Free Webinar: Math Curriculum & Assessment Success

Common-Sense Approaches to Math Curriculum and Assessment Success

Learn how to equip educators and students for success at a time when schools are being asked to do more with less-while meeting new math standards. 

Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools.

Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:

• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations

Guests:

Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
This webinar will be moderated by Tim Hudson, senior director of curriculum design, DreamBox Learning.
Register now for this free live webinar.

Free Webinar: Math Curriculum & Assessment Success

Common-Sense Approaches to Math Curriculum and Assessment Success

Learn how to equip educators and students for success at a time when schools are being asked to do more with less-while meeting new math standards. 

Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools.

Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:

• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations

Guests:

Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
This webinar will be moderated by Tim Hudson, senior director of curriculum design, DreamBox Learning.
Register now for this free live webinar.

Free Webinar—Improving Student Learning With Google for Education

Google Web Tools for Teaching & Learning

In this webinar the director of technology from Milpitas Unified School District in California will share how his district is using web-based technologies like Google Apps for Education and Chromebooks, the impact this has had on teaching & learning, and his advice for others.

Google Apps for Education is free web-based email, calendar & documents that allow for collaborative working anytime, anywhere. Chromebooks are affordable, easy-to-manage web-based laptops.

Participants will:

• Receive an overview of the Google for Education solution which includes Chromebooks, tablets with Google Play for Education, and Google Apps for Education.
• Learn how this solution can be used to improve student learning, collaboration, and innovation.
• Hear first-hand experience from a district using Chromebooks and Google Apps for Education.
• Learn how the school district put the ingredients, like professional development, in place for a successful pilot and then roll out.

Guest:

Chin Song, director of technology, Milpitas Unified School District, Calif.
This webinar will be moderated by Angela Mecca, education team, Google.
Register now for this free live webinar.

Free Webinar—Improving Student Learning With Google for Education

Google Web Tools for Teaching & Learning

In this webinar the director of technology from Milpitas Unified School District in California will share how his district is using web-based technologies like Google Apps for Education and Chromebooks, the impact this has had on teaching & learning, and his advice for others.

Google Apps for Education is free web-based email, calendar & documents that allow for collaborative working anytime, anywhere. Chromebooks are affordable, easy-to-manage web-based laptops.

Participants will:

• Receive an overview of the Google for Education solution which includes Chromebooks, tablets with Google Play for Education, and Google Apps for Education.
• Learn how this solution can be used to improve student learning, collaboration, and innovation.
• Hear first-hand experience from a district using Chromebooks and Google Apps for Education.
• Learn how the school district put the ingredients, like professional development, in place for a successful pilot and then roll out.

Guest:

Chin Song, director of technology, Milpitas Unified School District, Calif.
This webinar will be moderated by Angela Mecca, education team, Google.
Register now for this free live webinar.

New Issue Published: International Journal of Interactive Mobile Technologies, Vol. 8, No. 2, 2014

International Journal of Interactive Mobile Technologies (iJIM) has just published its latest issue at  http://www.i-jim.org. 
Have a look at the Table of Contents.

Review the Table of Contents below and then visit the website to review articles and items of interest.

Table of Contents
 
Papers  

How To Design a Mobile Application to Enhance Teaching and Learning?
By Dothang Truong

Abstract
The rapid growth of mobile devices, especially smart phones, has changed the way instructors deliver instructions and students learn class materials. Many universities initiate promoting economic transformation by working to eliminate barriers to educational attainment through incorporating new technologies to enhance the delivery of instructions and student learning outcomes. The purpose of this research is to explore the usage of mobile applications in higher education and develop an application to help college students understand better the class materials, and thereby, enhance their learning outcomes. The detailed description, design, and interface of the application are presented along with dissemination plan.  

Development of Mobile Educational Services Application to Improve Educational Outcomes using Android Technology 
By Hosam Farouk El-Sofany, Hassan M. Alwadani, Samir Abou El-Seoud and Amer E. Alwadani 

Abstract 
Mobile devices have become an instrument that allows a new way of interacting with the university services. This paper describes the development of Mobile Educational Services Application (MES app). This app allows access to the university services, as well as announcements, registration, events, book consultation, schedules and others. The app has been developed for the Android platform. The project provides Mobile and Web-based app tools that allows online access for different users such as students, instructors, and administrators. The app provides student by user friendly, generic, web-based GUI to request the educational services such as send SMS, add/drop course, defer course, query and other. The app provides instructor to send/receive SMS messages to/from the students using the mobile or using the web-based interface of the app. In addition to system monitoring, the app provides administrator an online tools to manage, add, update, and delete system information. This project seeks to be one of the useful economic apps that used Android technology for providing an app tool, using Tablets and mobile devices, for the use of students, instructors and administrators of the educational services in the university. 

Mobile Applications and Destination Branding in Spain 
By Carlos Alberto Scolari and José Fernández-Cavia 

Abstract 
The article sets out the findings of research carried out in 2013 on the Spanish tourism mobile applications. The research that covered 66 apps combined a quantitative description of this sector with qualitative categories based on a semiotic analysis. The article evaluates and compares the apps, identifies their main traits, and proposes a taxonomy: the content-based app, the participatory app and the leisure app. 

To a Geographical Orchestration of Mobile Learning Activities 
By Nassim Dennouni, Yvan Peter, Luigi Lancieri and Zohra Slama 
  
Abstract 
We are in the transition to a new era where mobility extends to many aspects of our daily lives. Learning, for example, takes place throughout life and anywhere. One may wonder how the traditional orchestration of learning can be applied in a mobile context, for example, to better support students during field trips and museum visits. In this paper, we present a geographic orchestration of resources and activities associated to learning system. The objective is to consider collaboration in mobile learning scenario that depends heavily on the location of learners, their profiles and their activity logs. We also defined a software framework for the design and implementation of pedagogic scenarios of field trip. To validate our approach, we present the implementation of a mobile artifact dedicated to the support of new visitors in exploring the historic monuments of a city.  

Enjoy your reading!   

Source: International Journal of Interactive Mobile Technologies  

New Issue Published: International Journal of Interactive Mobile Technologies, Vol. 8, No. 2, 2014

International Journal of Interactive Mobile Technologies (iJIM) has just published its latest issue at  http://www.i-jim.org. 
Have a look at the Table of Contents.

Review the Table of Contents below and then visit the website to review articles and items of interest.

Table of Contents
 
Papers  

How To Design a Mobile Application to Enhance Teaching and Learning?
By Dothang Truong

Abstract
The rapid growth of mobile devices, especially smart phones, has changed the way instructors deliver instructions and students learn class materials. Many universities initiate promoting economic transformation by working to eliminate barriers to educational attainment through incorporating new technologies to enhance the delivery of instructions and student learning outcomes. The purpose of this research is to explore the usage of mobile applications in higher education and develop an application to help college students understand better the class materials, and thereby, enhance their learning outcomes. The detailed description, design, and interface of the application are presented along with dissemination plan.  

Development of Mobile Educational Services Application to Improve Educational Outcomes using Android Technology  
By Hosam Farouk El-Sofany, Hassan M. Alwadani, Samir Abou El-Seoud and Amer E. Alwadani 

Abstract 
Mobile devices have become an instrument that allows a new way of interacting with the university services. This paper describes the development of Mobile Educational Services Application (MES app). This app allows access to the university services, as well as announcements, registration, events, book consultation, schedules and others. The app has been developed for the Android platform. The project provides Mobile and Web-based app tools that allows online access for different users such as students, instructors, and administrators. The app provides student by user friendly, generic, web-based GUI to request the educational services such as send SMS, add/drop course, defer course, query and other. The app provides instructor to send/receive SMS messages to/from the students using the mobile or using the web-based interface of the app. In addition to system monitoring, the app provides administrator an online tools to manage, add, update, and delete system information. This project seeks to be one of the useful economic apps that used Android technology for providing an app tool, using Tablets and mobile devices, for the use of students, instructors and administrators of the educational services in the university. 

Mobile Applications and Destination Branding in Spain 
By Carlos Alberto Scolari and José Fernández-Cavia 

Abstract 
The article sets out the findings of research carried out in 2013 on the Spanish tourism mobile applications. The research that covered 66 apps combined a quantitative description of this sector with qualitative categories based on a semiotic analysis. The article evaluates and compares the apps, identifies their main traits, and proposes a taxonomy: the content-based app, the participatory app and the leisure app. 

To a Geographical Orchestration of Mobile Learning Activities 
By Nassim Dennouni, Yvan Peter, Luigi Lancieri and Zohra Slama 
  
Abstract 
We are in the transition to a new era where mobility extends to many aspects of our daily lives. Learning, for example, takes place throughout life and anywhere. One may wonder how the traditional orchestration of learning can be applied in a mobile context, for example, to better support students during field trips and museum visits. In this paper, we present a geographic orchestration of resources and activities associated to learning system. The objective is to consider collaboration in mobile learning scenario that depends heavily on the location of learners, their profiles and their activity logs. We also defined a software framework for the design and implementation of pedagogic scenarios of field trip. To validate our approach, we present the implementation of a mobile artifact dedicated to the support of new visitors in exploring the historic monuments of a city.  

Enjoy your reading!   

Source: International Journal of Interactive Mobile Technologies  

Have big university lectures gone out of fashion?

Louise Tickle

www.louisetickle.co.uk

writes, "No longer can students sit passively and imbibe information – today's 'blended learning' approach demands engagement and ideas."

The best lecture I ever went to saw an inspirational academic – Professor David Ian Rabey; credit where credit's due – cracking an egg over his own head. A roomful of undergraduates watched, fascinated and aghast, as the yolky glop slid down his face and dripped on the floor. He carried on talking (about King Lear as it happens), and we listened like we'd never listened before. I've never forgotten it.

The 'sage on the stage' model of learning is seen as outmoded by some academics.
Photo: The Guardia

But most lectures, let's face it, aren't so compelling. And the model of the "sage on the stage" is now seen as somewhat outmoded – or at least, as only one way, and not always the best, of teaching students.

Blended learning, explains Mike Boxall, higher education expert at PA Consulting Group, involves using a diverse range of teaching methods and resources to offer more effective learning experiences. Each activity will ideally be designed around the circumstances and learning styles of different student groups.

"In practice, the term gets applied to a wide range of approaches," Boxall says, "from the Open University model – consisting mainly of online courses supplemented by face-to-face seminars in local centres, access to personal tutors and self-organising support groups – to "flipped" classroom models where students are expected to master the content of courses in their own time and then attend small group discussions and seminars to consolidate understanding and application of the course materials."

Read more...

Source:The Guardia 

Have big university lectures gone out of fashion?

Louise Tickle

www.louisetickle.co.uk

writes, "No longer can students sit passively and imbibe information – today's 'blended learning' approach demands engagement and ideas."

The best lecture I ever went to saw an inspirational academic – Professor David Ian Rabey; credit where credit's due – cracking an egg over his own head. A roomful of undergraduates watched, fascinated and aghast, as the yolky glop slid down his face and dripped on the floor. He carried on talking (about King Lear as it happens), and we listened like we'd never listened before. I've never forgotten it.

The 'sage on the stage' model of learning is seen as outmoded by some academics.
Photo: The Guardia

But most lectures, let's face it, aren't so compelling. And the model of the "sage on the stage" is now seen as somewhat outmoded – or at least, as only one way, and not always the best, of teaching students.

Blended learning, explains Mike Boxall, higher education expert at PA Consulting Group, involves using a diverse range of teaching methods and resources to offer more effective learning experiences. Each activity will ideally be designed around the circumstances and learning styles of different student groups.

"In practice, the term gets applied to a wide range of approaches," Boxall says, "from the Open University model – consisting mainly of online courses supplemented by face-to-face seminars in local centres, access to personal tutors and self-organising support groups – to "flipped" classroom models where students are expected to master the content of courses in their own time and then attend small group discussions and seminars to consolidate understanding and application of the course materials."

Read more...

Source:The Guardia 

70:20:10 and eLearning

"The principles behind 70:20:10 are simple and align perfectly with eLearning technologies." summarizes Trainingzone.

The concept of informal learning is nothing new, however for years and years it has been bypassed by formal classroom based learning or investing significant sums in eLearning portfolio’s that bring little or no ROI.

Wikipedia points out that the 70:20:10 Model for Learning and Development is a model based on research and observation carried out from the 1960s until present by dr Morgan McCall and his colleagues working at the Centre for Creative Leadership (CCL).

Photo: Stratus

Lombardo and Eichinger expressed the rationale behind the 70:20:10 model this way in The Career Architect Development Planner:

“Development generally begins with a realization of current or future need and the motivation to do something about it. This might come from feedback, a mistake, watching other people’s reactions, failing or not being up to a task – in other words, from experience. The odds are that development will be about 70% from on-the-job experiences, working on tasks and problems; about 20% from feedback and working around good and bad examples of the need, and 10% from courses and reading.”

Read more... 

Source: Trainingzone

70:20:10 and eLearning

"The principles behind 70:20:10 are simple and align perfectly with eLearning technologies." summarizes Trainingzone.

The concept of informal learning is nothing new, however for years and years it has been bypassed by formal classroom based learning or investing significant sums in eLearning portfolio’s that bring little or no ROI.

Wikipedia points out that the 70:20:10 Model for Learning and Development is a model based on research and observation carried out from the 1960s until present by dr Morgan McCall and his colleagues working at the Centre for Creative Leadership (CCL).

Photo: Stratus

Lombardo and Eichinger expressed the rationale behind the 70:20:10 model this way in The Career Architect Development Planner:

“Development generally begins with a realization of current or future need and the motivation to do something about it. This might come from feedback, a mistake, watching other people’s reactions, failing or not being up to a task – in other words, from experience. The odds are that development will be about 70% from on-the-job experiences, working on tasks and problems; about 20% from feedback and working around good and bad examples of the need, and 10% from courses and reading.”

Read more... 

Source: Trainingzone