Teachers on Pinterest – A Great Resource for Teachers ~ Educational Technology and Mobile Learning
Teachers on Pinterest – A Great Resource for Teachers ~ Educational Technology and Mobile Learning
Excellent Videos Explaining BYOD for Teachers and Students ~ Educational Technology and Mobile Learning:
Bring Your Own Device/Technology is an initiative meant to increase students learning opportunities through technology.
A Resource of educational web tools and mobile apps for teachers and educators
Looking to attend and/or present at appropriate event regarding technology in education?
Please have a tentative list below.
Do you know an event, which is worth presenting/attending? Please contribute!
by Barry Dahl (Greg Jorgensen) - link to a list of conferences regarding e-learning:
campus technology conf. - boston - http://events.campustechnology.com/Events/CT-Summer-Educational-Technology-Conference/Home.aspx
educause - anaheim – October - http://www.educause.edu/annual-conference
devlearn las vegas – October - http://www.elearningguild.com/DevLearn/content/2825/devlearn-2013-conference-and-expo---home/?gclid=CJj7usLCy7gCFdBaMgodeR8AoQ
dist. learning - ann arbor -- ??
iste (intl soc. tech ed) july – Atlanta - http://www.isteconference.org/2014/
aect (assoc education communications and tech) - oct 29 - 2 nov, Anaheim - http://aectorg.yourwebhosting.com/events/Louisville/default.asp
ascd (assoc of supervision and curricular dev) - november 1 - 3, las vegas - http://www.ascd.org/conferences/conference-on-educational-leadership/2013-registration.aspx#payment
salt (soc. of applied learning and tech) - august 14 - 16, reston, VA - http://www.salt.org/dc/washingtonR.asp?pn=wPrices
National Forum on Active Learning Classrooms - august - u of m - http://www.cce.umn.edu/National-Forum-on-Active-Learning-Classrooms/index.html
D2L Fusion - july – Nashville – http://fusion.desire2learn.com
Sloan c - november disney world, florida - http://sloanconsortium.org/conference/2013/aln/registration
QM - october 1-4, Nashville - https://www.qualitymatters.org/5th-annual-conference-2013-0
distance teaching and learning - madison - august 7 – 9 - http://www.uwex.edu/disted/conference/2013_Registration.cfm
LERN - san fran. - nov. 21 – 23 - http://www.lern.org/conference/
CCUMC – october 9-13 – Chicago – http://www.ccumc.org/2013-conference-rates
The United States Distance Learning Association (USDLA) http://www.usdla.org/2014_national_conference/home.html
Enrique Dans ITORS’ PICK|28,492 views|
Classes that will continue as best they can, voluntarism, online teaching seen simply as a side dish, students without access to computers or an internet connection, teachers who simply assign essays based on reading material, or measures such as a universal pass have become sadly common.
The change will be permanent: educational activity will no longer be face-to-face or online but a blend, able to move from one to another immediately fluidly, continually, through a student’s life, way beyond the school, college or university years.
Firstly, we need to resolve the so-called digital divide
Secondly, this will mean that teachers must reconsider all their methodologies and prepare them for this new, blended learning environment.
Thirdly, institutions, both educational and normative, must understand that, in this new context, some ways of teaching no longer make sense.
Online teaching will not consist of turning a handle while students learn on their own. On the contrary: it will require teachers to engage more than ever, who will spend many hours in forums moderating conversations and opening new threads.
Second, another reason that there cannot be a definitive answer to this question is the diversity of stakeholders in online education. Yong Zhao: Does it Work? The Most Meaningless Question to Ask about Online Education https://t.co/LNqv2YYb40 pic.twitter.com/SKG1jCyudo
— Ana Cristina Pratas (@AnaCristinaPrts) April 2, 2020
One of the most frequently and persistently asked questions about online education is “does it work” or “is it effective.”
The question is meaningless because there cannot be any definitive answer for a number of reasons.
First, online education (and its variants such a online instruction, online teaching, distance education and distance learning) is a big umbrella that covers a wide array of different practices, which vary a great deal in terms of quality. Comparing the effectiveness of online education with face-to-face education has been the most common research approach to examine the effectiveness of online education. And the answer has been, for a long time, that there is no significant difference between the two. This answer, however, does not mean online is effective or not, it simply means there are plenty of effective and ineffective programs in both online and face-to-face education. In other words, the within variation is larger than the between variation.
Second, another reason that there cannot be a definitive answer to this question is the diversity of stakeholders in online education.
And unfortunately what works for one stakeholder may not work for the others.
Third, even within the same program and with only students as the stakeholder, there cannot be a definitive answer because no program can possibly have the same effects on all students equally.
Fourth, yet another reason that the question cannot have a definitive answer is the multiplicity of outcomes. Education outcomes include more than what has been typically measured by grades or tests.
Fifth, the rapid changes in technology that can be used to deliver online education add to the elusiveness of a definitive answer to the question. While pedagogy, design, and human actors certainly paly a significant role in the experiences of online education, so does technology.
more on online education in this IMS blog
2020-Immersion-012420 per Mark Gill’s finding
Technology is rapidly changing how we learn and grow. More and more, tools and platforms that make use of virtual reality (VR), augmented reality (AR), and extended reality (ER)—collectively known as immersive learning technology—are moving from the niche world of Silicon Valley into retail stores, warehouses, factory floors, classrooms as well as corporate education and training programs. The value is clear: these immersive learning tools help companies, training providers, and educators train workers better, faster, and more efficiently. Of course, the impact doesn’t stop at the bottom line. Immersive learning presents an opportunity to reliably train employees for situations that are expensive to support, challenging to replicate, and even dangerous. And it can be done efficiently, safely, and with better learning outcomes.
1 in every 3 small and mid-size businesses in the U.S. is expected to be piloting a VR employee training program by 2021, seeing their new hires reach full productivity 50% faster as a result.1
The worldwide AR and VR market size is forecast to grow nearly 7.7 times between 2018 and 2022.
14 million AR and VR devices are expected to be sold in 2019
By 2023, enterprise VR hardware and software revenue is expected to jump 587% to $5.5 billion, up from an estimated $800 million in 2018.
Virtual Reality VR A computer-generated experience that simulates reality. VR may include visual, auditory, or tactile experiences.
Augmented Reality AR A live experience of a physical space, where computer-enhanced visualizations, sounds, or tactile experiences overlay the real-world environment.
Mixed Reality MR A blend of virtual experiences and the real world where virtual and augmented experiences are presented simultaneously
Extended Reality ER An immersive experience involving interactions with the real world, virtual reality, augmented reality, as well as other machines or computers adding content to the experience.
Soft Skills Technical Skills Immersive learning technologies can help people develop human skills, such as empathy, customer service, improving diversity and inclusion, and other areas
Technical Skills. Immersive learning technologies enable workers to learn through simulated experiences, providing the opportunity for risk-free repetition of complex or dangerous technical tasks.
more on immersive learning in this IMS blog
International Conference on Education and New Developments 2019
27 to 29 of June, 2020 – Zagreb, Croatia
= Types of Contributions =
All submissions are subjected to a blind-review refereeing process and are divided in these categories:
– Oral Presentations
– Virtual presentations
– Company Presentation
Corporates can also showcase their products or services in the conference exhibitions area by contacting the secretariat or publicity email (provided below).
= Conference Date and Location =
END 2020 will be held in Zagreb, Croatia (Hotel Dubrovnik) and will occur from 27 to 29 of June, 2020.
= Contacts =
Conference email: email@example.com
Publicity email: firstname.lastname@example.org
A business-minded person may think a large class with 50 students, one adult and 50 screens makes fiscal sense, and is therefore an “innovative” idea.A business person may also think that because focus groups of children demonstrate that kids like and enjoy a tech product, that it is educationally sound. Education shouldn’t be viewed as simply a “market,” and children are certainly not “widgets.”
Technology can and should be used with fidelity in schools, but we must balance technology use with developmental psychology, the psychology of addiction and educational psychology. We need educational technology that puts highly trained teachers at the center of product design and implementation. It is human interaction that truly engages children and inspires them.
I coauthored a guide to giving #feedback using #EdTech for the @chronicle. Check it out! #HigherEd #InstructionalDesign https://t.co/yrU6D4Ynke
— Heather Garcia (she/her) (@heathermargar) November 12, 2019
y Holly Fiock and Heather Garcia
students continue to report dissatisfaction with the feedback they get on assignments and tests — calling it vague, discouraging, and/or late.
The use of technology in the classroom (both in face-to-face and online environments)
Two main types of feedback — formative and summative — work together in that process but have different purposes. Formative feedback occurs during the learning process and is used to monitor progress. Summative feedback happens at the end of a lesson or a unit and is used to evaluate the achievement of the learning outcomes.
Good feedback should be: Frequent, Specific, Balanced, Timely
guide on inclusive teaching, frequent, low-stakes assessments are an inclusive teaching practice.
Faculty interest in classroom innovation is on the rise. Professors are trying all sorts of new techniques to improve the first few minutes of class, to make their teaching more engaging, to hold better class discussions. Buzzwords like active learning, authentic assessment, technology integration, and case-based learning are more and more a part of faculty discussions.
Don’t assume technology will solve every problem.
Avoid making long videos
Video and audio feedback doesn’t have to be perfect.
There is such a thing as too much information.
Have a plan.
more on feedback in education in this IMS blog
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