Getting Students more involved in classroom presentations and assessing their interest is always part of an educator’s goal. Student Response Systems (SRS), also called audience response systems or more commonly “clickers,” have been around in university lecture halls in one form or another for more than two decades.
The 24-hour event brought together participants from area colleges studying not just computer science or engineering but also business, biotech, communications and graphic design. Students worked individually or in teams of four to develop applications for either of two recipients.
One is Catholic Charities, where coders were encouraged to improve one of its many services and programs for “very low income people.” For example, the students could come up with apps for improving the organization’s existing job skills training, immigration test training or nutrition information programs.
The other is VillageTech, a company that has created Looma, a low-power, affordable portable computer and projector box for classroom use in schools in developing countries. There, the hackers are supposed to come up with apps for use by students in Nepal, such as creating a content management and navigation system, to build an on-screen keyboard, to add to the maps available for Looma, to improve the speech capability, to create a tool for managing the webcam and related functions.
Podcasts have become excellent sources for great storytelling, interviews, and journalism.
From a few minutes to more than an hour, podcasts give content creators a chance to speak directly to their listeners free of distractions, and give listeners a new way to expand their minds during their daily commutes.
Join us on Wednesday, March 9, 2016 10:00 AM – 11:00 AM EST for another great E-Learning 2.0 webinar.
Register here: http://bit.ly/1Scfhdi
In this webinar, you’ll learn about how some businesses are turning to a new breed of training product called LearnBolt to meet their in the moment training needs. LearnBolt is a Learning Development and Delivery System(LDDS) that makes it quick and easy to collect and curate content, organize it, and then immediately push it to the learners all through mobile devices. There will be a live demonstration of the application and discussion on how to make your training development and delivery a more dynamic and fluid process to meet the needs of todays evolving learners.
Key Topics discussed:
• Rapid training development and delivery
• SME Knowledge Mining
• Cloud-based Content Management Systems
• Bite-sized training chunks
• Mobile push learning
Presenter: Steve Albanese
Steve is Founder and CEO of LearnBolt. With over 20 years of building EdTech products and service based businesses, Steve brings valuable experience in training/learning methodologies, production processes, and a deep knowledge of the latest technology and transition trends.
Participating teachers advance through a series of inquiry-based professional development modules. Teachers are awarded a digital badge for the successful completion of each 10-hour module. To accomplish this, they must complete the following steps: 1) study module content, 2) participate in a focused discussion with peers working on the same module, 3) create an original inquiry-based global lesson plan that incorporates new learning, 4) implement the original lesson plan in the classroom, 5) provide evidence of classroom implementation and 6) reflect on and revise the lesson created.
The final product of every module is a tested, global lesson plan that articulates learning objectives, activities, assessments, and resources for each stage of inquiry. Upon completion, teachers may publish finalized lessons in a resource library where they can be accessed by other educators. As designed, the HISD badging system will be a four-year, 16-badge approach that equates to 160 hours of professional learning for teachers.
five key features that taken together increase significantly the likelihood that the learning experience for a teacher will lead to results in the classroom for students — which, after all, is the point of professional development:
Badging requires demonstrating understanding and implementation of a target content or skill.
Badging provides recognition and motivation.
Badging allows for knowledge circulation among teachers.
This session will describe an approach to online discussions that moves beyond the threaded message boards of D2L Brightspace, yet still maintained an asynchronous online delivery. Using teams, discussions were differentiated by product to allow students to turn in an artifact that represented their shared understanding during specific online course modules. Strategies, Technology guides, rubrics, and student feedback will be shared.
Presenter: Michael Manderfeld
Senior Instructional Designer
Minnesota State University Mankato
Ever wonder if there is a better way to manage all the information to which we have access. We want to find it, filter it, organize it, consume it, store it, share it – on and offline – across all our devices – and save time and effort while we do it all.
Our guests for this session will share their work flows and associated applications they have found to be successful such as Pocket, Feedly, Evernote, DIIGO, INNO reader, etc. There will also be an opportunity for participants to share their works flows.
The TLT Group