We use cookies to give you the best experience and to help improve our website. First Day Activities For High School Students, Sequencing Lesson Plan for The Very Hungry Caterpillar, 30 Do's and Don'ts of Classroom Etiquette for Teachers and Students. How far should your institution manage e-portfolio mechanisms? VLEs may also limit student co-creation of content and may discourage students from taking control of their own learning. Encourage the development of a professional digital identity, through networking and sharing technologies for students’ own content. Using smartphones, tablets, net books, and laptops can offer extremely flexible access to online learning for students on the move. When students interact with and use non-institutional technologies, you still need to track these activities - this can present technical and ethical problems with permissions. Consideration should also be given to online safety, but this can be incorporated into digital literacy elements of the course. Cold Turkey. Staff may not easily be able to share their practice outside the institution if it requires authentication, so VLEs can hamper open practice making publicly funded content available. Project-based learning(PBL) is one approach that achieves this goal by tying instruction to real-world concerns that really matter to learners. Our guidance for senior managers, includes different implementation approaches, key issues and effective practice, and a summary guide. The 11 tools … But teaching staff will need to relinquish some control of teaching and learning to allow this to work. Courses may become known by their hashtag as in the case of '#ds106' the open digital storytelling class which began at the University of Mary Washington and has spread across institutions worldwide. Provide staff engagement and training opportunities. It’s likely that students and staff will work around the VLE when it fails to be flexible enough for their needs, resulting in content being generated and managed outside the system. Search for a flashcard deck and select “Live” when the deck opens, Direct your students to access quizlet.live on their device, Launch the game by choosing how you want the terms/definitions to be displayed, Provide your students the the join code. In my high school Social Studies classes, we use Flipgrid to reflect upon course concepts that we discuss, as well as for book clubs, and discussing current events. Enterprise architecture (EA) offers an approach to help senior managers achieve business and organisational change. Make sure that staff creating multimedia also summarise the key teaching points that the resources illustrate so they don’t create inadvertent barriers for vision or hearing impaired students. Students have to work together to answer questions in a row - if a group misses a question, they start the game over! This does change the role of course teachers somewhat, and can initially be threatening to those staff and students who are more comfortable with closed, safer spaces. The integration of computers and communications offers unprecedented opportunities to the education systems with its capacity to integrate, enhance and interact with each other over a wide geographic distance in a meaningful way to achieve the learning objectives. In addition to delivering content in a range of formats, students can also submit coursework using VLEs, incorporating assessment and feedback through multiple choice questionnaires. Identify ongoing research and projects by other institutions. Technology inclusion in lesson delivery is becoming the norm. Identify how they may disrupt existing approaches to teaching, assessment and support. Institutions need to have clear staff policies and guidelines, setting out what their staff can access and what support is, or isn’t, available for the various technologies they might want to use. Some open source products like Xerte toolkits can combine a range of benefits allowing you to create presentational slides alongside quizzes, videos or embedded collaboration tools like Padlet, Google documents or other online services. These centrally managed systems support both campus-based and online courses and have the advantage of: They include communication mechanisms to support student dialogue with staff and peers within courses through email, and on bulletin board discussions. Using external web-based technologies and services means that teachers, students and external peers or mentors can create, share and assess online content without the need for institutional authentication. But they can also present significant challenges for your institution - how to integrate them and provide support. Our podcast discusses how developing and growing open courses, and particularly Massive Open Online Courses (MOOCs), have raised the profile of openness. The key to taking best advantage of these new tools is to think pedagogy first, technology second. Create multimedia presentations, utilizing technology your students use at home. There are many great tools, apps, and sites that teachers can use in their classroom to enhance the learning environment and increase student engagement. Pedagogically, gaming and other immersive technologies can offer exciting opportunities for engagement, allowing students to test hypotheses and actions through simulations and accrue credits and feedback along the way. The guide also offers some interesting examples of UK institutional partnerships, including the Bloomsbury Media Cloud project2. Students may want ownership and personalisation, but this needs to be balanced with the need for an institutional system with all of the benefits of central support, security and ongoing storage. It’s likely that online students will access materials and activities through their own devices, so when designing a curriculum, it’s important to realise that content may be accessed by a range of different technologies. For students to be engaged, learning has to be relevant and meaningful on a personal level. After enrolling in distance learning courses, many learners fall behind and nurture the idea of giving up, as difficulties in handling a technological medium also seem insurmountable. Some institutions use these to send emails and text notices. Learning Management System (LMS) The best training tool for trainers who want to create courses, manage users, and track the performance of their online training and learners is an … I personally create a Grid for each class section that I teach. Include innovative teaching approaches in strategy and policy, Engage staff in the benefits of use, for learners, institutional marketing and for branding, Identify academic and senior management champions. They can then share this achievement with others, either on a personal or institutional dashboard, or by incorporating it into a formal e-portfolio. Quizlet Live, of course! Social networking technologies are freely available and widely used, and offer accessible tools for online content and classes. Ensuring resources are mobile-friendly is one way of potentially increasing accessibility because many mobile devices have inbuilt assistive technologies like text-to-speech. This great FREE tool allows teachers to create interactive video lessons using a variety of existing videos (from YouTube, Khan Academy, etc.) See our guide to making assessments more accessible. Tools such as Google Hangout and Skype are increasingly being used as cost effective video conferencing training tools. Online open badging offers a way of 'soft-certification' that takes lessons from gaming. Institutions need to educate future professionals to embrace and adapt to these ‘disruptive changes’, and that will be more important than teaching them to use one particular technology or another. These technologies can be used to extend the relationships that students may normally have; they enable input from previous students and external professionals and experts outside the institution. technology. Both the process and the resulting collection offer opportunities for students to reflect and record their thoughts, and to decide which elements they might choose to share with tutors, peers, potential employers and the wider public. With the worldwide reach of the Internet and the ubiquity of smart devices that can connect to it, a new age of anytime anywhere education is dawning. Institutions also need to recognise that staff need space to take risks. Ensure that policies and systems support off-campus provision, Adapt authentication systems as appropriate. Central or departmental IT support teams reluctant to support non-institutional technologies. Bethany conducts professional development sessions in her school district and the surrounding area. Since then, teachers have been able to share resources, send assignments, and provide feedback using one great site. Once your padlet is ready to launch, you can customize the URL of the padlet and share with your students through links, social media, QR or embed code. by TeachThought Staff. Producing content in alternative formats, such as text, audio, video, images, and guiding students through content using headings and formatting, can also help students with different languages or personal preferences. This may mean that VLEs and formal learning repositories don't work for new types of content. Ability to improve existing “human” or solely paper-based methods of marking. We do update these articles regularly, but given the changing nature of technology, we cannot promise that every piece will be on the cutting edge. The checklist includes strategic and operational aspects as well as more specific questions for individual courses, modules or learning activities. Edpuzzle is a great tool for any classroom, but works especially well in the flipped classroom learning environment. Online learning can incorporate a range of content, from more traditional material such as text, graphics, screencasts and diagrams which are relatively easy to produce. 1. How can mobile devices be used to access your online courses or classes? Teaching staff can also use accessible open content to provide alternative and additional sources to augment their course materials. You can record live sessions allowing people the chance to revisit content if they missed the live session, or when they’re revising. Involve student disability support staff in curriculum planning, Provide staff awareness and training activities. Flipgrid has recently taken the EdTech world by storm, and for good reason! In educational contexts, examples include Second Life, Minecraft and virBela. Incorporate digital literacies around content creation and management into the curriculum. Online learning wouldn't be possible without the extensive work that’s been done to improve technical standards. Delivering content in smaller units, called “learning objects” contributes further to saving time and has a more lasting learning effect (see Learning Objects definition). How can you present learner pathways and achievements in a holistic way? These are used extensively in MOOCs after video presentations to assess how much information students have retained, and may contribute towards final certification. The idea of ‘personal learning environments’ (PLE) has been around since the early VLE systems (the first recorded use of the term was at the Cetis conference in 2004). It's important to assess how accessible these technologies are in relation to online learning and consider alternatives if non-institutional technologies aren't sufficiently accessible. These flexible blocks help students personalize their learning path, make connections across disciplines, and give them voice and choice in their learning. See the section on open approaches in our curriculum design and support for online learning guide. How can social networking technologies support or enhance your curriculum? This is where online courses offer badges as learners progress through a course, and allow them to display these as achievements (see Mozilla open badging and Badging on OpenLearn by the Open University). An open online mailing list allows institutions to share and discuss information and issues around plagiarism. Technology revolutionized not only the way people learn, but the way classrooms look, too. Do your technology and learning content choices enable and enhance access for students with disabilities? Google Classroom can provide teachers with so many great opportunities to design lessons that encourage students to collaborate, communicate, create, and think critically! (I highly suggest linking to your GSuite for Edu account to prevent the need to create yet another username and password. A significant risk associated with using external services is that they cease to operate or exist in the middle of a course. Ability to deliver courses to a large number of students. Projeqt. Gather evidence of benefits through small, measurable pilots. Video-conferencing classroom technologies. Adapt existing technologies to include gaming approaches. In addition, online technology and its associated delivery models will continue to evolve at an accelerated pace, at least compared with the experience of the past decade. This work allows systems to interact, share data and deliver the technologies that underpin learning. How can you integrate these technologies with central institutional technologies? Your institution is likely to have policies on assistive technologies, for both staff and students and there may be financial student support. The essential components of an infrastructure capable of supporting transformational learning … Scaling up online learning offers a perfect opportunity for institutions to use EA to identify strengths and gaps. As teachers learn to use technology, their own learning has implications for the ways in which they assist students to learn more generally (McDonald and Naso, 1986): They must be partners in innovation; a critical partnership is needed among teachers, administrators, students, parents, community, university, and the computer industry. Include digital storytelling and digital identity in the curriculum, Provide additional support to online learners, Difficulty knowing which technologies and tools students have access to, Carry out a pre-course survey of students to identify if any students do not have appropriate access, Develop contingency plans to support students who may not have access, Problems making campus-based technologies accessible to all course participants, Expand necessary licences or agreements to include off-campus access, Identify benefits and develop a strong business case for what you decide to use, Adopt new technology in stages, or introduce elements of it one by one, to help allay fears and demonstrate benefits, Find examples of the technology working well, in your own institution, or in others, Perception that disruptive technologies are being adopted for their novelty value, Highlight the benefits of each different technology for learning. While many may think of Quizlet only as a flashcard creator, teachers can find many other resources on Quizlet that can help enhance the learning environment of their classroom! Which technologies will support your pedagogic aims? 2. Which external tools and services should you use? Bethany graduated from Southeast Missouri State University in 2008 with her BSEd in Secondary Education with a Social Studies concentration. Surprisingly, some of the expensive industry standard tools produce content with significant accessibility barriers whilst open source tools like Xerte toolkits have much higher levels of native accessibility. The new interest in online education brings the added risk that decisions will be made by various groups without a deep understanding of the various models, the technologies, and pedagogical usage. It now has 12 institutional partners and over 20 volunteer facilitators. 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