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Blogs and wikis are interactive activities which can be used for assessment OF or FOR learning. They can be used to demonstrate your learning for summative purposes (e.g. an online wiki that is graded) or to enhance your learning for formative purposes (e.g. a blog post that others comment on).

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Ever heard of a "wiki" and questioned what it is? Suppose having something similar to the renowned Wikipedia - but for your own private use. With just one click, you can create an internal wiki repository where teams can collaborate on research projects, store documents securely, and gain access to all their work in one location.

For businesses, big and small alike, wikis have become an indispensable source of centralized information - they've replaced the need for outdated printed employee handbooks or single-time email transfers of style guides.

This blog post will discuss what a wiki is, give some examples of what kinds of information are typically stored in them, and how to create your own.

What is a wiki?

A wiki is an application that allows users to quickly and easily share information. It's a collection of web pages that use simple language and hyperlinks to navigate from one topic to another easily. Wikis are typically used for internal collaborations but can also be used externally for public-facing purposes.

Wikis are highly versatile and can be used for a variety of tasks. Picture it as a go-to place where anyone can look up companywide details. It is like a universal filing system containing all the necessary content that employees should share. They're collaborative, easy to update and maintain, require minimal setup time, and are secure - what more could you want from a digital workspace?

Internal vs. External Wikis

Internal wikis are used by businesses to store and share sensitive information within their organization. On the other hand, external wikis are used for public-facing purposes and can be accessible by anyone.

Internal wikis are great for collaboration among team members, sharing customer feedback, updating business documents, and more. They provide a secure environment where all content can be organized in one central location - what's not to love?

External wikis are perfect for providing information to the public, such as product specifications or support information. They are also ideal for open-source projects and large customer communities.

What can you store in a wiki?

Below is a list of what you can store in an internal wiki:

Technical documentation (How-to guides, tutorials, etc.)

Meeting notes & minutes

Company policies & guidelines

Project plans & timelines

Reports & analysis

Customer service resources (e.g. FAQs)

Team contact information & organizational charts News & updates

Best practices & procedures

Employee handbooks

Help desk resources

1. Choose what type of wiki you want to create (internal or external).

If your goal is to share sensitive, internal information within your organization, an internal wiki is what you should go with. But if you want to create a public-facing wiki that anyone can access, an external wiki is what you need.

2. Pick the platform you're going to use.

There are many software's available for creating a wiki online. To make your choice, consider whether you want an open-source or hosted solution and what functionality you need.

If you're a large, global company looking for open-source software, then you might opt for MediaWiki, the collaboration and documentation platform powering Wikipedia. But if you're a smaller business or simply need less bells and whistles, then you might prefer more basic software like DokuWiki, WikiWikiWeb, or Google Sites.

If you're looking for software that's easy to use and manage, then you might opt for a premium software like Tettra. With Tetra, you can connect other work management tools like Slack, put users in charge of particular sections of the wiki, and get enhanced search and analytics tools - all without coding. Even those just getting started with website development can use this tool to set up a wiki in no time.
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3. Set security protocols and community guidelines.

There are two major things to consider when starting a wiki: security and community. To ensure your wiki is secure, it's recommended that you work with your IT department to ensure that the content you post complies with company policies and national laws.

The second step is setting up community guidelines. Since wikis could quickly devolve into irrelevant or incorrect information or editing wars, you should also lay down some ground rules. Are their certain style guidelines you want wiki authors to follow? What's the process for editing other people's posts? Appointing curators can help ensure that the right content is in the right place in front of the right people.

4. Start adding content - use simple language, visuals, and hyperlinks.

Like any website, you want to structure your wiki in a way that's easy for users to understand and navigate. You can do so using categories, tags, and internal links.

To start, make a list of the broadest topics your wiki will cover. Say your list is training, culture, and product. Then each of these topics will be a category. You can also use department names, like marketing, sales, product, and HR, as categories. In the example below, the wiki post is found under Marketing > Experiments.

In addition to categorizing your wiki posts, you can also add tags that will make the posts easier to find in search and internal links so that readers are directed to other relevant and useful content.
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5. Assign roles and permissions for editing access.

Now that you've established rules of use and basic architecture, you can start inviting people to add content to the wiki. To ensure that people don't edit content they shouldn't be editing, you should assign roles and access levels.

For example, if you have a customer service department, customer service reps can be given access to relevant pages only and people in the marketing team might get more access. Once you've identified what type of roles and access each person needs, you can assign them accordingly in the software.

Creating a wiki doesn't have to be complicated, it just takes a bit of planning and diligence. With the right software, security measures, community guidelines, and regular maintenance, you can have a successful wiki in no time.

Ideally, creating a wiki will be a gradual, iterative process: you publish the most essential and accurate information and get some feedback. Once you feel comfortable with the information and structure, you can share the wiki with the company.
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Wiki Sites: What They Are & How to Create One

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Learn what a wiki is, how it's different from a blog, and how to make one for your business.

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You know how to create videos and how to set up accounts for your students - great! Now what? If you've found yourself in a bit of a video rut, here's a list of 10 different ways to add video to your classroom.

Teacher Videos

. It's the first day of school - impress your students right off the bat with a video introduction rather than a verbal one. Sharing photos, video clips and music you love can make you seem a bit more human, and if you have more than one class, it might just save your voice on that first day! Take a look at how Cristiane Oliveira-Foster of Santa Ana College used video to introduce herself to her students.

Virtual field trip. Take your students around the world without leaving the classroom. The best part about creating video field trip is that it's not bounded by space or time. You can create a field trip showing the Seven Wonders of the Ancient World, even if most of them are gone, or give a tour of the International Space Station. But even places that exist in the here and now make for a fun break for students. Take Christopher Mitchell 's informative virtual tour of Washington D.C., for example:

1. Introduce a class or unit. Begin your new unit with a short Animoto video to preview upcoming concepts. While we can't promise it will get students excited about trigonometry, the visuals in your video can help them connect with the material.

2. Record in-class activities. Students are in school almost half of their waking day. Help parents share in what they're up to by photographing students or their work and creating a video to share. Larry Ferlazzo created this video to connect with the parents of his English language learners. Not only does it show an interesting art project that parents might have missed out on, it's easy for family members to see what students are doing, even if they don't speak English.

Review class material. Instructional videos aren't just for flipped or blended learning classrooms. You can create videos of lessons students missed - say a video demonstrating a science lab or giving instruction for a day you know you'll be out. Leave the URL for your video, and let students get the information they need, even if they (or you) can't be there.

Student Videos

1. Student Introductions. Video is a way for students to get to know each other without the pressure of public speaking. Not to mention, student introductions are a flexible assignment that can be either a quick getting-to-know-you video, or a longer project that lets students create more involved autobiographies .

2. . Make learning vocabulary terms a lot more interesting by having students create their own vocab videos. Since almost every subject has some terms students ought to know, this type of assignment works for almost any classroom. You can even post vocabulary videos on YouTube or on your class site later for students to use when they study.

1. . Jazz up the traditional school book report with video. Have students create "previews" of the books they read for class, sharing the title, characters, and basic plot points-no spoilers! Then, you can partner with your school library to share students' creations by attaching QR codes to the books they've reviewed.

2. . This active assignment gets students moving and helps them apply what they've learned to the real world. Give students a theme - say find examples of angles for geometry or living things on different parts of a food web for biology. Then, let students collect and identify their images in an easy-to-assess video. Check out our blog post on how to assess videos using a rubric to get started.

Research Projects. Students can literally show you what they know if you let them create a video research project. If you still prefer to assign a paper, a video can be a good supplement that can help students with different strengths show what they are capable of. See our post on reasons to use video in the classroom to find out more about how video helps differentiate instruction.

What are some of the creative ways you're using video in your classroom? Let us know in the comments below, or reach out to us on or by tagging @Animoto.

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You know how to create videos and how to set up accounts for your students - great! Now what? If you've found yourself in a bit of a video rut, here's a list of 10 different ways to add video to your classroom. .

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for scaffolding online chat:

a theoretical discussion of the

SAMR model as a research method

during these “interesting” times

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An excellent Blog on the 10 Ways to Use Video in Your Classroom to improve digital literacy.

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Create videos that engage and impress. Animoto's drag-and-drop editing tools and visual effects make it easy. No training or experience necessary.

Create and share videos for free. Upgrade anytime for more customization.

As you get started making videos, we're here to help along the way! Join other businesses just like yours in the Animoto Social Video Marketing Community on Facebook. Our team of video experts is ready to help you grow with tips, ideas, inspiration, and feedback on your videos. You can also reach our dedicated Customer team directly at help@animoto.com .

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Free Video Maker | Create & Edit Your Videos Easily

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Create, edit, and share videos with our free video maker. Combine your photos, video clips, and music to make quality videos in minutes. Get started free!

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The SAMR Model Explained (With 15 Practical Examples)

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The SAMR Model Explained (With 15 Practical Examples)

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A very simple and useful site with examples of applying the SAMR model.

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What is the SAMR model?

The SAMR model is a framework that orders strategies for classroom technology implementation into four stages:

In each stage of the SAMR model, the use of educational technology (EdTech) becomes increasingly sophisticated.

Substitution and augmentation strategies use EdTech to enhance learning and add value, whereas modification and redefinition stages harness EdTech to transform learning and make new things possible.
The effectiveness of any of these four strategies depends on when and how it is used.
Here's how you can harness each stage for more powerful classroom learning:

Substitution

This is the simplest stage, where EdTech is used as a direct substitute for traditional practices.

Substitution strategies can save you time and space by cutting back on laborious pen and paper tasks. Instead of printing out twenty-plus paper resources that clog the cupboard, you can use technology to manage resources with just a few clicks.

Substitution also provides a much more accessible introduction to technological soft skills than modification and redefinition. It's the perfect opportunity for students to get comfortable with new technology before you start to transform their learning.

Examples of substitution

having students type their work instead of handwriting it

using online quizzes and programs instead of pen and paper

uploading a worksheet in PDF for student access, as opposed to photocopying

using a digital interactive whiteboard as opposed to a traditional whiteboard and saving the results as a document.

Remember: Substitution strategies do not change the learning process or outcome. Ask yourself what you and your students will gain from the technology before implementing it. If it adds nothing but hassle, stick to pen and paper.

Augmentation

At the augmentation stage, technology adds something to the learning process beyond just convenience. It might give your students a clearer understanding of a complex topic or making it engaging in a way that traditional methods can't.

It also allows for the introduction of more independent and student-centric learning. By using technology as a source of information, students can start actively learning without requiring constant teacher-led instruction.

Examples of augmentation

Students give more informative and engaging oral presentations accompanied by a PowerPoint or Prezi containing multimedia elements.

Students use the internet to independently research a topic, as opposed to relying on teacher input.

Students use an EdTech program that gamifies curriculum content for student engagement and allows students to track progress in an accessible way.

Teacher instruction is supplemented with a video that clarifies a particularly hard to explain concept.

Modification

At the modification stage, technology is used to design interactive and dynamic tasks that go beyond the limitations of a traditional classroom.

For example, students can collaborate on shared documents, or work in large groups, allowing for seamless collaboration and knowledge sharing. This peer-to-peer work nurtures a more cooperative and dynamic class culture.

Technologically modified tasks also allow students to generate inspired and innovative work that isn't confined to paper. Some students will jump at the opportunity to get in front of a camera, while others will do anything to make it onto the global Mathletics leaderboard.

Examples of modification

Students produce podcasts summarising a topic, which can then be accessed by other students as a revision resource.

Students create an informative video presentation in place of a standard oral presentation. They can use their voice alongside a broader variety of creative multimodal components.

Students use a technological tool that makes an abstract concept visible in a hands-on, responsive way (e.g. voyaging on Google Earth to better understand measurement and geography).

Redefinition

The most sophisticated stage of SAMR, redefinition sees you using technology to make entirely new learning opportunities possible.

Redefining learning has the potential to connect learning with the real world and produce authentic outcomes. It also gives students strong technological soft skills such as digital collaboration, communication, technological literacy, and the ability to adapt to new systems and processes.

Most importantly, using technology to redefine learning in your classroom translates to vibrant and engaged students who embrace a growth mindset.

Examples of redefinition

connecting your students with other people around the world as part of the learning journey

having students publish their work online where it can be viewed by peers and the broader community

recording students as they deliver a presentation or practice a physical skill, then using this recording to prompt student reflection

experimenting with tasks that use extensive multimodal elements (e.g. producing documentaries or short films, webpages, print documents with creative layouts).

Remember, redefinition isn't the same as 'high tech'. A learning experience is redefined when it integrates technology seamlessly and meaningfully to open new doors for student learning - regardless of how sophisticated that technology might be.

In an English classroom, this might involve learning how to critically assess online media during web-based research. In mathematics, students might look at data represented through amazing visuals and get inspired to create their own.

Find your purpose

Starting with a purpose avoids the 'technology for technology's sake' that sometimes infiltrates the classroom.

Ask yourself:

What am I hoping to achieve by using this technology?

How will it make a difference to my students' learning?

Why is it preferable to not using technology?

How equipped are my students and I to use this technology?

How much time do I have to invest in making it work?

These simple questions can make it simpler to determine which stage of the SAMR model suits your needs. Remember that you don't always have to redefine your students' learning. A few simple technological additions to an already effective teaching strategy might be all you need to make a difference.

Using technology in the classroom sends a clear message to students. It shows them that you're connecting learning to the rapidly changing world outside the classroom walls, and you aren't afraid to adapt to a new challenge. Get creative with technology and you'll inspire as well as teach.

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The SAMR Model Explained (With 15 Practical Examples)

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What is the SAMR model and how does it apply to learning? Here's how you can harness each stage for more powerful classroom learning.

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Australian Institute for Teaching and School Leadership

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Australian Institute for Teaching and School Leadership

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Quality teaching and leadership is at the heart of our work. For over a decade, the Australian Professional Standards for Teachers have supported teachers to reflect on their practice and develop and grow their expertise.

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Australian Institute for Teaching and School Leadership

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AITSL provides national leadership for the Australian State and Territories in promoting excellence in the profession of teaching and school leadership

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The author explores the integration of technology within the context of business education, emphasising the strategic utilisation of Puentedura’s SAMR model to guide the selection and implementation of digital tools.

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Have you been asking yourself what technologies you could or should use to deliver your online courses? Maybe you're looking for some guidance on what to use, and when. Teaching online challenges us to try a lot of new things, but we don't have to imagine what functions well and when on our own. Instead, we can refer to the technology and learning pedagogy models which are out there to assist us in making informed decisions about technology in our lessons.

Puentedura's SAMR model is one of the models used to describe the integration of technology into learning pedagogy. This model is sometimes viewed as a staircase, as depicted below, but each level does not necessarily come after the other, as each can be chosen independently to suit a lesson (H.L., 2017). The SAMR model aims to capture how technology can be used in teaching and learning practices.

As we have all been teaching online for more than a year now, you have very likely spent more time exploring the tools that are out there to assist you and your students and to make your content delivery effective. Now that Carleton has shifted to a new Learning Management System (LMS), Brightspace by D2L, there are new tools to explore and possibly entirely new content delivery methods as we adjust to the particularities of the new system.

Keep reading to find out how the SAMR model can be applied to your teaching and how to fit Carleton technologies into its tiers.

How to Use SAMR

The SAMR model has four steps: Substitution, Augmentation, Modification and Redefinition. Substitution and Augmentation fall into the 'Enhancement' category while Modification and Redefinition are in the 'Transformation' category. The steps in SAMR are divided into two categories, and an easy way to think of the difference between the categories is to consider 'Enhancement' like seasoning a recipe with your own flavour versus 'Transformation' as creating something entirely new (H.L., 2017).

Again, it is important to note that there is no order on how or when to use each step or category, just that you select the most appropriate level for your given material and its delivery.

Substitution

In this step, technology directly substitutes a more traditional method. At this stage, not all of your current methodologies should be changed or replaced by technology and so it is important to consider what we may gain by replacing traditional tools, like a paper version with a tech tool or an online version (H.L., 2017 For example, think of a language class where students are tasked to read the news and then make a small opinion piece about the article. Substitution would ask the instructor to provide an online newspaper rather than paper copies if there is something about using the online version which may enhance what the students can take away from the exercise and if it enhances our teaching practices.

Online teaching and learning have provided all of us with the opportunity to try new versions of in-class activities and substitute previous methods with technology. One such tool is H5P. H5P is a way to create and share interactive content with your students. One of the tools in H5P that you may consider using under the step of Substitution is the Image Hotspot. In this case, rather than students reading the textbook and reading all the little info bubbles, they can click spots on your image and receive that information as pop-ups, like in the image below.
https://www.hubkengroup.com/resources/use-create-h5p-content
The use of this tool may easily substitute paper copies of a similar nature and it may enhance the ease of use for students and act as a memory aid as the info bubbles are placed directly in the landscape.

Augmentation

In this step, technology directly substitutes a more traditional method again, but with significant consideration for the student experience. Falling into the 'Enhancement' category, we ask ourselves if the change will augment student productivity and potential in some way (H.L., 2017).

CuPortfolio is a tool that Carleton offers, which would fall into the Augmentation step. If you are unfamiliar with it, cuPortfolio is a student-centered learning tool that provides a venue for students to collect and showcase academic and co-curricular "artifacts" (e.g. assignments, projects, videos, blogs, images, etc.). It allows students to engage in reflective learning as they make connections between artifacts, experiences and accomplishments. cuPortfolio is an augmentation tool because it directly substitutes a paper portfolio but with functional improvement of completion and ease of access and sharing. It also assists in improving student productivity and potential as they are more likely to post since they can access the portfolio anywhere, anytime and they can use and reuse the portfolio contents for other assignments and for real-world situations, like job interviews.

Modification

Now we are moving from enhancement to transformation which creates an actual change to the design of the lesson and the learning outcomes. In this step, we use technology to help us redesign tasks, which will lead to the transformation of how the task is delivered and completed.

One might consider the shift from face-to-face learning to online learning a modification. There have certainly been significant task redesigns over the past year and I'm sure you have converted and restructured many of your previous assignments and class activities to now suit an online environment. As part of the redesign this year, Carleton's move to a new LMS, Brightspace by D2L, will again force you to modify content, even though it was already online.

In the Modification process we need to consider how the technology will alter the task we want students to complete. For example, group work assignments may need to be significantly redesigned now that students are not sitting together in the classroom. Time may be allotted in class where students work together in breakout rooms, but even this task is substantially different than before as only one student can share their screen at a time, and it takes longer to complete the task. If your course is asynchronous now, you have faced an even greater redesign of group work, where now you might use the Groups tool to create spaces for your students to work together and share files asynchronously. If students need to meet to complete the group work, many instructors set up separate web conferencing rooms, rather than students needing to book the library study rooms on their own time. All of these changes are part of modification and learning how to use the technologies available to us so that our students' acquisition of knowledge isn't interrupted by the online environment.

Redefinition

Redefinition is the final way to view your course design and consider how it will affect the student experience. In this step, you should consider whether or not the tools help you to redefine a traditional task in a way that would not be possible without the technology, and by doing so creating a unique experience (H.L., 2017).

There are countless ways that technology has allowed us to create learning opportunities which were previously inconceivable. Some of these include inviting guest speakers to your class who live in other countries or time zones, or taking virtual tours of museums and walking along the streets of anywhere in the world from the comfort of your home. In addition to these opportunities, technology, specifically the internet, has made working easier as we now have access anywhere, anytime, and our classrooms can be even more diverse as learners from around the globe can join us without paying for the plane ticket.

If you take a moment to reflect, you will likely find at least one task you are doing in your classes now, which would not have been possible without the technologies you are using today.

SAMR Says

It is important to recognize that change is normal and the shift to online teaching and learning does not have to diminish quality education. It might even be said that this new shift could actually enhance our experiences and that of our learners as well.

As you face a new term and a new LMS, keep SAMR in mind and remember that the technology is there to enhance what you already do and transform the learner experience. Just like the model has steps, so too is it a process to become accustomed to a new work environment. Be patient with yourself, Brightspace, and all that has happened in our lives over the past 15 months.

"Don't be afraid to start over; this time you're not starting from scratch, you're starting from experience".

References

H.L. (2017). SAMR Model: A Practical Guide for EdTech Integration. [Blog post]. Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration

Hubken Group. (2020). How to use and create H5P content in Moodle and Totara Learn (2021 update) [Blog post]. Hubken Group. https://www.hubkengroup.com/resources/use-create-h5p-content
Interested in contributing to our blog? Please email tls@carleton.ca to find out how.
Friday, June 18, 2021
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Written by Sarah Langridge, Educational Technology Development Coordinator, Teaching and Learning Services Have you been asking yourself what technologies you could or should use to deliver your online courses? Maybe you're looking for some guidance on what to use, and when. Teaching online challenges us to try a lot of new things, but we don't [...]

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Why technology is a necessity for modern education…

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Why technology is a necessity for modern education…

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Education technology can simultaneously make teachers’ lives easier and support higher quality education for students – its importance cannot be overstated. Promoting equal access to edtech is vital for improving education on a global scale, and will help to prepare today’s learners for tomorrow’s world.

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Why technology is a necessity for modern education…

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Discover how investing in education technologies like interactive displays can deliver numerous benefits to students and teachers alike.

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Adapting your edtech to the current climate

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Adapting your edtech to the current climate

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Education technology is an important resource for enabling effective teaching and learning, both in the classroom and remotely. By taking advantage of existing technology provisions, schools can adopt a blended approach to learning and be ready to adapt quickly to changes in lesson delivery.

Each and every school should consider whether their current education technology provisions can support blended learning as well as rapid changes to the classroom dynamic. Promethean has responded to the situation, building on its existing demonstration programme to give schools more flexibility with a choice of virtual, remote and on-site options. Schools can choose whether to have an entirely virtual demonstration, a more traditional on-site demonstration or a virtual demonstration combined with a one-week ActivPanel road test.

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In recent months, schools have quickly adapted to unprecedented changes on all levels of education so that students throughout Australia can keep learning, no matter where they are.

Although normality is beginning to resume in some areas, distance learning provisions will remain necessary for the foreseeable future. Schools may need to return to remote learning at very short notice following local outbreaks, and being prepared will be vital.

Education technology is an important resource for enabling effective teaching and learning, both in the classroom and remotely. By taking advantage of existing technology provisions, schools can adopt a blended approach to learning and be ready to adapt quickly to changes in lesson delivery.

Each and every school should consider whether their current education technology provisions can support blended learning as well as rapid changes to the classroom dynamic. Now is the time to conduct an evaluation of in-school edtech resources, and build a clearer picture of how they measure up to current education needs and priorities.

Think about your existing classroom technology, and whether it is ready to support a blended learning approach. Interactive whiteboards and interactive projectors, for example, are very much classroom based and cannot effectively support learning from home. On the other hand, whilst advanced interactive flat panel displays (IFPDs) are also a front-of-class solution, these can support blended learning by giving teachers access to screen-sharing functionality and remote-access tools.

Take the ActivPanel, for example, which is capable of facilitating connectivity and collaboration even when some students aren't in the classroom. Through the ScreenShare app and compatibility with videoconferencing solutions such as Zoom and Microsoft Teams, students can take part in group activities remotely and lesson delivery can continue almost as-normal.

The best way to explore the potential of IFPDs is through a hands-on demonstration, but on-site demonstrations may not be practical for every school at the moment.

Promethean has responded to the situation, building on its existing demonstration programme to give schools more flexibility with a choice of virtual, remote and on-site options. Schools can choose whether to have an entirely virtual demonstration, a more traditional on-site demonstration or a virtual demonstration combined with a one-week ActivPanel road test.

Now, more than ever, education technology solutions are an investment to support the future of curriculum delivery and learning continuity. If you'd like to learn more about using the ActivPanel to support blended learning, book your tailored ActivPanel demonstration now.

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Adapting your edtech to the current climate

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How can your investment in edtech adapt in the current climate? Using interactive displays can help with your blended learning classroom.

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Nearpod is such a powerful tool for the classroom.  It provides us with creative teaching tools, powerful formative assessment tools, and an engaging platform.

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#PioNearTuesday Topic 10: Using Nearpod at the High School / Secondary level

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What are some best practices for engaging high school students with Nearpod’s assessment and interactive features? Read this post to discover it!

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

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Blogs and wikis are interactive activities which can be used for assessment OF or FOR learning. They can be used to demonstrate your learning for summative purposes (e.g. an online wiki that is graded) or to enhance your learning for formative purposes (e.g. a blog post that others comment on).

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

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This paper examines how wikis can facilitate teacher learning of classroom management cases, focusing on three affordances: social, technical, and pedagogical. Two groups of teachers utilized wikis hosted on Google Sites® and Learning Activity Management System® (LAMS) to post, discuss, and propose solutions to cases. A quantitative survey found technical affordances ranked highest, followed by social and pedagogical affordances. Qualitative analysis revealed participants valued ease of use and freedom from technical issues, enabling interaction with peers and sharing of resources. The paper suggests further exploration of wiki affordances for designing effective case-based learning environments and highlights avenues for future research in wiki pedagogy.

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Create and collaborate on online spreadsheets in real-time and from any device, and establish a ground truth for data in your online spreadsheet. Use comments and assign action items to keep analysis flowing.

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Google Sheets: Free Online Spreadsheets for Personal Use

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Create a new spreadsheet and edit it with others at the same time - from your computer, phone or tablet. Free with a Google account.

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SAMR Model: Substitution, Augmentation, Modification, and Redefinition - Educational Technology

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When integrating technology into education, the SAMR model serves as a foundational guide. Crafted by Ruben R. Puentedura, SAMR offers educators a

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Found this excellent resource on https://padlet.com/kellymmcdonald Padlet and recommend to read! Thank you Kelly

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Borrowed from @Carolynhanks: This is a good read with some tips on how to engage students with learning. You don't have to be elaborate and over the top. Tapping into students passions, is easy and just asking them how their weekend was, shows them that you care.

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Business simulations to transform students into skilled leaders.

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Use competition to fire up the learning process

Marketplace Live simulations continuously raise the bar through head-to-head competition. As they build new businesses, your students will challenge each other with smart, surprising, and responsive decisions. To keep ahead, they'll have to continuously apply knowledge in intricate ways, naturally developing skills and internalizing core business principles.

Help students internalize business knowledge
Equip them for tomorrow's jobs

My job as an educator was transformed once I adopted Marketplace. I've never enjoyed teaching more than when I'm able to utilize a Marketplace simulation as a teaching tool. With the variety of levels, modules, and computer and bicycle versions, I've used Marketplace to teach Intro Marketing, Marketing Management, MBA Marketing, and a Business Analytics Strategy class. Students really enjoy the engaging, value-added learning that accrues.
Ken Gehrt, San Jose State University

A family of visually rich, cloud-based simulations

Marketplace Simulations is a family of over 30 marketing and business simulations designed for university business courses and executive business programs.

The teaching methodology behind the Marketplace business games was created by Dr. Ernest Cadotte, Fisher Professor of Marketing at the University of Tennessee in Knoxville.

Explore Dr. Cadotte's published articles on the pedagogy behind educational business simulations and experiential learning.

I use marketplace simulations in every marketing class I teach. Everything in this simulation is best in class. The pedagogy. The rationale behind the game. The support team. The experience. I believe modern marketing fundamentals are taught best by doing, not just by lecture. The Marketplace Simulation experience reinforces what I teach in my classroom. Students in the game do everything real life marketers do, and they love competing against each other.
Thomas Elmer, West Chester University

This has been my best and most interesting business class I have taken my entire college career. I have never felt like I did so well in any of my other classes. And I also thought that I would never like a business class until I entered your class and had the opportunity to use Marketplace.
Melissa Martin, student, Bryant College

Best simulation I ever used in my many years teaching at Penn State, Nebraska, Drake, FIU and Southwestern University. Most missed aspect of my retirement. Marketplace seems to be the most memorable course mentioned by my previous students.
Ira Dolich, Southwestern University

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Marketplace Live simulations continuously raise the bar through head-to-head competition. As they build new businesses, your students will challenge each other with smart, surprising, and responsive decisions. To keep ahead, they'll have to continuously apply knowledge in intricate ways, naturally developing skills and internalizing core business principles.

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This project was funded by the Australian Government Office for Learning and Teaching to evaluate and promote pedagogies that enhance the learning outcomes of online simulations in business and related fields.

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Welcome to the website for the Online Business Simulations project funded by the Australian Government Office for Learning and Teaching. The purpose of this project is to evaluate and promote pedagogies that enhance the learning outcomes of online simulations in business education. This site provides a range of resources to support educators who are considering the use of online simulations as a learning tool. Read More...

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Welcome to the website for the Online Business Simulations project funded by the Australian Government Office for Learning and Teaching. The purpose of this project is to evaluate and promote pedagogies that enhance the learning outcomes of online simulations in business education.

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ABW simulations place participants in the hot seat of running an enterprise. They must make decisions that will affect the future of the virtual business. By making decisions and rectifying errors, participants gain an understanding of risk and business strategies and develop important skills.

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ABW simulations place participants in the hot seat of running an enterprise. They must make decisions that will affect the future of the virtual business. By making decisions and rectifying errors, participants gain an understanding of risk and business strategies and develop important skills.

Regardless of the simulation, the ABW challenge is to take over an established business, and make the necessary decisions to run the business within a simulated marketplace. During simulations, participants assume the key roles of the company's management

ABW simulations place participants in the hot seat of running an enterprise. They must make decisions that will affect the future of the virtual business. By making decisions and rectifying errors, participants gain an understanding of risk and business strategies and develop important skills.

Regardless of the simulation, the ABW challenge is to take over an established business, and make the necessary decisions to run the business within a simulated marketplace. During simulations, participants assume the key roles of the company's management

Simulations for high school students and adults

Take over and run a facility that manufactures sporting goods.

To be successful in manufacturing, a business must first produce a product that meets a consumer demand. Quality control, profit margins and effective marketing will all play a role in determining how successful the enterprise becomes.

Much more than great food is needed to operate a successful café. Location, suitability of menu, pricing, customer service, store cleanliness and hygiene and financial management can all significantly affect the success of such a venture.

Simulations for young students

Designed for primary students and secondary students from years 7 to 8, the Sandwich Shop Simulation gives students the opportunity to explore the roles of the customer and business operator and learn about the basic factors important to running a successful enterprise.

© ABW Enterprise Education - a not-for-profit organisation. Privacy Policy

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ABW simulations place participants in the hot seat of running an enterprise. They must make decisions that will affect the future of the virtual business. By ma...

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Using Digital Portfolios: Reflection, Assessment & Employment

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Using Digital Portfolios: Reflection, Assessment & Employment

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Using Digital Portfolios: Reflection, Assessment & Employment.: EBSCOhost

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Using Digital Portfolios: Reflection, Assessment & Employment.

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(Borrowed from Caz Hanks) Combined, the TPACK model, SAMR model and Bloom's Taxonomy reinforce each other to provide valuable insight into where challenges emerge and opportunities exist when choosing technologies for student learning

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Combination of TPACK, SAMR and Bloom's Taxonomy.

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Combination of TPACK, SAMR and Bloom's Taxonomy.

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Are you now inspired to incorporate ICT Tools into your pedagogy? 

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Yes, but will need to continue to develop my skills

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In selecting Blogs and Animoto as my ICT tools for the curator's insight, I aim to harness the transformative potential of digital platforms to enhance student engagement, foster collaboration, and facilitate deeper learning experiences.

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In providing a general capabilities overview for Year 9 Economic and Business students, my aim is to cultivate essential skills and attributes such as critical thinking, communication, collaboration, creativity, and digital literacy, empowering students to thrive in the dynamic and interconnected world of the 21st century.

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In tailoring the learning sequence for Year 9 Economic and Business students, my goal is to provide relevant and practical experiences that deepen their understanding of economic principles, business concepts, and real-world applications. Through a combination of interactive activities, collaborative projects, and inquiry-based learning tasks, students will develop critical thinking skills and an appreciation for the complexities of the economic and business environment.