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Books, apps, websites, tutorials

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Your school has decided to invest more in either VLTs or Differentiation (staff training, materials etc.). Enter the debate and persuade  the person next to you that it was the right decision.

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Tip - you can create a transcript of your debate so you can refer to it later.

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Tip - you can create a transcript of your debate so you can refer to it later.

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Enable auto transcript on your device (see link below for guidance)

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How to activate Voice Dictation on Android and iOS | MoreApp : Help Center

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Sometimes writing every word with a touch screen keyboard can be an annoying task. That is why both iOS and Android offer voice dictation. The voice dictation functionality works systems wide and in every App - including MoreApp.

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Do you have any questions? Feel free to ask.

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Quiz - Now work with a partner (Pink + Green) and do the following quiz.

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Quiz - Now work with a partner (Pink + Green) and do the following quiz.

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Work individually and match the pairs. Good luck!

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Differentiation- pros / problems / solutions Flashcards | Quizlet

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Start studying Differentiation- pros / problems / solutions. Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Work individually and match the flashcards. Good luck!

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Match: VLTs - pros / problems / solutions | Quizlet

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Quizlet is a lightning fast way to learn vocabulary.

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"...identifying and addressing the different needs, interests and abilities of all learners to give them the best possible chance of achieving their learning goals."

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1. Whole class context, lead in and hook

2. Pre-task to assign/choose roles, tasks, tiers

3. Differentiated activity

4. Whole class re-integration and wrap up

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Mastery goals emphasise the challenge of learning, stressing the importance of continuous improvement. This can prove particularly motivating for students and promote student autonomy if students choose the focus on their goals based on precise teacher feedback.

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Solution - Tips from Peter Anstee’s Differentiation Pocketbook

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Solution - Tips from Peter Anstee’s Differentiation Pocketbook

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• Student choice - start with small levels, then build up.
• Questioning - target specific questions at specific students.
• Group work - ensure students have specific roles they are accountable for. Vary them for different students and rotate responsibilities.

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According to a study, students “who do not have access to phones actually show an increase in anxiety. If we are trying to lower the affective filter in the classroom, then removing the students’ phone has the exact opposite effect.”

Source:
‘It’s not the phone!’ Gerhard Erasmus in English Teaching Professional, issue 105 2016 p55

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Problem - Mobile phones are a distraction 

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Problem - Mobile phones are a distraction 

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Problems and solutions - Mobile technologies

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Problems and solutions - Mobile technologies

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Pro - Matching challenge to skill levels

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Pro - Matching challenge to skill levels

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TED Talk – Mihaly Csikszentmihalyi – Flow – 2004

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Problems and solutions - presentation and multimedia technologies

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Problems and solutions - presentation and multimedia technologies

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Source: https://www.jisc.ac.uk/guides/technology-and-tools-for-online-learning/presentation-and-multimedia

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Solution- Ask yourself (and answer) the following questions:

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Solution- Ask yourself (and answer) the following questions:

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Why am I doing this activity with technology?

What learning benefit will this bring?

Source: Going Mobile, N. Hockly and G. Dudeney, Delta Publishing, 2014, p.21

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When to do technology-based activities in class?

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... where learners BYOD but a class set is also available to make up for a shortfall in the number of devices

Source: Going Mobile, N. Hockly and G. Dudeney, Delta Publishing, 2014, p.17

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Not all learners might have access to a tablet or smartphone

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Get students to bring their own devices (BYOD)- smartphones or tablets.

Source: Going Mobile, N. Hockly and G. Dudeney, Delta Publishing, 2014, p.16

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The institution you work for might not afford access to VLEs (Moodle or Blackboard) or even class sets ( a set of devices which teachers can borrow and use with a class)

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Info - Differentiated instruction, not individualised instruction

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Info - Differentiated instruction, not individualised instruction

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In her book How to Differentiate Instruction in Mixed-Ability Classrooms, the educator and writer Carol Ann Tomlinson argues that differentiation is the practice of varying instructional techniques in a classroom to effectively teach as many students as possible, but it does not entail the creation of distinct courses of study for every student (i.e., individualized instruction).
Source: https://courses.lumenlearning.com/educationx92x1/chapter/differentiation/

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Info - Don't know how to say Csikszentmihalyi?

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Info - Don't know how to say Csikszentmihalyi?

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This short video will help

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How to pronounce Mihaly Csikszentmihalyi

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Solution - Planning for Differentiation by Rachel Roberts

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Solution - Planning for Differentiation by Rachel Roberts

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Virtual learning technologies

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Source: https://www.jisc.ac.uk/guides/technology-and-tools-for-online-learning/virtual-learning-environments

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Pro - Presentation and multimedia technologies

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Pro - Presentation and multimedia technologies

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Questions to consider

1. Which technologies will support your pedagogic aims?

2. What are the risks if you use alternative technologies?

In online learning contexts, you can use presentation software to deliver lectures, demonstrations, or other support materials.

You can record live sessions allowing people the chance to revisit content if they missed the live session, or when they're revising.

You can then place the recording online, for students to interact with at any time.

Alternative presentation tools

Some presentation technologies encourage the traditional approach of the 'expert' teacher providing the content and being in control of when and how things are presented. These kinds of tools, such as Microsoft PowerPoint and Apple Keynote, do not aim to be collaborative but can, nonetheless, be used by students to work collaboratively.

Prezi or emaze are examples of a more dynamic presentation tool. Presentations in different formats can be shared through social networking services like SlideShare and blogs, and you can upload video and audio to YouTube and Vimeo.

Some open source products like Xerte toolkits can combine a range of benefits allowing you to create presentational slides alongside quizzes, videos or embedded collaboration tools like Padlet, Google documents or other online services.

Presenting live content

Webinar software offers ways to present content in a live context, and incorporate video, chat, interactive whiteboards and webtours. You can record these and give them to non-attendees. Webinars can feel quite intimate and work well for small numbers of people, but can also be open to much larger groups.

Your institution may have already invested in webinar software and have guides on how to use it.

Graphics and more complex forms of media

Online learning can incorporate a range of content, from more traditional material such as text, graphics, screencasts and diagrams which are relatively easy to produce. More complex forms of media such as audio, video, timelines, and animations may help to engage students and get them interacting with the materials.

Individual teachers or central services can produce materials in these various formats, but whoever produces the content will need appropriate skills, resources and preparation time. If any materials are made freely available on the web, you must also consider branding and licensing; you will need incorporate this into your institutional policies.

Using open software

The increasing availability of free open software to develop multimedia content, such as GIMP (image manipulation) and Audacity (digital audio editor) has transformed opportunities for students to present their own content in engaging and imaginative ways.

Other open source tools like Xerte toolkits, Mahara and Moodle allow standalone multimedia like images, video and audio to be easily embedded into resources alongside quizzes and explanations. Make sure that staff creating multimedia also summarise the key teaching points that the resources illustrate so they don't create inadvertent barriers for vision or hearing impaired students.

Both staff and students can use these tools to create, share and remix a wide range of formats. Students can also contribute up-to-date tutorials and guidance on these technologies for other students.

In an open class on digital storytelling at University of Mary Washington in the US, students contributed a range of tutorials, assignment briefs and guidance for other students on open blogs. The course has built an ongoing collection of these, all of which are given an open licence, such as this example on making videos. 1

Creating and sharing multimedia

Animations in particular can present complex information in an engaging way, and are often used in engineering and the natural sciences to demonstrate systems and mechanisms. They can also capture and simulate personal interactions, such as an example from Manchester Metropolitan University, who used GoAnimate with students on social care placements. 2

Multimedia content is becoming easier to create and share through a range of presentation methods and is a key component of online learning. We recommend that your institution develops clear policies for staff to explain how to produce content and adopt them during learning activities.

Staff need appropriate support and training around the pedagogic benefits, technical capabilities and legal aspects of the technologies that your institution adopts.

Staff find it difficult to adapt existing content into new formats.

Provide staff engagement and development activities

Adopt institutional approaches and centralised production support services.

Costs of creating more interactive content.

Fund centralised support teams to generate cost-effective content

Consider developing content for use across more than one course or subject discipline

Adopt approaches for student developed content and create banks for future courses

Use template driven tools (for example Xerte toolkits) that allow non-specialist staff with minimal IT skills to create interactive content.

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Which technologies will support your pedagogic aims? What are the risks if you use alternative technologies? In online learning contexts, you can use presentation software to deliver lectures, demonstrations, or other support materials. You can record live sessions allowing people the chance to revisit content if they missed the live session, or when they're revising.

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VLE | meaning in the Cambridge English Dictionary

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VLE definition: abbreviation for virtual learning environment: a system for learning and teaching using the internet and special software. Learn more.