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Janison Online Classrooms

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How to use Janison

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Janison Online Classrooms

  1. 1. Janison Online Classrooms Presentation to KLA Coordinators 27 th May 2009 Phil Plunkett
  2. 2. Alison Abela’s Role <ul><li>Set up and format new Janison online classrooms (Yr 9, 10,11 & 12?) </li></ul><ul><li>Clean up existing Janison classrooms </li></ul><ul><li>Add learning experiences to Janison online classrooms for teachers </li></ul>
  3. 3. KLA Co-ordinators Role <ul><li>Setting up New Online Classrooms </li></ul><ul><li>Produce a skeleton/ structure for your course. </li></ul><ul><li>Use the scope and sequence to organise your online classroom. </li></ul><ul><li>Use heading terms consistently throughout all courses </li></ul><ul><li>Units of Work  Topics  Learning Activities </li></ul><ul><li>Material that hangs together should exists as a module within Janison. (ie: Units of Work &Topics) </li></ul><ul><li>Restrict the use of drop down menus to their use in grouping similar learning activities or a sequence of learning activites within a topic (module). </li></ul>
  4. 4. KLA Co-ordinators Role <ul><li>Cleaning up Existing Classrooms </li></ul><ul><li>Print out your existing janison pages and simply cross out which menu items are to be removed. </li></ul><ul><li>If a menu item needs work – it can be hidden from students while your teachers adjust the material. Mark these pages with a “H” </li></ul>
  5. 5. KLA Co-ordinators Role <ul><li>Add learning experiences to online classrooms </li></ul><ul><li>Utilise existing e-learning objects Learning Federation Objects Electronic textbook online activities </li></ul><ul><li>Teacher Developed activities </li></ul><ul><li>Purchased electronic resources. Check licence agreements. </li></ul>
  6. 6. KLA Co-ordinators Role <ul><li>Evaluation of Quality </li></ul><ul><li>Evaluating your Learning Activities </li></ul><ul><li>Ask yourself: </li></ul><ul><li>How will this activity support/promote student’s learning? </li></ul><ul><li>How will students engage with this activity? </li></ul><ul><li>Is there a need for additional supporting material? </li></ul><ul><li>Are instructions needed for students and/or teachers? </li></ul><ul><li>Is the activity presented in a visually appealing way? </li></ul><ul><li>Evaluating your Course </li></ul><ul><li>Ask yourself: </li></ul><ul><li>Is this course as a whole in line with the Good Samaritan Learning and Teaching Framework? </li></ul>
  7. 7. Good Samaritan Teaching and Learning Framework <ul><li>Student centred </li></ul><ul><li>Collaborative </li></ul><ul><li>Choice </li></ul><ul><li>Taking risks…Taking responsibility </li></ul><ul><li>Developing Higher Order Thinking Skills </li></ul><ul><li>Problem solving </li></ul><ul><li>Engaging, Rich, Authentic </li></ul><ul><li>Differentiated…meeting the needs of all students </li></ul>
  8. 8. Review <ul><li>Structure </li></ul><ul><li>Content </li></ul><ul><li>Visual </li></ul><ul><li>Quality </li></ul>

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