Opm usa jobs government jobs nearpod teacher – opm usa jobs government jobs nearpod teacher. Episode 107: 5 Educational Apps to Increase Student Engagement with Holly Owens

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You will serve as a TRAINING SPECIALIST in the G-7 Division, Center for Learning and Faculty Development of TRAINING AND EDUCATION COMMAND. Tools in this space support the new job seeker as well as providing B2B solutions for government and industry managing workforce and industry transitions. Other. Specialized experience must demonstrate the following: Assisting with facilitation in at least one of the four continuums (designing learning.
 
 

Opm usa jobs government jobs nearpod teacher – opm usa jobs government jobs nearpod teacher

 

Hybrid learning gives you a lot of flexibility in how to interact. These different types of interaction fall into the following three categories. Learner—instructor interactions, like emails, announcements, and discussions. Instructor interaction is a major driver of successful learning, but feels more difficult online.

Learner—learner interactions, like discussions, collaborative group work, and peer review activities. These can either happen at the same time in person, or online and outside of class. Each mode has its pros and cons:. Learner—content interactions include activities, like reading content, watching a video, or working through a problem set.

You can design the online and in-person interactions in such a way that they support each other, rather than feeling disjointed. For example, assign challenging and engaging online learning activities and then discuss them in person, inviting questions. In a hybrid model, encourage your students to take control of their learning. Start by enabling students to choose how they engage with the content. Then encourage them to monitor and reflect on their learning.

By using technology with progress monitoring functionality, you can also help them stay on track. Professor Manda Williamson has over students every semester and uses the dashboard in her online course material to give students ownership over their learning.

She talks more about it in this guide. In hybrid learning, students must be more self-driven. Set clear expectations and build in support for self-directed learning, such as encouraging students to plan, check their understanding, study more as needed, and reflect on their learning.

This approach can not only help keep students motivated, it also builds an important lifelong skill: self-management. The rules may include how many opportunities students have to complete the exam, if they can save and come back later to finish, if they need to put away all mobile devices, and whether it is an open or closed book exam.

This blog post gives more advice on crafting quality assessments online. Keep your approach simple at first and aim for continuous improvement, not perfection. We encourage you to try something, get feedback from your students, and keep improving your course. You can build an informal or formal learning network to learn from each other. This fall will be a learning experience for everyone. These seven tips, which are based on findings from over a decade of implementing hybrid teaching, can give you direction on how to bring together the best of in-person and online learning.

For even more detail and research on hybrid teaching and learning, check out this paper. Pearson Faculty Advisors have become educational first responders during this COVID crisis; diving in to help professors use online tools effectively. We are teachers partnering together to share, learn, and pave the way in this brave new world of internet instruction.

Teaching online is nothing new to us. But, watching every teacher in the United States move online in a matter of a few days, regardless of their comfort with distance learning, has been eye-opening.

So many instructors are struggling with old ways and new challenges, trying to pound traditional classrooms to fit into bits and bytes. Looking to the experts for ideas, I discovered abundant pedagogical literature on this, making it far from being an original idea. In brick and mortar classrooms, student mastery was often assessed through paper tests distributed with time limits, monitored by the roaming instructor to reduce cheating, and collected and graded by the teacher.

And while the sudden shift to all things digital may revert to traditional classrooms, there may be lessons to be learned. These may be applicable for teaching anywhere and at any time.

These atypical days are giving us time to reassess and find new ways to view classroom strategies or policies. They are often missing the chance to use digital methods effectively, teaching the same principles in a different manner. After hearing so much anxiety, I want to share some thoughts about how to be the rock star content expert, maintain your teaching rigor, and remain true to your unique personality with online learning.

This may even transform that physical classroom in a return to the old normal. The following suggestions can be generalized and customized to meet the needs of specific courses and content. Much, or most, of class energy is spent acquiring information to pass the final assessments demonstrating mastery.

Whether the course is psychology, speech, statistics, advertising, marketing, biology, or nursing, the time spent acquiring content is the formative stage of learning.

While formative activities will vary widely, their purpose remains the same. These classroom techniques are meant for student learning, not assessing mastery by the instructor. Low stakes assessment of student progress includes activities that encourage students to reflect, collaborate, teach others, review, apply, or create.

Incentivizing with points is vital for full participation. However, exams designed in anxiety producing high stakes testing environments seldom produce the long-term retention that incremental low stakes self-assessments do.

Consider formative activities such as group projects, encourage collaboration through discussion forums, offer opportunities for reflection through journaling, or ask opened ended questions on short, low-stakes quizzes. If you like auto-graded, time-saving multiple choice quizzes, leave them for student self-assessments. If quizzes are low stakes, there is little reason to spend the energy to cheat. If they spend the energy to look up the answer, they most likely will remember the question for some time to come.

My passion for teaching is to produce life-long learners who seek information from every source available. There is a time for all instructors to summarize the total progress their students have made, or are making, during the term. I encourage instructors to think about limiting the number of these high-stakes assessments. Keep in mind most of class time is spent in acquiring information or forming a new knowledge base.

Students need enough time to get comfortable with the content before they really show you their critical thinking skills and applying their new information to unique and practical situations. All assessments, both formative and summative, provided little chance or incentive to cheat as the essays and paper are submitted for originality checks. Rather, it should be one to help the maximum number of my students achieve their goals, persisting toward their degrees.

As you think through how to provide formative steps toward knowledge acquisition that summarizes student progress, ask these questions:. This may seem radical, but I want my students to share questions and answers, learn from each other, and become co-intelligent. I want to teach them that life is a group, not a proctored exam.

Life is about solving large problems as a community, not being checked in isolation to see if we know everything about anything on one big exam. I want to be a learning facilitator.

I may not be the rock star from your past. You may not remember my name. I like a good deal. Getting something for less than what you expected to pay is rewarding.

Quality Matters QM is a tool used to assess the quality of a course. With increased emphasis on online courses and the need to design materials with accreditation in mind, the best way to design a course is with QM built in from the start. Quality Matters began with a small group of colleagues in the MarylandOnline, Inc. MOL consortium trying to solve a common problem among institutions: how do we measure and guarantee the quality of a course?

At the time, I was teaching at a university. Later, I taught at a community college, and the discussions about online courses were extensive at both places. Yes, we wanted to meet the needs of our students, provide flexible scheduling options, etc.

We were also, like many other institutions, simultaneously updating transfer agreements. Administrators and educators across the country needed a way to ensure course quality for their students, regardless of where the course originated. Ideally, courses would be equivalent.

Otherwise, transfer agreements would be impacted. In , the consortium outlined how the Quality Matters program could create a scalable process for course quality assurance, and applied for a Fund for the Improvement of Postsecondary Education FIPSE grant from the U. Department of Education. To truly achieve their mission of defining and maintaining quality assurance in online learning, the QM staff rely on a much larger community of QM coordinators, workshop facilitators, peer reviewers, program reviewers, conference presenters, and all other individuals and groups who champion QM.

A well-designed course is more likely to engage learners and positively affect their performance. Using the QM Rubric and relevant review tools as a guide, faculty and their colleagues, or a team of QM-trained, experienced online instructors can evaluate the design of an online or blended course and ensure it meets QM Standards.

When professors are ready to put a course through the review process, they can receive fresh ideas from colleagues who are interested in the course. These QM-trained peers can offer specific feedback in a positive tone that will help improve the quality of the course and create a more active learning experience for students. In fact, there are many resources for each one of these. Here, for example, is a rubric which can be helpful for faculty to refer to as they develop a course.

QM has an article with suggestions to help you improve existing courses. We want our students to feel that they are getting a quality course…when they take a Hinds Community College eLearning course. We know that begins with Course Design and alignment. They dig deep to give us what we ask for. The QM General Standards and course alignment of the critical course components are incorporated into our Hinds eLearning courses through thorough training and course evaluation.

All of our pedagogical trainings and evaluations are related to a QM general standard directly or indirectly. So, why QM? Your faculty meeting starts, and one of the key items on the agenda is a focused discussion about cultural diversity and inclusion in online courses.

Of course, you must also consider curricular content, pedagogy, accessibility and universal design, and their impacts on education. Where do we even begin with this discussion? Researchers agree it can promote student growth and reflection. In our increasingly globalized world, it can help students begin to foster a sense of empathy for others and bring about open-mindedness.

Supporting tolerance is critical: allowing students to feel unique while still being part of the group helps them prepare for the twenty-first century workplace. As professors, we are committed to ensuring an inclusive environment for all of our students.

This includes people of all abilities, races, ethnicities, genders, sexual orientations, nationalities, religious traditions, socioeconomic classes, and ages.

We could discuss these for a long time; however, most instructors are not afforded the liberty of a lot of time to consider these and design a course.

How can we take current research and utilize it to deliver a course that meets these needs? A profoundly critical aspect of any online course is communication; research in sociology, psychology, and cognition supports this.

Consider also the importance of student viewpoints towards power structures in the classroom for example, the role of the instructor versus the role of the student , how information is processed, and subject matter content. One of the most predominant differences between online and traditional courses lies in how students and faculty interact in the classroom. Not only does the online classroom remove the physical, synchronous presence from the learning community, it regularly shifts the bulk of communications to written exchanges.

Often, the instructor is the one who facilitates the emails and discussion forums. Instructors typically provide feedback in writing, using embedded course tools for grading notes and comments. In addition to the Learning Management System e.

Again, these environments are normally driven by text, with varying emphasis on live or verbal exchanges. More often, the meetings are recorded and shared so all can access the material. Live chats, video conferencing, Wikis, and blogs are all tools that are available to you to engage your students. Emphasis on the written word, regardless of platform, can create potential issues related to the interpretation of content, particularly for students whose first language is not English.

Consider the potential mis interpretation of written forums or feedback and the impact on student performance and attitude. Be clear and thorough. We find it helpful to create samples of frequent errors with detailed notes that we can easily share with any student. Making mini lessons with apps like Educreations is useful, too. These are useful for all students. Keep in mind that students do not necessarily have to be English language learners for their culture to influence their interpretation or understanding of the meaning of written text within a course.

Culture can impact the dynamics of the exchanges as well. Cultural norms — the common beliefs, expectations, and practices of a society — may impact how and when students respond to questions. For example, students from Western cultures may be more apt to view the instructor as a facilitator, rather than non-Western students. In some cultures, the instructor is viewed authoritative in nature. Consider disciplinary content in a global context as you post questions and problems of the week.

Think and share about your own identity. Some faculty create affinity groups and note that their students love knowing their peers are dealing with some of the same issues, life events, challenges, and so forth. First and foremost, consider universal design principles in your course design. It may be as simple as paying attention to color and size of fonts, the volume of material on any given page, the embedding of objectives and directives for the learners, etc. Are you designing your course with that in mind?

Explore more about accessibility for Pearson products by visiting the product websites. We also have more detailed training resources for many products such as MyLab Math, Business, etc. The aesthetics of a course are important. How will your course users see and interpret images, art, photography, movies, and so on? What is the reading level of the material chosen? Is the material engaging? Does the media reflect diversity? Universal design principles help educators consider how to reach every learner by providing flexible instructional materials, techniques, and strategies.

It promotes the engagement of each learner by making learning more accessible. A guiding principle of universal design is that we need to provide multiple means of representation, expression, and engagement for students. Countless articles, some very extensive ones, cover the concept of inclusion and diversity. This short blog is only intended to get you thinking about key components of designing an online course with diversity in mind.

If we acknowledge that diversity influences learning, then we may be able to create discussions that result in examples that are culturally relevant. Your work as an instructor sets the tone for a safe space in the classroom where students can share their experiences and perspectives.

Understanding the unique differences in traditional and online learning environments and how culture plays a role, can help shape a positive educational experience for students and their faculty.

With increasing emphasis on online learning, we need to have more conversations about understanding and supporting students from diverse cultures. Listen to a short webinar about making your teaching more inclusive. Enjoy an article from earlier this year about culturally responsive teaching. Affirming Diversity: The Sociopolitical Context of Multicultural Education helps readers understand these pervasive influences by presenting extensive research and data on the sociopolitical nature of schools and society, information about different sociocultural groups, and a conceptual framework for examining multicultural education.

Real-life cases and teaching stories dominate in this book that offers a first-hand look into the lives of students and educators from a variety of backgrounds. Additionally, tips for classroom activities and community actions offer aspiring teachers concrete suggestions to provide high-quality, inclusive education in spite of obstacles they may face. The accepted social norms and values, like shaking hands or visiting the elderly, have gone out the window in an effort to stop the spread of disease.

As researchers, we turn to research to help guide our behavior and thinking. Social responsibility helps us be thoughtful about our actions, particularly our actions in relation to other people. We published a framework for social responsibility , based on the body of existing research, that can be used as a lens to understand human behavior in a complex situation. The dimensions of the framework can be used to spark an emphatic, non-judgemental discussion about making choices during a pandemic.

We offer a suggestion for how to initiate a discussion with learners for each of the four dimensions:. Multicultural: Is knowledgeable about different cultural identities and sensitive toward cultural differences. Example of how to engage: Present a set of different choices someone could make during the current pandemic i. Ethical: Demonstrates knowledge and awareness of ethical standards and issues and applies ethical reasoning and standards to make decisions in ethically ambiguous situations.

Civic: Is an informed and active citizen at the local, national, and global level and understands and acts on issues of local, national, and global significance. Learners could also discuss strengths and weaknesses for having a certain level of government managing response to the pandemic. Environmental: Is knowledgeable about current issues of environmental significance and is concerned about the wellbeing of the planet and engages in sustainable behaviors.

Example of how to engage: Have learners explore how the COVID pandemic, and human responses to the pandemic, could impact environmental and sustainability endeavors. If you want to learn more about how to teach social responsibility, a Pearson colleague discusses it in detail in this webinar. It is also a skill that is considered to be important for employees to demonstrate.

When the COVID pandemic forced colleges and universities to move to remote learning environments, many universities lacked preexisting contingency plans or infrastructures for running not just some of their classes but all of them online. Suddenly, many professors were working on short notice to implement online course management tools and facing numerous logistical hurdles along the way.

The recent disruption to education extends well beyond those trying to keep up with normal coursework. Senior year has also been interrupted for thousands of students whose focus has shifted toward internships, career preparation, and employment. With campuses and career centers closed across the country, online tutoring is a valuable tool to support all students as they prepare for the end of the term. Once education transitioned to full-time virtual environments, many students lost the face-to-face interactions that made up the core of their classroom support.

Online tutoring can provide the help students need, right when they need it, helping to avoid the possibility of them giving up when they hit a roadblock. Instructors can see whether students are keeping pace with course requirements, and recommend supplemental help from an online tutor to get them back on track.

The spring term is always a busy time for those in programs focused on preparing for the workforce. Smarthinking online tutors have emerged as a go-to resource for live interview coaching and assistance honing presentation skills.

In fact, for those students who may be introverts or just plain nervous to get up in front of a classroom, an audience of one can be a much more comfortable environment in which to practice these skills than a class full of their peers.

Tutors are trained and monitored to ensure they do not proofread or edit student papers; instead, their writing review centers on leading students to a broader comprehension of the fundamentals of writing both higher-order issues as well as lower-order skills and key strategies for revision. Employers want new hires who can think creatively and who are fluid in the use of technology and adept at writing well. Smarthinking tutors can help students develop effective career materials for this new world of work, whether that be a strategically-focused cover letter or eye-catching details to polish a LinkedIn profile.

Lead Writing Tutor. Get the infographic and explore three other ways online tutoring can empower your students to succeed, no matter where they are. But the truth is, many online tutors, especially Smarthinking tutors, are experts in their field. They could even be your peers from down the hall. The right online tutors work with you to make sure students are mastering the right skills.

Smarthinking tutors are trained, monitored, and evaluated on their ability to employ a Socratic method to engage students by asking questions, making students show their own work, and encouraging them to demonstrate overall mastery of the concept or problem. Tutors are available in more than subject areas, at all levels from developmental through graduate and professional school.

Plus, we offer ESL-specialist tutoring, including math in Spanish. Online tutoring asks students to demonstrate mastery of skill after learning in the classroom. With Smarthinking, faculty can easily share assignment goals, writing prompts, and other course details so tutors can contextualize their instructional assistance with learner outcomes in mind.

Tutors teach just the way you would. Online tutoring encourages learners to ask for help when they need it and raises their confidence to do so. One-on-one tutoring takes this out of the equation, making students feel comfortable enough to ask even what they may feel is a silly question.

These outcomes lead directly to higher rates of persistence and completion. I remind my students that we are all facing this tough time together, and that there is absolutely no shame in needing some help completing assignments.

I am transparent with my students: I let them know I am an online tutor myself, and just one session can make a difference in their writing. Sources 1 White, Kimberly. So, support their success with online tutoring. Data shows that online tutoring can help increase student confidence, engagement, and outcomes. As a student, getting stuck on a concept or problem and not knowing how to move forward can feel like coming up against a brick wall — and no one likes running into a brick wall.

Lend students a hand by helping them overcome their learning obstacles. With online tutoring students can get help when and where they need it, rather than giving up in frustration. Online tutoring services, like Smarthinking, let students access live and asynchronous tutoring help at the point of need, so students can get immediate support to overcome academic roadblocks and continue on their learning paths. This information is categorized and logged by Smarthinking tutors after each tutoring session so instructors can easily pinpoint what their students are having trouble understanding.

Instructors know what students are struggling with before exams and can address the issues beforehand. The data and reports can also help instructors plan their programs, curriculums, and activities better.

These alerts were designed to flag students who may be at risk. After a tutoring session, tutors can record alerts that will then display in the reporting dashboard. Instructors and administrators can clearly see sessions that were flagged and find out the exact issues the student is struggling with. This lets instructors respond quickly to emerging issues and improve learning outcomes. The vast majority of students who use Smarthinking tutoring services would recommend them to a friend.

Here are some of our results from recent studies:. The LMS offers a variety of tools to make virtual learning engaging and flexible, a win-win for both students and ourselves. The LMS also offers many resources for faculty by providing the tools to manage the class virtually, such as checklists, various communication options, and ease of grading. Learn more about Smarthinking and how it can help deliver actionable results for you and your students.

Your students are facing just as much — if not more — of an abrupt transition. In addition, learning to seek out support is a valuable skill in and of itself, and can help students succeed in both college and their careers. Since mid-March, service providers and instructors around the world have been in emergency mode, establishing workable course delivery and an educational presence online for all classes in response to the coronavirus.

Summer and fall sessions seem likely to introduce an entirely new set of considerations rather than a return to the educational practices we were recently forced to abandon. Quite apart from merely delivering courses online, schools must be ready to provide a quick transition to online courses that offer reliable course navigation, equitable access, support for learners with disabilities, and academic integrity. The one constant is that students will need support as education, by necessity, becomes increasingly nimble and remote.

We only need to look back 15 years for a parallel of our current challenge. In , in the aftermath of Hurricane Katrina, approximately , students were displaced from their colleges and universities. Many never returned to their campuses. He urges repeated, proactive contact with students — especially in the early stages of such a disruption to their education — and stresses the obligation of faculty to maintain the student-teacher connection.

One valuable tip for supporting students during a transition to remote learning is that educators provide an asynchronous approach to classes. While the routine of a regularly scheduled class might seem to offer consistency and a semblance of normalcy for learners, there are clear challenges. Recorded lectures are recommended so that they have the same opportunity to listen, and then participate in discussion in the classes they can attend.

Are you having to transition teaching your traditional face-to-face summer class to an online environment? This can be a daunting task with a full week semester, let alone for a super short 5-week mini-mester!

Compound that with the fact that you may not have taught online previously, and this could easily intimidate even the most seasoned instructor. Have no fear! Many have traversed this path before you and come out successful—you can, too! Summer courses are short, rigorous, but can be very rewarding for both you and the student when taught with a few best practices in mind. For instance, they usually have smaller enrollments meaning less to grade for you YAY!

The smaller class size allows you to have more frequent interactions with each student thereby giving them the support they need to be more successful. Plus, most summer students are highly motivated and typically are only taking one or two classes at a time.

This means they are going to be dedicated to learning your material. There are a few guiding principles you can utilize to help you as you work to design your summer online course. You can read more about these in my previous blog post Tips for moving a class online quickly , or for step-by-step instructions for building an online course with your LMS or without , you can use this handy Online Course Toolkit.

Now, onto the teaching of online courses. Assess your required Learning Outcomes and determine the essentials that must be taught in order for you to meet those objectives. These essential Learning Outcomes should then be clearly communicated to your students in the very beginning of the course.

The students should know what they are working towards learning, and what it is they will be assessed on throughout the length of the course. While contemplating how best to design the flow of your course to meet your Learning Outcomes, keep in mind, this is a fast-paced course.

Again, reiterating the importance of focusing on what you need to teach, extraneous information should be cut from your teachings. You may also want to consider relating much of what you teach to real-world situations.

If you can, break the assignments into bite-sized chunks that take no more than 30 — 45 minutes to complete or less , and give them a few assignments per week. These will be easier to digest for your students and will also help them retain the importance of the material.

You may even offer more flexible due dates in this summer course than you would in your weeks. Consider using the discussion forums discussed in the How to Prepare for Online Teaching blog. These can be short but powerful assignments. Lastly, really give thought to group projects as well. Sometimes students learn more from each other than they do from us.

These 5-week classes are not only tough to plan out and teach, but they are a heavy lift for the students as they try to learn this material in a compressed time frame. If you are doing live virtual class sessions or even pre-recorded videos , consider providing them with copies of the slides or the notes you use while teaching. Set up extra virtual office hours for them to pop in and ask you questions.

Create practice quizzes or tests for them to use as study guides, or even provide them with a more detailed study guide than you usually hand out. By following the guiding principles for how to teach online and what to teach in summer courses, it will set both you and your students up for success.

These principles will put you on track to create an effective, efficient, and enjoyable online summer course. Technology has really changed the way we teach.

They can use e-books on a tablet. They access assignments on their phones. Course materials can be available with one click, anytime, anywhere. They take time and preparation. We might have catastrophic weather or a pandemic or some other event that closes the school for a while. Every course needs an online presence. And it needs to happen now. So where do we start? You may have existing question banks you can use.

Or, you may have texts with materials like TestGen available. You may already have these from your existing tests. By the way, if you want to export a TestGen test to your LMS, be careful to export it in the correct format. You typically need to look at the Blackboard export option. You will need to search by your text to see if files are available.

You might need to use an older edition if the new one is not available or use a similar text if you need more variety of questions. Again, note that TestGen question banks are not necessarily available for every text.

Once you have identified the question banks, download them, and then use the LMS to upload the question banks. Here are links you can use to learn more about the process for your specific LMS. Your LMS administrator on campus has training materials for how to do this, and you can also find extensive instructor resources for each LMS online.

You might also be able to scramble the question order. Allow some extra time on tests so students are able to navigate the technology and still have time for the test itself. You can learn more about the technology tools your school has by checking with your LMS administrator. When teaching a science class, we often use experiences in the lab to foster critical thinking skills and reinforce the concepts we introduce in lectures.

But with campuses closed, students cannot access the lab. So what do you do? Is it better to forget about labs at all, or is there value in online or hands-on at home methods? This is what one study published by the Journal of Formative Design in Learning tells us. Students who take lecture and laboratory concurrently outperform their lecture-only peers, regardless of whether that lab is face-to-face or non-traditional. Online labs can range from simple videos and games, to graphing and 2D simulations, to interactive 3D virtual reality experiences.

Simulations, as mathematical models of processes in the physical world, allow users to manipulate parameters and can be used by faculty to customize laboratories in various disciplines.

Some examples include:. Hands-on kits available from various vendors can provide students with practice of experiments, and manufacturers usually assume liability. Source: Rowe et al. When students are actively learning, they are making connections to their own lives, questioning, and collaborating, which we know leads to more significant, durable learning outcomes. In the classroom, we deliberately plan learning activities and discussion to engage learners and keep them active.

We stay alert during class to pick up on cues that learners are tuning out or struggling so we can pivot and improvise as needed. One of the toughest adjustments to teaching online is that we lose this immediate feedback-action loop. We usually encourage students to bring their experiences into our classroom. But now, we have to figure out how to bring our discipline-specific content into their experiences. To keep them engaged and actively learning, we have to help them experience their lives through the lens of our content.

Give them things to look for, think about, and capture as they clean the house, care for family members, walk the dog, and watch Netflix. Encourage them to find the ways your content manifests in everyday life. For example:. In a discussion-based class, we would generally provide learners with some context and content in lecture and readings and then engage them in discussion and analysis to promote deeper understanding and durable learning.

Online forums can be lively and contribute to significant learning, but they are not a straight substitute for classroom discussion. So, instead of providing them with all the relevant readings and context, ask them to find it.

Imagine you now have a class full of research assistants. Here are two examples showing how you might transfer what you do in the classroom to an online environment:. Classroom : Lecture on elements of Victorian society that influenced Jane Eyre and discussion to apply to reading and incorporate learner experiences.

Online : Learners research specific aspects of Victorian society, looking especially for contemporary sources that would help learners empathize with Victorian readers. Classroom : Assign journal readings about applying theory to curriculum design and then a practical assignment to create a lesson plan. Online : Provide summaries of major learning theories and then ask learners to find journal articles that apply one of the theories to curriculum design in their discipline.

Post the article, a summary, and then explain two specific ways they would incorporate that theory into their own curriculum design.

Notify me of follow-up comments by email. Notify me of new posts by email. Get it now:. Show Me the Evidence! Reimagining EdTech Product Efficacy. Behind A Worldwide Tutoring Boom. Exploring the world of classroom VR without disrupting anything. Which is impressive, especially considering they only launched the VR feature about a year ago. Like this: Like Loading Leave a Comment Cancel Comment Comment. Parents and students are turning to technology to help them find the best match for their study goals and preferences.

Other approaches see platforms built out of networks of college advisors to guide and answer questions from initial contact through to course choices and admissions.

With over 8, international schools worldwide, serving almost 5 million students and half a million teachers, international schools are big business globally. Over three quarters of enrolments in international schools come from the host country, an indicator of the demand and ability to pay from parents who want to give their children an internationally focused education and provide a better chance at entry into a top global university.

China has the most number of international schools with almost in the country and will need at least to double that in the coming years to service the likely demand from high net worth families and the growing middle-class population.

International education is one of the most commercialized aspects of the higher education, with millions of students travelling abroad each year to study overseas, undertake summer school or exchange programs, or as a pathway into higher education via English language and foundations studies. Discoverable digital resources for teachers, facilitators and even those aimed at parents provide an easy to find, curate and contextualized content for teaching — saving hundreds of hours creating or searching for content and lessons.

Not just covering the core curriculum, digital content, activities and instructional guidance also help teachers with age appropriate resources for skills such as critical thinking using authentic scenarios. Ready-made interactive online resources and printable worksheets integrate on- and off-line learning. In addition to proprietary providers, peer to peer teacher sharing platforms engage tens of thousands of teachers, rewarding popular and well-designed resources with micro-payments and community kudos.

As learning productivity tools, apps are more popular with digitally savvy generations. Easy to use, organize, tag and find, study note tools are increasingly integrated with operating systems think Chrome extension. Study and homework organizers range from tools for collating, and finding, going paperless by scanning and storing study papers, annotating and notetaking on PDFs, and putting together citations and bibliographies. Other apps in this category assist students organize their classes, assignments and exams while synchronizing across devices.

Arguably the fastest growing segment in the Asian EdTech space, online and offline after school tutoring and coaching supports millions of students every day of the week in thousands of online and offline classrooms and clinics.

Whether learning English to better prepare for high school exams, remaining competitive in mathematics or undertaking broader critical thinking skills training to prepare for SAT-style exams, after school tutoring and coaching in core areas remains vastly popular, particularly in competitive, exam focused cultures. Technology enables high quality digital alternatives to physical classes and have been a catalyst for huge scale and broader access.

Tutoring platforms match tutors with student needs and provide interactive online class spaces for synchronous instruction. High stakes exams such as language tests, university admissions and entry into professions still feature heavily in the education landscape. As such, test preparation remains a thriving part of the sector, with more online and personalized options available. As the cornerstone of learning, assessment design, delivery, grading and feedback has been digitized significantly over the past fifteen years.

Now far beyond multiple choice question banks, technology solutions are enabling everything from online proctoring, handwriting and audio to text, analysis of video assessment, robust peer-grading systems and assessment design tools. AI applications in text analysis supports machine-grading of complex written work and identification of engagement and participation in online classrooms. As careers are increasingly made up of many jobs or gigs, which are digital in nature, systems for capturing and recording work output are extending beyond the creative professions.

Digital portfolio platforms provide the opportunity to showcase non-academic work, while code repositories are effectively showcases of programming skills. Traditional credentials provided by universities and other educational institutions are less able to service the need for more granular verification of specific technical, content and professional knowledge and skills. A number of proprietary and open badging and credentialing services are now available, which manage the design, issue and management of digital badges, allowing learners to evidence their learning, and keep digital credentials from different providers attached to their online social and professional profiles.

Blockchain technology is now powering a number of these providers, thus enabling tamper-proof, shareable and immutable records. Partnerships and integrations between traditional institutions and credentialing providers offers new possibilities. Tools in this space support the new job seeker as well as providing B2B solutions for government and industry managing workforce and industry transitions. Other platforms use artificial intelligence to improve job-seeking performance through automated resume evaluation and feedback, online interview practice with a robo-interviewer and in-depth interview analysis and feedback.

Self-exploration tools help individuals identify their strengths and preferences and identify career possibilities and pathways. Employers are increasingly seeking evidence of candidate skills rather than just relying on education qualifications for hiring decisions. Using artificial intelligence, solutions in this category assess in demand skills such as creative and critical thinking, problem-solving and communication. Understanding individual preferences, styles and traits and matching these against employer needs and profiles, or team culture fit are also part of this landscape, with some apps focusing on enabling graduates to uncover their skills and match these with employer needs.

From labor market analytics that help governments, universities and employers make decisions and understand local labor markets to platforms that assist in supporting whole workforces successfully transition into the fourth industrial revolution. New models that take full advantage of big data are disrupting traditional talent acquisition processes with the promise of finding better matches, lowering search and turnover costs and eliminating bias from the hiring process.

Others in this cluster are focusing on matching qualified talent by recirculating candidates who are not hired at one firm into their network of organizations or those that combine training solutions with outsourcing graduates as temp talent.

New players are prioritizing a full suite of features from on-demand video screening, mobile first interfaces to conversational AI chat-based candidate hiring.

Solutions in this category are focused squarely on supporting organizations to keep their workforce engaged and updated with the capabilities required across the company, whenever and where ever needed. Rewarding, recognizing and managing performance solutions range from apps that focus on individual and team recognition for performance, to systems that provide non-salary benefits and rewards, to administrative systems for managing remuneration. New solutions in this category aim to minimize complexity and provide a digital experience for staff as well as making full use of the data that is captured in these systems to support predictive intelligence and identify compliance issues in advance.

Other solutions focus on ensuring that organizations can easily collect and act on staff feedback to support a positive work culture and collective performance.

Taking a holistic approach to staff management, solutions in this space range from re-inventing processes such as managing health benefits, to apps that support employee engagement, motivation and development through online community-building, creative challenges and health-habit improvement tools.

Integrated solutions for companies also incorporate well-being assessments, wellness coaching and biometrics screening. Other tools provide mechanisms for dealing with workplace conflict, giving tough feedback, preparing staff for performance review processes and other stressful work situations.

In K12 and Higher Education solutions are supporting cyber safety, managing bullying, physical and mental health support for kids and young adults. As workers in the twenty first century will likely have many jobs and multiple careers through their adult lives, they will need to constantly update knowledge and skills to remain relevant and able to fulfil ever changing job requirements.

Organizations in this cluster fulfil this need with on demand training in everything from digital skills, safety and compliance to hobbies and creative pursuits. Operating B2C, B2B2C and B2B models, companies are beginning to use these providers to manage their whole workforce onboarding and training needs, attracted by the ability to add your own content or use extensive provider libraries and easy monitoring and tracking functionality.

Other peer-based platforms highlight the community and social aspects of learning, encouraging members to actively contribute and become a trainer. Gaining practical experience in an area of career interest remains highly sought after by most students and universities are increasingly incentivized to provide internships as part of their programs. However, internship opportunities are hard to find and traditionally reserved for the elite few.

Platforms specializing in promoting internship opportunities help to match candidates with employers and virtual internship models go one step further, allowing students to get hands-on experience while working remotely.

These models are increasingly popular as companies become adept at managing a remote workforce and technology is able to support virtual team collaboration and workflow. With a long-held tradition of practice-based learning with a mentor, apprenticeships have dominated vocational education for centuries.

Over the last ten years there has been increased recognition of the importance of practical, vocational training both in traditional and in new skills that will be required of future workforces. However, conventional apprenticeship models are hard to scale and new solutions are emerging to solve the scale issue. Combining online courses, mentoring platforms, skills assessment and on-site practice-based training, these blended models are becoming more accepted.

Meanwhile, technology is now supporting significant elements of traditional apprenticeship programs such as virtual reality training and video assessment of skills. Systems such as these are likely to become a more accepted and popular way of fulfilling specific projects or tasks as skills shortages in some geographies are balanced by a large number of trained and ready workers in other parts of the world, in particular in emerging economies. Peer to peer mentoring platforms connecting alumni and students are enabling meaningful connections and scale that were not possible in face to face, localized models.

Other services combine structured learning with one to one mentoring, where learners work through content and are paired with a mentor already working in the field.

On demand marketplaces connect professionals in specific fields such as coding, to enable project feedback and coaching. Platforms designed to support organizational mentoring programs manage matching, workflow, communication and administration, reducing manual processes and allowing mentoring programs to scale. Global technology companies provide infrastructure, applications and services to support institutions, in both administration and increasingly learning contexts.

Traditionally servicing consumer and business, tech companies are seeking to become the ecosystem platform for the education sector. Global publishing houses still provide a significant proportion of formal learning resources especially in the higher education and high school environments.

With traditional publishing business models under threat, publishing houses are investing in EdTech products and moving to digitize their traditional products and product delivery. Back to top. Firms, individuals and government organizations support education innovation by providing capital funding through direct investment, grants and equity financing. In addition to traditional investment houses, corporate venture funds within education organizations, publishers and later stage EdTech startups also undertake EdTech investment and acquisition activity Back to top.

Accelerator and incubator programs provide much needed support and structure for early stage EdTech entrepreneurs, from those with an idea through to assisting startups to develop their business model, pitch and product, through to help finding investors. Typically between months in length, accelerator programs provide working space, structured support via programs and mentoring, and cash funding, often in exchange for a small percentage of equity.

There are a handful of dedicated EdTech accelerators globally and many education startups participate in broader programs allowing for collaboration across sectors. EdTech and education innovation events range from mega-conferences and expos to small meetups and practice sharing sessions.

Events provide a focus for learning about specific topics, sharing practices and making connections to people working in the broader education ecosystem. Expo events provide opportunities for products and services to connect with potential customers. Large EdTech conferences attract a global audience and allow connections between thought leaders, entrepreneurs, teachers, government, investors and service providers.

National and international awards are fewer in number but range from effective use of technology in teaching and teaching innovation awards, through to tech-product awards in the education sector.

Sort original order name symbol number. Education Management. Traditional Models. New Delivery Models. Experiencing Learning. International Education.

 

– New Frontiers – EdTech Digest

 

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If you want to work for a specific agency, find its website through the A-Z Index of Government Agencies. Explore local and virtual federal hiring events and training opportunities. There is never an application fee or a testing fee to apply for a government or U. Postal Service job. If you’ve served in the military and want to find a federal job, check out FedsHireVets.

It has information on:. Uses Schedule A , a non-competitive hiring process. It’s faster and easier than the competitive process. Provides reasonable accommodations to qualified employees.

 
 

– Blogs | Teaching & Learning

 
 
What about the math behind LEED designed buildings or sustainable communities?

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