If you're new to webinars this is a must!! - Hope to see you online! ;-)
Read the blurb the below:
Webinars are an effective way to engage with geographically dispersed learners, distribute messages quickly, and enhance learning outcomes in a cost effective manner. Never attended a webinar before? Or worse, had a less than positive experience with webinars? Want to know how to effectively engage learners through the use of webinar technologies? Or perhaps you're interested in developing a business to introduce webinars in your organisation? These 2 introductory sessions serve as an introduction to webinars, both from a "how to use" the technology, and from an overview of the benefits to learners and developing the business case. Session 1: Introducing webinars This 60 minute session will cover the following topics: • Introduce the features and functionality or webinar platforms • How to develop the business case (benefits, ROI etc) • Basic session design overview • To webinar, or not to webinar (ie. when are they suitable, when are they not.) Session 2: How to conduct an effective webinar This session is intended to build on the information from Session 1 and focuses on how to effectively conduct a webinar. The 60 minute session will cover the following topics: • How many people does it take to run a webinar? • Overview of different roles • Moderator responsibilities • Subject Matter Expert responsibilities • Participant orientation • Designing for engagement and interaction Both these introductory sessions would be valuable for those new to webinars, or those who are interested to integrate webinars into their learning delivery strategy. The webinar platform utilised for this series is provided by CiscoWebex Presented by Anne Bartlett-Brag, PhD candidate, MEd (Adult Ed), BEd (Adult Ed), Dip HRM, Dip e-Learning, Cert IV TAA. Anne specialises in the creation of innovative communication networks and learning environments with social media. Her design for the first national mentoring program (MentorNet) for young women entrepreneurs in 2007, developed entirely in social media - was a finalist in the Forrester Groundswell awards in 2008. Anne in the Managing Director of Headshift Australasia. Presented by Shelley Gibb, B.Bus in Human Resource Management, Dip. e-Learning Shelley is a community manager and online moderator for Headshift in a number of active communities. She is currently studying a Masters Degree in Adult Education at the University of Technology, Sydney where socially focussed e-Learning strategies are her key areas of research. Timing Session 1: Introducing webinars 28 January 2010 11:00am ** BOOKED OUT ** 28 January 2010 3:00pm
Session 2: How to conduct an effective webinar 18 February 2010 11.00am 18 February 2010 3:00pm ** BOOKED OUT **Fees: Individual sessions AITD members $65.00 incl of GST Non-members $80.00 incl of GST Book both sessions! AITD members $115.00 incl of GST Non-members $140.00 incl of GST
For years, the secrets to great teaching have seemed more like alchemy than science, a mix of motivational mumbo jumbo and misty-eyed tales of inspiration and dedication. But for more than a decade, one organization has been tracking hundreds of thousands of kids, and looking at why some teachers can move them three grade levels ahead in a year and others can’t. Now, as the Obama administration offers states more than $4 billion to identify and cultivate effective teachers, Teach for America is ready to release its data.
This tale of two boys, and of the millions of kids just like them, embodies the most stunning finding to come out of education research in the past decade: more than any other variable in education—more than schools or curriculum—teachers matter. Put concretely, if Mr. Taylor’s student continued to learn at the same level for a few more years, his test scores would be no different from those of his more affluent peers in Northwest D.C. And if these two boys were to keep their respective teachers for three years, their lives would likely diverge forever. By high school, the compounded effects of the strong teacher—or the weak one—would become too great.
Parents have always worried about where to send their children to school; but the school, statistically speaking, does not matter as much as which adult stands in front of their children. Teacher quality tends to vary more within schools—even supposedly good schools—than among schools.
But we have never identified excellent teachers in any reliable, objective way. Instead, we tend to ascribe their gifts to some mystical quality that we can recognize and revere—but not replicate. The great teacher serves as a hero but never, ironically, as a lesson.
At last, though, the research about teachers’ impact has become too overwhelming to ignore. Over the past year, President Barack Obama and his education secretary, Arne Duncan, have started talking quite a lot about great teaching. They have shifted the conversation from school accountability— the rather worn theme of No Child Left Behind, President George W. Bush’s landmark educational reform—to teacher accountability. And they have done it using one very effective conversational gambit: billions of dollars.
Based on his students’ test scores, Mr. Taylor ranks among the top 5 percent of all D.C. math teachers. He’s entertaining, but he’s not a born performer. He’s well prepared, but he’s been a teacher for only three years. He cares about his kids, but so do a lot of his underperforming peers. What’s he doing differently?
Teach for America, a nonprofit that recruits college graduates to spend two years teaching in low-income schools, began outside the educational establishment and has largely remained there. For years, it has been whittling away at its own assumptions, testing its hypotheses, and refining its hiring and training. Over time, it has built an unusual laboratory: almost half a million American children are being taught by Teach for America teachers this year, and the organization tracks test-score data, linked to each teacher, for 85 percent to 90 percent of those kids. Almost all of those students are poor and African American or Latino. And Teach for America keeps an unusual amount of data about its 7,300 teachers—a pool almost twice the size of the D.C. system’s teacher corps.
Until now, Teach for America has kept its investigation largely to itself. But for this story, the organization allowed me access to 20 years of experimentation, studded by trial and error. The results are specific and surprising. Things that you might think would help a new teacher achieve success in a poor school—like prior experience working in a low-income neighborhood—don’t seem to matter. Other things that may sound trifling—like a teacher’s extracurricular accomplishments in college—tend to predict greatness.
TRADITIONAL spellings could be killed off by the internet within a few decades, a language expert has claimed.
The advent of blogs and chatrooms meant that for the first time in centuries printed words were widely distributed without having been edited or proofread, said David Crystal, of the University of Wales in Bangor.
As a result, writers could spell words differently and their versions could enter common usage and become accepted by children.
Within a few decades, the spellings favoured by many internet users could replace the current, more complex versions, Professor Crystal said. Current spellings were standardised in the 18th century with the advent of dictionaries.
Internet slang - such as ''2moro'' instead of ''tomorrow'' or ''thx'' for ''thanks'' - could enter mainstream publications, Professor Crystal said, adding that many spellings bore no relation to meaning or pronunciation. ''The vast majority of spelling rules in English are irrelevant,'' he said. ''They don't stop you understanding the word in question.
''There's been a huge movement over hundreds of years to simplify English spelling because it is complex for historical reasons,'' he said.
''What you consider to be atrocious now may be standard in 50 years.
''There are people around who would treat what I said to be the voice of the devil, but one has to remember that spelling was only standardised in the 18th century. In Shakespeare's time you could spell more or less as you liked.''
Professor Crystal told the conference of the International English Language Testing System the internet would not lead to a complete breakdown in spelling rules.
''All that will happen is that one set of conventions will replace another set of conventions,'' he said.
Professor Crystal said schools should not abandon the teaching of traditional spelling. ''Kids have got to realise that in this day and age, standard English spelling is an absolute criterion of an educated background,'' he said.
As one of the most "flexible" languages that could be considered the earliest example of a mash-up, I rather enjoy watching all the new words evolve and they adaptation into common language and meanings! See ya! ;-)