DOCSLIB.ORG

Art Institution Web Sites for English Teaching Time for Science Fair

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Art Institution Web Sites for English Teaching Time for Science Fair Teachers of English to Speakers of Other Languages, Inc. (TESOL) Volume 3 Issue 3 September 2006 esl/efl.reflection.practice Time for Science Fair by Judie Haynes Piercing a Wall of Silence by Orsolya Molnár Art Institution Web Sites for English Teaching by Marlene Friis Comic Life Reviewed by Joy Egbert Confronting Issues of Race and Class in the ESL Classroom CL by Raquel C. Sanchez TESOL Goes to Capitol Hill The 41st Annual TESOL Convention and Exhibit TESOL 2007: Tides of Change March 21–24, 2007 Washington State Convention Center Seattle, Washington USA Network with and learn from more than 6,500 of your peers from 100 countries. More than 700 sessions provide tips, ideas, reflections, and research to help you help the students in your classrooms. Preregistration begins December 1, 2006. For more information TESOL Conference Services Department 700 South Washington Street, Suite 200 Alexandria, Virginia 22314 USA Tel 703-836-0774 Fax 703-836-7864 [email protected] www.tesol.org Teachers of English to Speakers of Other Languages, Inc. September VOL. 3 ISSUE 3 FROM THE EDITOR 2 PORTAL 34 esl/efl.reflection.practice PRESIDENT’S MESSAGE 5 A Multimedia Lab on Your Desktop by Greg Kessler COMMUNITIES OF PRACTICE Creating a Space for Virtual Democracy 38 by Joel Bloch and Cathryn Crosby Circle Time 6 compleatlinks CL Time for Science Fair Using Art Institution Web Sites for is the online component of by Judie Haynes English Teaching 42 by Marlene Friis Essential Teacher. Look for the CL Home Room 8 next to titles in the table of Braking for Whales Self-Assessment, CDs, and Videotape 46 by Carolyn Samuel contents. Then go to the by Jim Hughes Essential Teacher section of http://www.tesol.org/, click on The Road Taken 10 HOME AND OTHER PAGES Compleat Links, and read these The [Im]possibilities of Words in Print extensions of the themes and Social Services by Debbie Zacarian The Elements of International English Style topics in this issue: (Edmond H. Weiss) 50 Multilingual Momentum 12 Reviewed by Marilyn Kupetz CL A Science Fair Handbook To help students complete a successful From Reader to Author by Ke Xu Language and Creativity: The Art of Common science fair project, break the project Ta l k (Ronald Carter) 50 down into a series of manageable chunks, Reviewed by Francisco Gomes de Matos suggests Sandy Lautz. In-Service 14 Learning about Your Teaching Cybersights 51 by Andy Curtis CL Recharge, Reduce, Reconnect, Recycle MERLOT: Multimedia Educational Resources The good news: there are solutions to for Learning and Online Teaching From A to Z 16 problems related to teacher burnout. Reviewed by Carla Meskill Read Dorothy Zemach’s suggestions here. CL Burnout from Teaching by Dorothy Zemach Soundbites 51 CL Confronting Issues of Race and Class in The Story of Human Language (John the ESL Classroom OUT OF THE BOX McWhorter) Raquel C. Sanchez offers useful resources Reviewed by Christine Meloni on sociocultural issues that U.S. K–12 18 CL Stranded on the Roof teachers may confront in the ESL by Julie Whitlow Software Thumbnails 52 classroom. CL Comic Life (Plasq) Piercing a Wall of Silence 22 Reviewed by Joy Egbert CL Class Projects with Comic Life by Orsolya Molnár Dana Persson-Zora shares several ASSOCIATION NEWS projects for students using the software What Does It Mean When Students Don’t Participate? 26 Comic Life. TESOL Goes to Capitol Hill 54 by Jennifer Graham CL Grammatically Speaking Richard Firsten explains the grammar of Adding Problem-Solving Fuel to the Wanted posters and the origin of the rule Writing Fire 30 against using postposed prepositions, and by Fang Ying challenges you with a new Brain Teaser. SEPTEMBER 2006 1 The ET team is always glad to hear from members of TESOL about what they would like to see in Essential Teacher. Thanks to your feedback, ET has been constantly evolving since its inception three years ago. As part of that evolution, the Portal section is undergoing a significant change. The section has broadened to become a portal of discovery through experimentation in the classroom. Portal is now a place for sharing stories of classroom-based experiences and research that do not necessarily include issues related to technology in teaching. The expanded description of Portal says that it “seeks to share experiences that occur in the classroom when unexpected learning takes place as a result of teaching or learning exploration.” If you have tried a variation in your teaching that worked, or risked using new techniques or technologies in your classroom, we’d like to hear from you. Send your article to the Portal editor, Mercedes Rossetti ([email protected]). From the This issue contains many articles about encouraging more active student participation in the classroom. Authors describe ways to help students accept more responsibility for their own learning through the use of projects, props, and pedagogical experimentation. Communities of Practice: Judie Haynes (Circle Time) gives teachers a clear sense of the excitement that content-based projects can generate in the language classroom. Jim Hughes (Home Room) then bursts this bubble of learning excitement: instead of doing projects that fascinate learners, teachers may need to spend more time dealing with standards assessments and bubble sheets. Debbie Zacarian (The Road Taken) takes you along on the painful journey one learner and his immigrant family had to endure to secure health insurance and receive medical treatment. Ke Xu (Multilingual Momentum) shows you how publishing student work can transform learning and learners. Andy Curtis (In-Service) offers advice on how to engage in professional development without spending too much time or money. Dorothy Zemach (From A to Z) describes teacher burnout and (in Compleat Links) offers some suggestions for avoiding it. 2 Out of the Box: Disturbed by the aftermath of Hurricane Katrina in her native New Orleans, Julie Whitlow presses teachers to confront issues of race and class evident in that tragedy. While new to teaching, Orsolya Molnár devises a novel way to help her students open up in a writing class. Jennifer Graham observes deliberate acts of nonparticipation by learners and searches for explanations that may help you react effectively. Fang Ying works to find the sparks of authenticity in writing tasks that can motivate students in China to want to write more in English. Portal: Greg Kessler shows how to easily record digital audio files to share with students and create interactive materials. Joel Bloch and Cathryn Crosby hold up blogging in courses as an example of virtual democracy in action. Marlene Friis highlights some of the features of museum and art gallery Web sites that you can adapt for classes. Carolyn Samuel illustrates how her switch from VHS to digital recordings of student presentations encouraged students to do more self-study and feel more invested in the assessment process. Home and Other Pages: Marilyn Kupetz reviews a new English style manual that raises issues of concern to TESOL members. Francisco Gomes de Matos explains how a new book by Ronald Carter fills a gap in the literature regarding the concept of linguistic creativity. The MERLOT university consortium Web site is introduced by Carla Meskill. Christine Meloni reviews a video Editor course called The Story of Human Language, and Joy Egbert explains how to use the software Comic Life to create professional-looking projects simply. Compleat Links: Don’t forget to check out all of the online extras for this issue. First, Sandy Lautz leads you through the potential trials and tribulations of science fair projects. Dorothy Zemach follows up on her column about teacher burnout with a number of practical suggestions on how to avoid it. Raquel Sanchez suggests ways you can prepare yourself to deal with the highly charged social issues of race, ethnicity, class, and gender in lessons. Richard Firsten explains the grammar of Wanted posters and the origin of the rule against using postposed prepositions. Go online and try his new Brain Teaser. [email protected] SEPTEMBER 2006 3 teachers in an ongoing process of professional development? Editor How can we help teachers become reflective practitioners? Tim Stewart What are the main Kumamoto University characteristics of Kumamoto, Japan constructive feedback? When can feedback be Compleat Links Editor considered effective? Shannon Sauro What observation University of Pennsylvania Philadelphia, PA, USA Home and Other Pages Editor Christine Meloni George Washington University esl/efl.reflection.practice Washington, DC, USA Out of the Box Editor Phil Quirke Abu Dhabi Men’s College Essential Teacher (ISSN 1545-6501) is published four times a year by Teachers of English to Abu Dhabi, United Arab Emirates Speakers of Other Languages, Inc. (TESOL). Portal Editor Mercedes Rossetti For submission guidelines, see http://www.tesol.org/. Send correspondence to Programas Educativos en Multimedia, [email protected] or SA de CV SEND Essential Teacher Toluca, Mexico TESOL 700 South Washington Street, Suite 200 Columnists Alexandria, Virginia 22314 USA Andy Curtis Queen’s University School of English Essential Teacher is copyrighted to TESOL. All requests for permission to reprint should be Kingston, Ontario, Canada made through Copyright Clearance Center http://www.copyright.com Richard Firsten Names of teachers and students are pseudonyms or are used with permission. Miami–Dade County Public Schools Miami, FL, USA Cover: Photos of Sarah Moon (Moon Sung-Yi), Herbert Shin (Shin Hyun Ho), Julia Kim, and Judie Haynes Harry Shin (Shin Hyun Wook), Cherry Hill School, River Edge, New Jersey, USA, used with River Edge Public Schools permission. Screen shot from Comic Life reprinted with permission of Plasq River Edge, NJ, USA (http://www.plasq.com/). Jim Hughes Member Services West Contra Costa Unified Please direct all membership queries to School District TESOL Membership Department TESOL’s mission is to ensure excellence in English Richmond, CA, USA 700 South Washington Street, Suite 200 language teaching to speakers of other languages.
Load more

Recommended publications
  • Moodle for Students-Using MCNY's Course Management System
    for Students USING MCNY’S LEARNING MANAGEMENT SYSTEM moodle.mcny.edu This manual will prepare you to use Moodle, MCNY’s online Learning Management System. You can use Moodle to read lecture notes, participate in discussion forums, turn in assignments, take quizzes, view grades, and communicate with your teacher, your classmates, or anyone in our academic community. The material presented in this manual is generic and applies to fully online, hybrid, and onsite courses, and in all MCNY programs. Please note that, while all students have Moodle accounts and all courses appear in Moodle, professors teaching fully onsite courses may choose not to use Moodle at all. ------------------------------------------------------------------------------------------------------------------------------------------------- Office of E-Learning Dr. Victor Kioulaphides Director, Office of E-Learning [email protected] MOODLE FOR STUDENTS: USING MCNY's LEARNING MANAGEMENT SYSTEM VISIT THE MOODLE SYSTEM AT: HTTP://WWW.MOODLE.MCNY.EDU P a g e | 1 TABLE OF CONTENTS Welcome To Moodle! ..................................................................................................... 2 Technical Requirements And Expectations ............................................................................. 2-3 Accessing Moodle …………………................................................................................................. 4 Moodle Accounts ....................................................................................................................
    [Show full text]
  • E-Learning Management System for Community Schools During COVID
    International Journal of Scientific & Engineering Research Volume 12, Issue 3, March-2021 520 ISSN 2229-5518 E-Learning Management System for community schools during COVID-19 pandemic and beyond a review of some open source LMS software Yogendra Singh Parihar, Anand Srivastava, Inder Pal Singh Sethi Abstract— During COVID-19 pandemic the entire conventional learning and education sector faced an unprecedented shutdown. The schools were totally closed during the pandemic. The need of suitable E-learning system over Internet or Learning Management System (LMS) software for conducting managed distance learning at school level was felt during the pandemic period. Students sitting at distinct places can use the LMS for continuing their education. LMS provide opportunity for standard and uniform learning material to the students. It may also be used to evaluate and monitor the learning progress of students. Using the LMS one can achieve improved and smooth learning path. It can also be used along with current pedagogical methods in schools. A wide range of open source software is available for online learning platform. A review of some features of Chamilo, Moodle, ATutor, ILIAS open-source Learning Management Systems (LMS) suitable for school education was conducted which is documented in this paper. Index Terms— ATutor, Chamilo, Covid-19 pandemic, ILIAS ,learning management system, Learning Tools Interoperability, LTI, Moodle, open source, school, Web accessibility. —————————— —————————— 1 INTRODUCTION ntire conventional learning and education sector faced an period so that students sitting at distinct places can use the E- E unprecedented lockdown in the COVID-19 pandemic. The learning system for continuing their education .
    [Show full text]
  • The Use of Schoology As Learning Management System
    iTELL (Indonesia Technology Enhanced Language Learning) THE USE OF SCHOOLOGY AS LEARNING MANAGEMENT SYSTEM Suhandhini [email protected] Language Development Center Universitas Muhammadiyah Purwokerto Abstract Learning Management System (LMS) is now commonly used by teachers or educators to have collaborative learning through online learning (or e-learning) courses. This learning is aimed to have a lean, efficient, and organized training experience. One of the systems, Schoology, even called the award-winning learning management system, allows the educators to create their own features to add assignments, quiz, grade papers, and facilitates open discussions with students. It also provides updates on assignments, notifications, and discussions/ resource forum through group. Founded by Jeremy Friedman, Ryan Hwang and Tim Trinidad in 2007, this LMS provides students real time formative assessment feedback upon submission. This study explores the use of Schoology as an LMS and the perceptions of students in using it during the courses. Results showed that students were intrinsically contented with the easiness of its use as the basic functions of an LMS. Beside the engagement between teacher and student, teacher and students, it also provides an access code to students’ parents to check students’ progress. However, the use of Schoology as LMS surely has some weaknesses. One of them is about authenticity; it cannot be guaranteed that students did their assignments by themselves since they did not do it under the teacher’s supervision. Some students were also worried about their privacy; therefore, they were not very open in case of being carelessly revealed or copied by others. Keywords: Learning Management System (LMS), Schoology.
    [Show full text]
  • Frequently Asked Questions: D2L
    Frequently Asked Questions: D2L 1) What are Coursepacks? 2) Which systems support Coursepacks? 3) Are Coursepacks compatible with my LMS? 4) What is available in the Coursepacks? 5) How do I access my Coursepacks file? 6) How do I import Coursepacks into the D2L LMS? 7) How do my students access the interactive eBook? 8) How do I make a quiz available to my students? 9) How long do I have access to this content? 10) My web browser prevents me from viewing a video or other content. What do I do? 11) Whom do I contact if I have trouble using my LMS? 12) Whom do I contact for support with Coursepack content? 13) When I edit a question in a quiz or within the Question Library, are my updates saved everywhere? 1) What are Coursepacks? SAGE Coursepacks provide easy to import, highly customizable, and high­quality instructor and ​ student content for your school’s learning management system (LMS). Intuitive and simple to use, SAGE Coursepacks are collections of book­specific instructor/student resources, as well as ​ assessments, that allow you to focus on what really matters: customizing course content to meet your students’ needs. Key Features: ✓ Delivers SAGE textbook content directly into your LMS. ​ ✓ The intuitive and simple­to­use format allows for easy course integration with minimal effort. ​ ✓ Pedagogically robust assessment tools foster review, practice, and critical thinking, and offer a ​ better, more complete way to measure student engagement. Tools include but are not limited to: o Diagnostic chapter Pre­Tests and Post­Tests Page 2 of 10 o Test banks built on Bloom’s Taxonomy 2) Which systems support Coursepacks? The following table summarizes compatibility* of Coursepacks with various systems and browsers.
    [Show full text]
  • MOODLE VS GOOGLE CLASSROOM Ivan Gjorgjievski, Msc a COMPARISON by a MOODLE ADMINISTRATOR [email protected] Business Academy Smilevski – BAS, Skopje
    THE BATTLE OF THE LMSs – Author: MOODLE VS GOOGLE CLASSROOM Ivan Gjorgjievski, MSc A COMPARISON BY A MOODLE ADMINISTRATOR [email protected] Business Academy Smilevski – BAS, Skopje With the onset of the global pandemic, it has Classroom, educators can create classes, distribute become clear even to the hardest opposer of using assignments, grade and send feedback, and see online teaching tools and platforms, that teaching everything in one place.” online is the future and the answer to the ever- This explanation is straight up taken from googles developing education industry. In the first 3 months guidelines! If you are familiar with anything Google, of 2020, many educational institutions, universities, you’ll find that their philosophy within this product faculties, courses have gone online one way or follows the exact same guidelines: streamlined, another. Many are still trying to figure out their best extreme easiness of use, speed and efficiency. On way of implementing online tools within their first glance google classrooms makes the education plans, so this paper aims to show a administrative side of teaching a “two-clicks” away. comparison between two of the more popular Learning Management Systems (LMS): The The showdown: versatile Moodle and the new contestant Google MOODLE VS GOOGLE CLASSROOM Classrooms. The goal of this comparison is to assist the reader in the decision on which way to go when choosing a suitable LMS system. The versatile Moodle: Overview “Moodle is a learning platform designed to provide educators, administrators and learners with a single Category 1: Ease-of-Use! robust, secure and integrated system to create personalized learning environments.” Provided that the school of any kind is registered for the G Suite package, any teacher can create account and, almost immediately, begin sharing The above excerpt is materials, books, assignments and share with his taken directly from the official website of the students.
    [Show full text]
  • MIST/C Server
    MIST/C Server © 2011 J. Mark Pullen MIST/C Server Install 1 MIST/C Server Installation Types 1. Standalone (without Moodle) • Download from USB drive or MIST/C website • For use with only one course/conference 2. Moodle activity module and server • Download from USB drive or MIST/C website • For multiple courses © 2011 J. Mark Pullen MIST/C Server Install 2 Standalone MIST/C Server (Without Moodle) © 2011 J. Mark Pullen MIST/C Server Install 3 Standalone MIST/C • Supports a single course • No database • No log • Authentication by text file • Run it on your desktop • Must have an assigned IP address – Contact IT support © 2011 J. Mark Pullen MIST/C Server Install 4 Standalone MIST/C Installation package for standalone: DEMO server Required system software 1. Windows/Linux/Unix (admin/root access needed) 2. Java runtime 1.5 or later © 2011 J. Mark Pullen MIST/C Server Install 5 MIST/C 5.2.1 Basic Install for Windows 1. Download from USB memory Follow links Server Installation for Windows, Then Standalone Server Installer and save to hard drive or Download from website http://netlab.gmu.edu/MISTC under SERVER choose 5.2.0 Windows basic 2. Start Open C:\Program Files\MISTC-SERVER\ Double-click MISTC-DEMO-LIVE-SERVER.bat command window appears, do not close it 3. Connect Open C:\Program Files\MISTC-SERVER\ Double click DEMO-LIVE.nwc log on as username guest1, password guest1, course DEMO © 2011 J. Mark Pullen MIST/C Server Install 6 MIST/C 5.2.1 Standalone Install Has been tested on: • Windows 2000, XP, Vista, 7 • MacOS X v10.5, 10.6 • Linux Fedora, CentOS • Linux Ubuntu Install process is similar on all © 2011 J.
    [Show full text]
  • Learning Management Systems in Higher Education Romina Agaçi University of Vlorë, [email protected]
    University of Business and Technology in Kosovo UBT Knowledge Center UBT International Conference 2017 UBT International Conference Oct 28th, 2:00 PM - 3:30 PM Learning Management Systems in Higher Education Romina Agaçi University of Vlorë, [email protected] Follow this and additional works at: https://knowledgecenter.ubt-uni.net/conference Part of the Databases and Information Systems Commons, and the Information Security Commons Recommended Citation Agaçi, Romina, "Learning Management Systems in Higher Education" (2017). UBT International Conference. 190. https://knowledgecenter.ubt-uni.net/conference/2017/all-events/190 This Event is brought to you for free and open access by the Publication and Journals at UBT Knowledge Center. It has been accepted for inclusion in UBT International Conference by an authorized administrator of UBT Knowledge Center. For more information, please contact [email protected]. Learning Management Systems in Higher Education Romina Agaçi Department of Computer Science, University of Vlora ʺIsmail Qemaliʺ, Albania [email protected] Abstract. Learning Management Systems (LMSs) are improving learning processes and are widely used in higher education institutions. There are available various types of LMSs used by pedagogues to manage eLearning and to deliver course materials to students.Nowadays, LMSs have become essential tools that affect the quality of learning and teaching in higher education. In this article, we introduce LMSs and we choose Moodle as a tool to present an information system that is used in ouruniversity.Moodle is an online learning environment that supports classroom teaching. We will focus on the advantages of LMSs and why we choose Moodle as the best open source LMSs.
    [Show full text]
  • Implementation of the Moodle E-Learning Platform from Server Selection to Configuration
    Implementation of the Moodle e-learning platform from server selection to configuration Ouariach Soufiane *, Khaldi Maha, Erradi Mohamed and Khaldi Mohamed Research team in Computer Science and University Pedagogical Engineering (S2IPU) Normal School of Tetouan, Abdel Malek Essaadi University – Morocco. GSC Advanced Engineering and Technology, 2021, 01(01), 016–027 Publication history: Received on 21 January 2021; revised on 25 February 2021; accepted on 27 February 2021 Article DOI: https://doi.org/10.30574/gscaet.2021.1.1.0023 Abstract Through this article which concerns the implementation of the Moodle e-learning platform in a server, we will first present an example of a Web server architecture, then we propose the adopted architecture which is based on Linux containers. Afterwards, we propose a description of all the necessary tools chosen for the implementation of the platform in a Web server. Then, we propose through figures the installation of the different technological tools and the Moodle platform. Finally, we propose the configuration of our Moodle platform according to our needs. Keywords: Docker; Moodle; Mariadb; PhpMyAdmin; Linux. 1. Introduction Docker is an open-source platform that run applications and makes the process easier to develop, distribute. The applications that are built in the docker are packaged with all the supporting dependencies into a standard form called a container. These containers keep running in an isolated way on top of the operating system’s kernel (1). The extra layer of abstraction might affect in terms of performance. Container technology has a history of more than 10 years, but Docker now has new hope because it has new capabilities that priority technology does not have.
    [Show full text]
  • Overview of Available Elearning Platforms (Focusing on Freeware)
    Overview of available eLearning Platforms (focusing on freeware) Work Package 4 of the Project Blended Learning Quality-Concepts Optimized for Adult Education Compiled and edited by Multilateral Grundtvig Project 539717-LLP-1-2013-1-IT-GRUNDTVIG-GMP This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use, which may be made of the information contained therein. Content 1. What is open source? ............................................................................................. 3 1.1. Free Redistribution .......................................................................................... 3 1.2. Source Code..................................................................................................... 3 1.3. Derived Works ................................................................................................. 3 1.4. Integrity of The Author's Source Code ............................................................ 3 1.5. No Discrimination Against Persons or Groups ................................................ 3 1.6. No Discrimination Against Fields of Endeavor ................................................ 3 1.7. Distribution of License..................................................................................... 3 1.8. License Must Not Be Specific to a Product ..................................................... 4 1.9. License Must Not Restrict Other Software ....................................................
    [Show full text]
  • An Evaluation of Open-Source LMS for E-Learning Courses
    International Journal of Computer Sciences and Engineering Open Access Review Paper Volume-3, Issue-4 E-ISSN: 2347-2693 An Evaluation of Open-Source LMS for e-Learning courses Prabha Kumari 1* and Sanjeev Thakur 2 1Department of Comuper Science & Engineering, Amity University, India www.ijcseonline.org Received: Mar/26/2015 Revised: Apr/06//2015 Accepted: Apr/19/2015 Published: Apr/30/ 2015 Abstract — Due to rapid growth in the e-Learning area evolution is seen in the education sector e-Learning is the most effective mode of education by providing learner convince to access the study material anytime, anywhere according to their convenient . LMS and LCMS is the backbone of any e-learning system. Learning Management System and Learning Content Management System is software tool essential to the deployment and management of e-learning courses. In e-Learning area there are various proprietary as well as Open Source LMS exists in the market. In the past few years there are numbers of open source LMS emerged as alternative to the proprietary LMS. In this paper we concentrated on the open source LMS Moodle, Sakai, eFront and Forma LMS. This will help the administrators and educators and organisation in choosing of learning management system that is most suitable for their needs . Keywords—LMS, Open source ,Moodle, Sakai, eFront and Forma Lms I. INTRODUCTION in higher education sector. The course related activity such as lecture, online assignments, discussion and quizzes are E-Learning is the new generation’s learning methodology available to the students through this system. It provide which facilitates learner’s flexibility to learn at their own common platform to both teacher and student for online pace, place & time .
    [Show full text]
  • Schoology LMS ™ EDITOR RATING: EXCELLENT
    Schoology LMS ™ EDITOR RATING: EXCELLENT PROS CONS BOTTOM LINE Free for individuals. Numerous roles available Minor UI idiosyncrasies. Premium features entail With the face of a social network and the out of the box. Intuitive yet full-featured course an undisclosed fee. foundation of an enterprise LMS, Schoology hits assembler. Rubrics and standards alignment. the sweet spot for K-12 learning management Web-based grading and annotations. App Center. services. Generous mobile support. ™ BY WILLIAM FENTON | Educational the right column, all users can see upcoming items from the Learning Management System (LMS) calendar. A teacher, however, can use that column for one- have traditionally served higher education. click access to assignments. However, over the past decade the most- dominant platforms, including Blackboard, The left-aligned navigation bar varies based upon role. Moodle, and Instructure Canvas, have Students can access class grades and attendance (Grades/ rolled out K-12 versions. Recently, several Attendance), student performance (Mastery), school companies have even begun to cater directory (People), and private messages (Messages). To explicitly to K-12 institutions. Edmodo, which I previously this, educators gain the ability to add students to classes described as one-part education LMS and two-parts academic (Manage Users), monitor mentee attendance, enrollments, social media network, targets primary and secondary grades, and schedules (Advisees), and access to instructional education. Schoology bridges the divide with offerings and management applications (App Center). Finally, for K-12 and higher education. You could call it one-part administrators gain tabs for settings and integrations (System Blackboard and two-parts Edmodo. Settings), advanced analytics (School Analytics), and options to import and export data (Import, Export).
    [Show full text]
  • Teacher Manual
    Teacher Manual Table of Contents 1. Activities 1.1. Assignment 1.2. Certificate 1.3. Chat 1.4. Choice 1.5. eFolio 1.6. Feedback 1.7. Forum 1.8. Joule Synchronous 1.9. Questionnaire 1.10. Quiz 1.11. Survey 2. Blocks 2.1. Class List 2.2. Course Categories Block 2.3. Course Completion Status 2.4. Drag and Drop 2.5. eFolio 2.6. Express Block 3. Changes 3.1. Flexpage Navigation 3.2. Flexpage Activity 3.3. Grade Submissions 3.4. ILP Integration 3.5. Joule Mobile 3.6. Joule Synchronous Instant Meeting 3.7. Locations 3.8. Microsoft Live Services 3.9. My Private Files 3.10. Self Completion 4. Course Format 4.1. Flexpage 4.2. Folder view 5. eFolio 5.1. eFolio Site 6. Express 6.1. Overview 6.1. Overview 6.2. Express Comparison 6.3. Difference Between Express Design and Express Template 6.4. Express Design Technical 7. Filters 7.1. Coursename 7.2. ScreenSteps 8. Joule Mobile 8.1. Phone Application 9. Joule Social 9.1. Social Site 10. Moodle 10.1. Activity Completion 10.2. Backup and Restore 10.3. Conditional Release 10.4. Course Completion 11. Moodlerooms 11.1. Joule Gradebook 11.2. Joule Grader 11.3. Joule Reports 11.4. New Outcomes 11.5. Personalized Learning Designer 11.6. Streams and Alerts 12. Repositories 12.1. Enhanced Alfresco 12.2. Private Files Repository 12.3. Server Files Repository 13. Resources 13.1. Folder 13.2. Label 13.3. Page 13.4. URL 14. Product Manual Terms of Use 1.
    [Show full text]