Change agent

This document discusses using blogs and wikis for blended learning. It defines blogs and wikis, outlines their benefits for educational purposes, and provides examples of how teachers and students can use them. Specific ideas are given for blog and wiki activities, such as book reviews, photo blogs, and collecting information on course topics. Resources for tutorials and hosting services are also listed. The document encourages readers to set up sample blogs and wikis of their own to experience using these tools.

Blogs can be used in language teaching in several ways. Teachers can create a class blog as a shared space for students and the teacher to post writing, photos, audio, and videos. Blogs allow students to develop writing skills through regular practice and feedback. They also encourage student participation and build a sense of community. Blogs can be used to track student work and assess progress over time through their online portfolio. Teachers should engage and encourage students to maintain interest in using blogs for learning.

This workshop explored how students currently store, share and use information that they find for their studies. We'll discuss ideas our 'information behaviour' and look at some tools that can help, depending on our ways of working. The team will share their favourite tools and there will be a chance for the ambassadors to share ideas with each other using an online wall. We'll finally think about academic integrity - sharing is important but students must be mindful of plagiarism. Activities: - Review of the student ambassadors role and sharing activities - Information behaviour activity and current techniques for managing, storing, citing information - Review of tools that can help - What is plagiarism - a quiz!

Christopher Allen's teaching philosophy and approach to curriculum design in a hybrid (mixed online & face to face), flipped (lectures as homework, classes as activities) environment while teaching at the Bainbridge Graduate Institute @ pinchot.EDU in the MBA in Sustainable Systems program.

Workshop presentation at Westbourne Grammar for ALIA - Schools without walls: Online learning seminar

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This document provides an overview of using blogging in the classroom. It discusses why blogging is beneficial for developing students' information literacy and communication skills. Guidelines are presented for setting up student blogs, modeling good commenting practices, and encouraging both social and academic commenting. A variety of blog post ideas and resources for teachers and students are also listed to help make blogging a fun learning experience.

The document discusses focus groups conducted with Vanderbilt undergraduate students to understand how they use technology and social media outside of class. Key findings include that students frequently use Facebook, Twitter, and video sites for keeping up with friends and news. They find course management systems like OAK useful but prefer other methods for communication. Students suggest faculty could use separate Twitter or blog accounts to supplement learning but avoid merging social and academic accounts. The document advises faculty interested in technology integration to consider students' technology preferences and boundaries.

This document discusses using various web publishing tools like blogs, wikis, and RSS feeds to enhance student learning. It describes setting up blogs where students can interact directly with guest bloggers from Kenya about issues in Africa. Wikis are used to have students take on identities of historical figures and share their perspectives. An RSS feed pulls in African news stories. The goal is to engage students more in their studies and support student-driven inquiry through these interactive digital tools. Concerns about massive open online courses replacing classroom interaction are also raised, preferring a blended approach where technology enhances student-centered learning.

The document discusses qualitative research, which is a method of study that aims to evaluate and interpret information obtained through resources like interviews, conversations, records, and memories in order to deeply understand their meaning. It is an extensively used model of research in the social sciences based on appreciating and interpreting things in their natural context. Some key characteristics of qualitative research discussed are that it is interpretative, analyzes language in context, builds interpretations from investigations, and understands the culture of what is being studied. Common techniques mentioned include focus groups, life stories, interviews, open questions, field notes, and participant observation.

This document provides an overview and template for a presentation on majoring in Indonesian Culture Studies. It includes sections on the contents, fonts, colors and resources used in the template. It also outlines the slide structure, including introductory slides, learning outcomes, areas of interest, required classes and electives. Example slides demonstrate how to describe different topics within the major. The document aims to provide all the necessary elements and examples for someone to create a presentation on majoring in Indonesian Culture Studies using this template.

The document discusses how school libraries can future-proof their collections and services in the digital age. It recommends that libraries recognize the potential of ebooks and electronic resources to transform reading and learning, while also advocating for print materials that have long-term value. The library should position itself as an expert that guides students and teachers in using new technologies. Libraries are encouraged to make reading social and driven by user interests, and to curate local digital content alongside print. The overall goal is for the library to remain central to the school by adapting to changing user needs and technologies.

This document outlines 20 different ways that blogs can be used in the classroom, including having students post writing prompts and responses, report on weekly events and assignments, summarize and discuss readings, research facts on different topics, critique websites, comment on current events, share personal experiences and field trip reports, give tours of their community, discuss hot topics, ask and answer questions, share organization tips, collaboratively write stories, and share new videos and links. The blogs can be used to foster writing, peer editing, checking comprehension, expanding knowledge, and discussing various topics.

This document discusses using online tools to enhance face-to-face teaching. It begins by outlining some of the priorities and challenges of the transition to university, including supporting students and effective pedagogy using technology. It then discusses using screencasts and interactive techniques like polling to make lectures more engaging. Student feedback on these flipped classroom approaches is positive, noting they provide an interactive learning experience. The document advocates using these online tools to enhance small group sessions and provide prompt feedback to support learning.

The document is a presentation by Maria Michalakos, a 2nd grade teacher, about using blogging to engage students. It discusses the benefits of classroom blogging, including motivating students and providing opportunities for collaboration. It provides examples of successes, such as students becoming independent bloggers. The presentation provides tips for starting a blog, such as choosing a kid-friendly theme and making regular posts of student work. It also covers potential challenges and getting parents involved.