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Choosing the Best Technology

Choosing the Best Technology
UAF eLearning Instructor Training Online Grow Skills Share your resources or thoughts with us. Use #iTeach as your tag! Choosing the Best Technology Print Friendly eLearning Compass (PDF) Original source: Jennifer choosing technology, learning outcomes Last modified: November 27, 2013 Resources UAF eLearning Contact InformationUAF eLearning Design TeamTeaching TipsBookstore InformationResources for Students Get Involved Attend iTeach Training Follow iTeachAK on Twitter Contact Us UAF eLearning & Distance Education 2175 University Ave. This page was last updated on : Apr 21, 2014 iTeachU by iTeachU - UAF eLearning & Distance Education is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. The University of Alaska Fairbanks is an affirmative action/equal opportunity employer and educational institution and is a part of the University of Alaska system. Feedback Related:  LTTOOutils numériques pour une approche hybride de l'enseignement

Case studies for flipped classrooms at the University of Queensland, Australia The following case studies demonstrate a variety of approaches that teachers at UQ are taking to flip their classrooms. Teaching staff were interviewed from the six faculties across UQ to explore the pedagogical reasons for flipping, the educational technologies used and how their teaching has changed. Each case study is accompanied by a summary in PDF format. Andrew Fairbairn This study examines how using the flipped classroom model provides opportunities to design and deliver courses using active learning and engagement strategies to facilitate students’ teamwork, problem solving and critical thinking skills in a collegial environment. Read more ... Click on the images below to view each video on the screen above Second and third-year Archaeology courses in the BA major Engineering Design, Engineering Modelling & Problem Solving Literary Studies, School of English, Media Studies, and Art History The Science of Every Day Thinking (2nd Year); Judgement and Decision Making (3rd year)

10 Big Concerns About Tablets In The Classroom As we look into integrating tablets in the classroom, it’s becoming increasingly clear that buying tablets for the purpose of enhancing learning is very different to buying tablets for recreational purposes such as browsing Facebook and entertainment sites, or even for more serious pursuits such as business or work. Parents and teachers need to consider a myriad of issues specific to young people. But are these concerns warranted? The so-called generational “digital divide” (parents and teachers being largely digital immigrants, and kids being digital natives) can lead to unexamined assumptions about how kids will use (or misuse) mobile technology. For example, did you know that the idea of kids becoming addicted to tablets is actually a myth? We didn’t either, until we examined the actual evidence from our school trials. Read on for the top ten things you need to understand fully when considering tablets for children and teens. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. This is a common concern.

Selecting Technologies This page helps you choose among various technologies (not just LMSs) using two approaches: examples of learning outcomes, the kinds of learning activities that could achieve those outcomes, and how those activities could be supported by various learning technologies examples of the tools you may be interested in using and the types of activities and learning outcomes that are likely to be relevant. Table 1: Sample learning outcomes, rationales and activities The following table provides examples of learning outcomes, the kinds of learning activities that promote those outcomes, and how the activities could be supported by learning technologies. Table 2: Tools related to activities, and their contribution to learning outcomes The following table provides examples of the tools you may be interested in using and looks at the types of activities and learning outcomes that are likely to be relevant. See also on this section of the website:

Outils et ressources : guide Vous trouverez ici les meilleurs outils et ressources pour inverser votre classe. Cette section sera mise à jour régulièrement. N’hésitez pas à donner vos avis et suggestions dans le forum. – Création de contenu et annotation Visme : Permet de créer des animations, slides et infographies de manière très intuitive (gratuit).EdPuzzle : Outil de création de vidéo qui permet d’utiliser des bouts d’autres vidéos trouvées sur le net (youtube, vimeo…). – Screencast (pour enregistrer ce qui se passe à l’écran) Screencast-O-Matic : option “picture in picture” (permet d’inclure dans la vidéo une petite fenêtre qui affiche ce que filme votre webcam), partage en ligne avec notes et sous-titres. – Gestion de classe / LMS (Learning Management System) Canvas : LMS très complet. – Autres Sophia : “semi-LMS” qui permet d’organiser son contenu éducatif et de créer des pages appelée “tutoriels” contenant tout type de ressources, puis de les inclure dans des playlists (exemple : playlist “géométrie”).

Constructing Learning Outcomes Learning outcomes explicitly state what we want students to know, understand, or be able to do as a result of completing their chosen course. Learning Outcomes Should : 1) Represent real goals Paul Ramsden suggests that, rather than describing facts or procedures, we should describe concepts that students need to understand as well as relations between those concepts. 2) Be clearly expressed so that their meanings are explicit 3) Place academic skills or personal learning in the context of the particular subject discipline Different disciplines have different understandings of common academic terms such as "critical thinking", "analysis", "communication skills". 4) Include a description of the kind of performances by which achievement will be judged (either within the outcome or in an associated set of assessment criteria) Susan Toohey suggests setting out the assessment tasks and the criteria by which these will be marked. 6) Be memorable and limited in number Further information

Edmodo and Moodle Videos | Edmodo & Moodle Edmodo Videos A full introduction to using Edmodo This set of teacher training videos will take you right through the basics of using Edmodo. It will get you up and running with all the basics. Advanced features in Edmodo This set of videos thats you through some of the more advanced features in Edmodo. Creating quizzes in Edmodo This set of videos shows you how to create quizzes in Edmodo Setting up assessments and tracking in Edmodo If you have ever wanted to set up assessmens and track your students in Edmodo then this is a great set of videos. A complete introduction to Moodle This set of training videos thats you through all the basics of using Moodle. Design and Navigation This set of training videos will take you through the design and navigation of your Moodle site. How to make Media Rich Content in Moodle This set of training videos will show you how to make your Moodle courses much more compelling and interesting. How to make Quizzes in Moodle

JOLT - Journal of Online Learning and Teaching Natalia V. Smirnova Instructor of English as a Second Language Department of Foreign Languages National Research University Higher School of Economics Saint Petersburg RUSSIA smirnovan@hse.ru Irina V. Introduction Presentation skills have gained attention both in higher education and among business trainers, as they constitute one of the core competencies of a professional (Linardopoulos, 2010; Raybould & Sheedy, 2005). Courses aimed at teaching oral presentation skills are traditionally conducted in a face-to-face environment, despite the remarkable growth of online learning that has occurred in higher education. This case study describes how the Department of Foreign Languages at the Saint Petersburg Campus of the National Research University Higher School of Economics used a learning management system (LMS) to improve students' academic presentation skills by developing their reflective learning skills. The Challenges in Delivering Communication Skills Training Online Table 1.

Création de vidéos en vue de la classe inversée: Méthodologie L’extension Screencastify de Google est une fonction qu’on ajoute gratuitement et simplement au fureteur Chrome. Sceencastify permet d’enregistrer une vidéo au départ d’une webcam, qu’elle soit intégrée dans votre ordinateur ou ajoutée par câble USB comme c'est le cas pour l’achat d’équipement suggéré au point 4 de l'introduction, sous Équipement. En plus de gérer les périphériques en détectant votre caméra, cette méthode a l’avantage de prendre en charge les considérations techniques (applications, codecs, formats de fichiers, etc.) et de partager la vidéo directement dans YouTube, ce qui épargne maints tracas de déploiements lorsqu'il s'agit, comme dans le cas présent, d'une communauté qui utilise différents équipements, systèmes d’exploitation et logiciels Nous avons opté pour une suite d’outils distribuée dans le nuage et appartenant essentiellement à la famille des produits Google. Vous devrez aussi ajouter l’extension Screencastify à Google Chrome. Avant de commencer, veuillez : Audio

Studies of e-portfolio implementation (videos and toolkit) Two online resources providing guidance on large-scale implementation of e-portfolio tools in UK further and higher education are available to supplement the 2008 JISC publication, Effective Practice with e-Portfolios The online resources, five video case-studies and an online toolkit for managers and practitioners, explore the issues, challenges and benefits of scaling up e-portfolio use across a university or college, and offer opportunities to explore the pros and cons of different approaches and methodologies. The e-Portfolio Implementation Toolkit The e-Portfolio Implementation Toolkit1 is the output from the JISC-funded e-Portfolio Implementation (ePI) study2 led by the University of Nottingham. Video case studies Five institutional case studies providing insights into the decision making around procuring, embedding and integrating e-portfolios across the curriculum are available to view below. Each video is available to download3. Video playlist Copyright Disclaimer Related resources

Construire une éducation au numérique — Enseigner avec le numérique La CNIL, Commission nationale de l’informatique et des libertés a mis en place en mai 2013 un « Collectif d’acteurs issus du monde de l’éducation, de la recherche, de l’économie numérique, de la société civile, de Fondations d’entreprises et d’autres institutions pour porter et soutenir des actions visant à promouvoir une véritable culture citoyenne du numérique ». Le collectif baptisé EDUCNUM dispose d'un site dédié comportant 4 entrées principales : actualités, outils « vie privée », concours et collectif Educnum. Le site publie différents outils et fiches pédagogiques qui facilitent la compréhension de la traçabilité numérique (réputation en ligne, identité digitale, droit au déréférencement) invitant les internautes à découvrir ainsi d'autres ressources externes, par exemple, infographiques sur le site officiel de la CNIL. Sources et références complémentaires

Teaching Using Google Glass and Apps Creating a platform to enable the fluid and continuous exchange of ideas and information. Can the use of devices such as Glass add pedagogical value (Video 1)? As a wearable computer, the Glass screen can be used to provide an educator with key or supplemental information during a talk, lecture, or discussion. It is also being used by instructors to demonstrate specific skills, interview experts, and allow students to view distant sites (such as CERN in Switzerland – a feature temporarily suspended due to poor user experience). Examples of these uses and more can be found on forums such as Google Glass in Education. Video 1: The VT Glass Story In this article, I argue that the value of Glass may not lie with the device per se, but in using the device in conjunction with Google Apps to create an integrated platform where information and ideas can be exchanged in a public or private setting. Figure 1: Screenshot of the Google+ Community Figure 2: Screenshot of the Google Drive Folder

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