Do you sometimes feel that you do not belong in this program, …
Do you sometimes feel that you do not belong in this program, or some of its courses? The instructors assure you that you do belong! To help combat that sense of imposter syndrome that you might be feeling, let's explore the notion that your cognitive styles of learning are similar to your peers' learning styles.
You may already know that OSU and other universities have studied course materials and technical tools to make improvements that level the playing field amongst you and your peers. Programs such as Cognitive Style Heuristics and GenderMag/InclusiveMag study differences in how people problem-solve while learning new technical skills. The projects' core methods of finding bias bugs in software and materials is to apply personas that represent different sets of cognitive facets.
Explore the Facets and Personas by clicking on the tabs at the top, then analyze which persona fits you best, by taking the Survey.
Your selection data will disappear after refreshing the page, or closing the browser. It will not be saved and collected.
By the end of this unit teachers should be able to: Deepening …
By the end of this unit teachers should be able to:
Deepening knowledge 6- (c) Using information and communication technology to search for, manage, analyze, employ and evaluate information so that it can be used to support the professional learning process of teachers.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 6- (ج) استخدام تكنولوجيا المعلومات والاتصالات للبحث عن المعلومات وإدارتها وتحليلها وتوظيفها وتقييمها بحيث يمكن استخدامها لدعم عملية التعلم المهني للمعلمين.
Professional learning resource - slide deck to share with School Library Media …
Professional learning resource - slide deck to share with School Library Media Coordinators in a 30-45 minute presentation on how to curate resources on an OER microsite.
O Comic Book intitulado “Geração H2O” retrata uma história em quadrinhos direcionada …
O Comic Book intitulado “Geração H2O” retrata uma história em quadrinhos direcionada para alunos da educação básica do Ensino Fundamental II, podendo ser utilizada de modo interdisciplinar, por meio de uma abordagem que visa apresentar a problemática da poluição dos recursos hídricos.
The Commonwealth Certificate for Teacher ICT Integration ( CCTI )has been developed …
The Commonwealth Certificate for Teacher ICT Integration ( CCTI )has been developed to improve teachers’ experience teaching in the classroom using a range of information and communication technologies (ICT) appropriately, and increase school manager’s involvement in the ICT implementation process in the school. It challenges school managers and teachers to constantly reflect on what they do in their school and classrooms and how ICT can be integrated into their evolving management and teaching styles.
The Commonwealth Certificate for Teacher ICT Integration (CCTI) has been developed to …
The Commonwealth Certificate for Teacher ICT Integration (CCTI) has been developed to improve teachers’ experience teaching in the classroom using a range of information and communication technologies (ICT) appropriately, and increase school manager’s involvement in the ICT implementation process in the school. It challenges school managers and teachers to constantly reflect on what they do in their school and classrooms and how ICT can be integrated into their evolving management and teaching styles. The CCTI has been designed as a distance education course and is aligned with the UNESCO ICT Competency Framework for Teachers. It is an open educational resource (OER) that the Commonwealth of Learning (COL) is making available to teacher training institutions throughout the Commonwealth and beyond. The material can be used as is or can be adopted and/or adapted into existing programmes. The learning materials are developed, tested and revised by SchoolNet South Africa (SNSA) through extensive consultations with teachers and teacher educators around the world. COURSES 1. Professional Development with Technology 2. Designing Learning 3. Technology-Enriched Teaching 4. Education in a Digital Society 5. Innovative Approaches to Learning with Technology 6. Planning Learning Through Projects 7. Managing Technology-Rich Learning Spaces 8. Planning for Technology Integration 9. Change Leadership for Technology Integration
Encoding Communication is an openly licesed image from Wikimedia commons liceensed under CC …
Encoding Communication is an openly licesed image from Wikimedia commons liceensed under CC BY-SA 3.0. It focuses on the process of communication as promotion of undersatanding through shared symbols, context, and feedback. There is an indirect pointer to possible barrriers to effective communication (noise) emanating from various sources.
Community Building is an interactive synchronous training for teachers. It explains the …
Community Building is an interactive synchronous training for teachers. It explains the importance of a classroom community and the positive effect it has on student learning. It provides many examples and opportunities for teachers to think about their class communities and how to strengthen them.
By the end of this unit teachers should be able to: Deepening …
By the end of this unit teachers should be able to:
Deepening knowledge 4. (e) Use of information and communication technology to communicate and collaborate among students, peers, parents and the larger community with a view to enriching students' learning.
بحلول نهاية هذه الوحدة ، يجب أن يكون المعلمون قادرين على:
تعميق المعرفة 4. (هـ) استخدام تكنولوجيا المعلومات والاتصالات للتواصل والتعاون بين الطلاب والأقران وأولياء الأمور والمجتمع الأكبر بهدف إثراء تعلم الطلاب.
This course immerses students in the process of building and testing their …
This course immerses students in the process of building and testing their own digital and board games in order to better understand how we learn from games. We explore the design and use of games in the classroom in addition to research and development issues associated with computer–based (desktop and handheld) and non–computer–based media. In developing their own games, students examine what and how people learn from them (including field testing of products), as well as how games can be implemented in educational settings.
Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the …
Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.
Description Overview: Conduct Competency - Based Assessment is an approach to evaluating an individual's skills, …
Description Overview: Conduct Competency - Based Assessment is an approach to evaluating an individual's skills, knowledge, and abilities based on specific competencies or behavioral indicators. It focuses on assessing an individual's performance and achievements in relation to predetermined standards or criteria. Subject: Assessment in Learning 2 Level: 2nd Year College - Tertiary Level Material: Assessment, Student Guide Author: Clarissa A. Herbias Date Added: June 15, 2023 License: Creative Commons, Attribution Non - Commercial Language: English Media Format: Downloadable Docs
A guide for educators Short Description: An open PressBook resource that explores …
A guide for educators
Short Description: An open PressBook resource that explores best practices for using conferencing tools for teaching and learning. Adaptable strategies and activity “recipes” for using various conferencing tools, including, Zoom, BigBlueButton, and Microsoft Teams.
Long Description: Conferencing tools are a technology that allows educators to engage with their students in real-time.
This open resource has been created for KPU educators (and educators everywhere) to explore best practices for using conferencing tools for teaching and learning.
The strategies provided within this PressBook are adaptable and may be used with any conferencing tool in educational contexts. Each chapter contains critical considerations for using conferencing tools to support pedagogy and provides an overview infographic for the key takeaways.
Additionally, there are Activity “recipes” that can be used in various spaces, including, Zoom, BigBlueButton, and Microsoft Teams.
Word Count: 6703
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
A guide for educators Short Description: An open PressBook resource that explores …
A guide for educators
Short Description: An open PressBook resource that explores best practices for using conferencing tools for teaching and learning. Adaptable strategies and activity “recipes” for using various conferencing tools, including, Zoom, BigBlueButton, and Microsoft Teams.
Long Description: Conferencing tools are a technology that allows educators to engage with their students in real-time.
This open resource has been created for KPU educators (and educators everywhere) to explore best practices for using conferencing tools for teaching and learning.
The strategies provided within this PressBook are adaptable and may be used with any conferencing tool in educational contexts. Each chapter contains critical considerations for using conferencing tools to support pedagogy and provides an overview infographic for the key takeaways.
Additionally, there are Activity “recipes” that can be used in various spaces, including, Zoom, BigBlueButton, and Microsoft Teams.
Word Count: 6703
ISBN: 978-1-989864-46-3
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
No restrictions on your remixing, redistributing, or making derivative works. Give credit to the author, as required.
Your remixing, redistributing, or making derivatives works comes with some restrictions, including how it is shared.
Your redistributing comes with some restrictions. Do not remix or make derivative works.
Most restrictive license type. Prohibits most uses, sharing, and any changes.
Copyrighted materials, available under Fair Use and the TEACH Act for US-based educators, or other custom arrangements. Go to the resource provider to see their individual restrictions.
