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Cinglevue Teacher Professional Development Webinar Workshops

Virtuoso technology-enhanced pedagogy workshops – webinars

In collaboration with Macquarie University

Cinglevue is developing a series of free professional development workshops to explore the ways that teachers can utilise technology to enhance classroom pedagogies.

Our first workshop was held online in support of the COVID-19 preventive measure. Participants discover how technology can be used to help students learn through acquisition, practice, inquiry, discussion, and collaboration, with examples provided using Cinglevue’s Virtuoso platform. The webinar also showcases how learning analytics and evaluation tools can be used to support individual needs of students within the designated curriculum.

The workshops involve a reflective research component, and teachers who complete all aspects of the research reflection will receive a $100 shopping voucher. It is applicable to teachers in all subject areas and across all year levels.

The workshops are NESA accredited and the outcomes map to AITSL standards (see below).

We are currently developing our next webinar for school holidays.

Let us know your interest and we’ll get back to you with further details.

For more information or inquiries, please contact michael.garrett@cinglevue.com

Completing this Workshop will contribute 4 hours of NSW Education Standards Authority (NESA) Registered PD addressing 2.6.2, 3.4.2, 6.2.2, 6.4.2 and 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Professional Development Outcomes

By the end of this workshop teachers will achieve the following outcomes:

  • Understand, explain and effectively apply the different pedagogies in Laurillard’s Conversational Framework (acquisition, practice, inquiry, discussion, collaboration). (2.6.2 & 3.4.2)
  • Understand and effectively apply the features of different tools within the Virtuoso learning management and analytics platform. (2.6.2 & 3.4.2)
  • Use different technologies to effectively implement a variety of pedagogical approaches (2.6.2 & 3.4.2)
  • Explain how learning analytics and evaluation tools can be used to effectively inform curriculum and learning design. (6.4.2)
  • Form and positively participate in an ongoing community of practice surrounding the effective use of technology in education. (6.2.2 & 6.3.2).

Research rationale for Professional Learning Activities

This course covers state-of-the-art pedagogy practiced today and will give teachers hands-on experience in how to use technology effectively in course design and in teaching in general. This workshop frames the use of technology using the most critically acclaimed general pedagogical framework available; Laurillard’s Conversational Framework.

Modelling the use of this framework during the workshop, and providing teachers with the opportunity to apply the framework using Virtuoso’s innovative new learning management and analytics platform, will support teachers to explore how technology can be successfully applied from a pedagogical perspective. Teachers also struggle to forge the link between learning analytics and learning design, thus this workshop will showcase how contemporary learning analytics tools can be used to inform teacher learning design processes. The workshop will also explain principles and practices underpinning effective educational evaluation, and will aim to address teacher beliefs, which have been shown to positively relate to teacher technology integration practices.

Attending this course will also familiarize teachers who are going to use Virtuoso in their classes with the functionality of the platform, and provides teachers with the professional accreditation to recognise their learning.

References

  • Bower, M. (2008). Affordance analysis–matching learning tasks with learning technologies. Educational Media International, 45(1), 3-15.
  • Bennett, S., Bishop, A., Dalgarno, B., Waycott, J., & Kennedy, G. (2012). Implementing Web 2.0 technologies in higher education: A collective case study. Computers & Education, 59(2), 524-534.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Lai, J. W., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27-42.
  • Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge.
  • Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459.
  • Tsai, C. C., & Chai, C. S. (2012). The” third”-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6).

Interested in participating?

Don’t miss the opportunity.

Book a demo of our learning platform.

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