in teacher education to prepare educators for the needs of 21st century students.
The document summarizes the MEd Information Technology program at Western Oregon State University. The program trains teachers to utilize technology through team-based professional learning communities to align curriculum with state standards. It focuses on providing educators with skills and tools to educate students in an age of high technology and communication. The goal is to empower teachers and build technically advanced learning communities.
The document discusses using connected learning and open pedagogy approaches to strengthen an Interdisciplinary Studies (IDS) program. It outlines how tools like social media, ePorts, nondisposable assignments, and open educational resources can help provide students more agency, foster connections, and lower costs. The IDS program saw strong growth after shifting to these learner-driven approaches, with enrollments increasing 750% and projected to become the third largest major. The document advocates for making IDS synonymous with open, applied, and learner-centered pedagogies to better integrate knowledge and empower students.
Designing engaging curriculum for global collaboration in the classroomJulie Lindsay
This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
The document outlines the agenda for a two-day professional development workshop on using technology to enhance learning through Marzano's nine instructional strategies. The agenda covers tools like Google Docs, Voicethread, iPod Touch, and graphic organizers. Participants will learn how to identify technologies that support research-based strategies and create digital resources to share with colleagues. The goal is for educators to gain knowledge and use of various tools to individualize instruction and promote 21st century skills.
Modernizing Education discusses the need to evolve schools and teaching for the 21st century. Technology is changing how people access and share information. To better prepare students, schools need strategic plans to incorporate new literacies, personalized learning, mobile technologies, and global collaboration into instruction. Effective models emphasize project-based learning, use of online tools, and developing skills like critical thinking across networks.
21st Century Teaching and Learning in ALS final new.pptxGilbertTuraray1
The document discusses 21st century teaching and learning. It describes how 21st century learners need skills like critical thinking, creativity, collaboration and communication. 21st century teachers must use active learning strategies that engage students in activities like projects, discussions and problem solving. Some examples of active learning strategies mentioned are demonstrations, role plays, project-based learning, think-pair-share and cooperative learning. The document emphasizes that active learning helps students better understand and apply knowledge.
Harnessing new media for learning, teaching, and research. New technologies allow for more personalized and immersed learning. Learners are drawn to technologies but still rely on traditional methods. New media provides opportunities to reach more learners effectively through tools like social media, but this requires new digital literacies. Educators should rethink design with a focus on activities and experiences over just content. Blended real and virtual spaces can enhance conferences, networking, and publishing through collaboration and community building.
This document outlines Designing Effective MOOCs by Gráinne Conole. It discusses barriers to adoption of e-learning, digital landscapes, pedagogical approaches and how social media tools can support them. It also covers learning design principles, the 7Cs framework, and evaluating course success. MOOCs are challenging formal education and new business models are emerging while ways to accredit informal learning are being explored.
Presented at LOEX 2017 with Trudi Jacobson
Librarians and faculty members from three institutions collaborated to adapt a metaliteracy Digital Citizen badge for use with graduate literacy education students. The multi-faceted goal is not only for these students to affirm their roles as digital citizens, but also to actively teach and model such citizenship to their prospective students. This grant-funded project, which adapts content from an existing metaliteracy badging system, incorporates mechanisms to encourage a community of users, and serves as a model for collaborations with faculty across various disciplines.
In this session, project collaborators will briefly introduce metaliteracy (metaliteracy.org), provide an overview of the badging system (metaliteracybadges.org), and discuss the components added for this project, and mechanisms that worked well for collaborating. We are not only concerned with collaboration within the grant team; we also built components that will encourage educators to create open access learning objects for an Educators Corner and an Educators Conference.
Drawing from expertise as co-creators and researchers in initiatives such as the new ACRL Information Literacy Framework and the Connecting Credentials (connectingcredentials.org) and Global Learning Qualifications Frameworks (funded by the Lumina Foundation), we have worked together to create a robust resource that will be available to every SUNY institution, and, ultimately, to interested institutions beyond SUNY. We encourage participants to actively engage in the presentation by contributing ideas for badging opportunities based on your own professional development and curricular goals to an open forum in the Educators Corner.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
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.
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.
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 SkillsLiberty Gavas
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 FrameworkKshema Jose
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.
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.
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 LearningLani Ritter Hall
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.
Similar to Social Media for Teaching & Learning (20)
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
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.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
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
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.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
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
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
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
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
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
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
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
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