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Martin Burrett

Webinar: Supporting Special Needs Students with eBooks & Audiobooks - 1 views

ukedchat.com/...webinar-sen-ebooks-audiobooks

ebooks ebook audiobooks audio reading engagement

shared by Martin Burrett on 04 Jun 21 - No Cached
  • Martin Burrett on 04 Jun 21
     
    In this webinar, expert in eBooks Meredith Wemhoff discusses ways to engage and support learners with special needs using eBooks and audio. Using the case-study of an independent all-boys school located in Surrey, the school provides special needs students an opportunity to succeed and thrive. Many arrive to the 80-year-old institution with low self-confidence, often due to struggles they faced in traditional educational institutions caused by learning and language difficulties. This means providing a collection that meets the individual learning needs of the school's 470 students, who range in age from 8-18. ​​​​​​​ During this eye-opening webinar, Meredith will share the story of selecting, launching and promoting a digital library service that helps address learning challenges. Attendees will come away with best practices for bringing ebooks and audiobooks to their school and real-life examples of these practices in action. Don't miss out, register today!
Martin Burrett

Webinar about eBooks: Books for every reader - How digital can make a difference, with @OverDriveEd - UKEdChat - 3 views

ukedchat.com/...webinar-ebooks

webinar ebooks

shared by Martin Burrett on 28 Oct 20 - No Cached
  • Martin Burrett on 28 Oct 20
     
    The original webinar took place on 28th October 2020 and explored how eBooks can augment your existing library and reading book schemes, both at primary and secondary schools. Experts Hannah Monson and Meredith Wemhoff talk to Martin Burrett about how eBooks can help in the current pandemic situation and beyond. They also tackle viewers' questions. Have a question? Get in touch via one for the methods below. Submit your details here for the chance to win a 10 inch Samsung Tab. One winner will be chosen at random on 30th November 2020.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and how we can push back - Academic Matters - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Martin Burrett

EdTech Lunch with @ICTMagic highlights way to get rid of needless school e-mails - 0 views

ukedchat.com/...rid-of-needless-school-e-mails

shared by Martin Burrett on 30 Apr 19 - No Cached
  • Martin Burrett on 30 Apr 19
     
    "In the first of a series of 5 webinars, Martin Burrett (@ICTMagic) showcased innovative ways that school leaders and teachers can eliminate the bulk of e-mails out of their school lives. Using online, collaborative communication tools, teachers and school leaders can easily send messages to each other, with fantastic tools that allow users to 'turn off notifications', or turning on 'snooze mode'. Such features help in that messages only arrive when the user specifies, therefore eliminating the need to deal with e-mails when they arrive at a time when individuals should be resting."
Martin Burrett

Webinar: Inspiring #EdTech in your teaching, with @ICTMagic - 1 views

ukedchat.com/...inspiring-edtech

webinar EdTech

shared by Martin Burrett on 22 Mar 19 - No Cached
  • Martin Burrett on 22 Mar 19
     
    "We are delighted to announce the start of a series of webinar sessions, designed at supporting teachers develop skills, knowledge and resources for daily classroom practice. Through 2019, we will be releasing webinar series on a variety of essential topics for educators worldwide, and although the webinar sessions will be live, registered participants will be able to watch the replay at any time."
Martin Burrett

Maths Webinar - Making Maths Magical - 2 views

www.youtube.com/watch

maths magic square math

shared by Martin Burrett on 29 Nov 18 - No Cached
  • Martin Burrett on 29 Nov 18
     
    Hosted by Dr Junaid Mubeen and Fiona Goddard. This webinar reveals simple strategies for adding sparkle to your lessons to help engage and amaze Key Stage 1 and Key Stage 2 students with maths.
Martin Burrett

Free Mathematics Webinar - 0 views

events.genndi.com/...7e4ef92112

mathematics maths math

shared by Martin Burrett on 27 Nov 18 - No Cached
  • Martin Burrett on 27 Nov 18
     
    "UKEdChat & Whizz Education Mathvember Webinar"
Martin Burrett

Homework 101 - 6 views

app.webinarjam.net/...bfbec04975

webinar homework

shared by Martin Burrett on 15 May 17 - No Cached
  • Martin Burrett on 15 May 17
     
    "Homework 101: Getting the most out of your homework"
Martin Burrett

Webinar - 1 views

attendee.gotowebinar.com/...4885076666655982851

shared by Martin Burrett on 28 Feb 17 - No Cached
Kammy Torkyan liked it
  • Martin Burrett on 28 Feb 17
     
    "Preparing for the 2017 SATs"
Vicki Davis

Digital Learning Day: Resource Roundup | Edutopia - 6 views

www.edutopia.org/-learning-technology-resources

education edtech digital learning citizenship

shared by Vicki Davis on 03 Feb 14 - No Cached
  • Vicki Davis on 03 Feb 14
     
    Digital Learning Day is February 5. Here are resources and how you can celebrate this in your school this week. There will be many live seminars and webinars online as well as live broadcasts. Join in!
Vicki Davis

How a Tablet Can Make You a More Effective Teacher - 12 views

swrt.worktankseattle.com/...seriessignup.aspx

education webinar tablets free

shared by Vicki Davis on 23 Jan 14 - No Cached
  • Vicki Davis on 23 Jan 14
     
    I've been asked to talk about how Tablets Can make you a more effective teacher on May 7 - it is free so you can register. They have other sessions (one with Jon Bergman in June on Blended Learning) and a Special needs session April 9 - if you're into Windows 8 (like me) you can hit the best Windows 8 apps on Feb 11. As with anything - it is how you use the tablet or device that makes you better.
Patti Porto

Connected Learning - 8 views

connectedlearning.tv

webinar web2.0 connectedlearning

shared by Patti Porto on 01 Sep 12 - No Cached
  • Patti Porto on 01 Sep 12
     
    Steve Hargadon - The Future of Education A look at the social narrative of today's and tomorrow's education system. What shifts in education will (and should) we see in the next 5, 10, 20 years?
  • Jackie Gerstein on 07 Sep 12
     
    Love the quote from this page, "Connected learning is when you're pursuing knowledge and expertise around something you care deeply about, and you're supported by friends and institutions who share and recognize this common passion or purpose"
Toni Olivieri-Barton

Smashwords - School Libraries: What's Now, What's Next, What's Yet to Come - A book by Kristin Fontichiaro - 8 views

www.smashwords.com/...96705

ebook schoollibraries librarians library school libraries libraries ebooks e-books professionaldevelopment

shared by Toni Olivieri-Barton on 04 May 12 - No Cached
  • Toni Olivieri-Barton on 04 May 12
     
    Listening to a Webinar about this book. Need to read.
Martin Burrett

Vokle - 12 views

www.vokle.com

streaming video conference webinars chat video

shared by Martin Burrett on 26 Mar 12 - Cached
  • Martin Burrett on 26 Mar 12
     
    Present a live, interactive webinar or presentation quickly and easily with this superb online tool. Setup is simple and you just share the url with your audience. The video is recorded so it can be watched again. Get your class presenting to other children/parents. You may even be able to persuade you head teacher to conduct a staff meeting virtually! http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Vicki Davis

Online Presentation Skills - 1 views

www.blackboard.com/...nline-Presentation-Skills.aspx

education presentation presentation2.0

shared by Vicki Davis on 30 Nov 11 - No Cached
  • Vicki Davis on 30 Nov 11
     
    I'm speaking Monday at 4 pm as part of Blackboard Collaborate's distinguished lecture series. It is a free webinar and this is the link to go to to register. This is what and how I teach my students online and prepare them to present online. Every student is required to present online twice a year in my computer science class and once a year in my 9th grade computer fundamentals. IT is just as important as face to face presenting and in some ways could be more important as it could potentially have more reach for my students.
Suzie Nestico

Common Core 360 Webinars - 5 views

www.commoncore360.com/webinars.php

common core webinars common core standards common Core 360

shared by Suzie Nestico on 05 Nov 11 - No Cached
  • Learn effective strategies from Curriculum 21’s Ann Johnson for translating the English Language Arts (ELA) Common Core Standards.
  • “Translating Mathematics Standards,” by Debbie Sullivan (CMI21) 8:30 – 9:30 a.m. MST Dr. Sullivan will demonstrate strategies for the translation of the Mathematics Common Core Standards to create rigorous classroom lessons and targeted assessments.
  • “Student Engagement & Future Focus,” by Dr. Lisa Leith 8:30 – 9:30 a.m. MST How can the Common Core Standards help teachers reduce classroom conflict, increase student engagement and promote future focus? Dr. Leith will address the roles of collaboration and goal setting in the classroom, and provide direction for achieving desired results while freeing students to make their own choices. She will explore the connections between relationships, self-image, motivation, and student success.
Vicki Davis

Successful Online Presentation Skills for Students - 13 views

www.blackboard.com/...lls-For-Students-20110920.aspx

education flatclassroom online blackboard elluminate edu_news edu_trends bestpractices

shared by Vicki Davis on 19 Sep 11 - No Cached
  • Vicki Davis on 19 Sep 11
     
    With more than 30% of high school students now taking at least one class online and almost 20% of middle schoolers, it is time to understand the nuances of engaging in online classrooms and presenting online. As part of the Flat Classroom project, co-founder, Vicki Davis, has helped thousands of students learn how to present online. Learn the tips and tricks to help students engage quickly and be successful in online spaces (and make it easier for you to manage as well.) This free webinar is Tuesday, September 19, 2011 at 3pm Eastern Time. Register now and join us.
Vicki Davis

Project Tomorrow 2010 Findings - 6 views

www.tomorrow.org/...U10_3EofEducation_Students.pdf

education learning online bestpractices

shared by Vicki Davis on 19 Sep 11 - No Cached
  • Vicki Davis on 19 Sep 11
     
    Some very interesting trends in mobile and online learning from Project Tomorrow's 2010 survey. I'll be citing some of this material in my presentation at 3pm EAstern on Tuesday, September 20th as part of the Blackboard Distinguished Lecture series - free webinar.
Dean Mantz

Blue Jeans Network - 8 views

bluejeansnet.com

network bluejeans videoconference meeting tools collaboration webconferencing web2.0 webinar

shared by Dean Mantz on 27 Apr 11 - No Cached
  • Dean Mantz on 27 Apr 11
     
    Connect Skype with folks using Polycom type devices for a multi-platform video conference.
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