�ݺ�ߣshows by User: mariamabdelmalak58

�ݺ�ߣshows by User: mariamabdelmalak58 / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: mariamabdelmalak58 / Sat, 12 Apr 2014 00:18:42 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: mariamabdelmalak58 Using Web 2.0 Technologies to Support Student Engagement /slideshow/web-20-technologiesnmste-conference/33435814 web2-140412001843-phpapp01
In this presentation, I share how I use Web 2.0 technologies to support students' engagement in the online education course I teach]]>
In this presentation, I share how I use Web 2.0 technologies to support students' engagement in the online education course I teach]]> Sat, 12 Apr 2014 00:18:42 GMT /slideshow/web-20-technologiesnmste-conference/33435814 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Using Web 2.0 Technologies to Support Student Engagement mariamabdelmalak58 In this presentation, I share how I use Web 2.0 technologies to support students' engagement in the online education course I teach <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/web2-140412001843-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this presentation, I share how I use Web 2.0 technologies to support students' engagement in the online education course I teach

Using Web 2.0 Technologies to Support Student Engagement from Dr. Mariam Abdelmalak

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0 Building Online Learning Communities Using Web 2.0 Technologies /slideshow/building-online-learning-communities-using-web-20-technologies/32428246 buildingonlinelearningcommunitiessite-140317230342-phpapp02
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.]]>
In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.]]> Mon, 17 Mar 2014 23:03:42 GMT /slideshow/building-online-learning-communities-using-web-20-technologies/32428246 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Building Online Learning Communities Using Web 2.0 Technologies mariamabdelmalak58 In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/buildingonlinelearningcommunitiessite-140317230342-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this presentation, I describe how I use Web 2.0 technologies to facilitate the development of a community of learners among graduate distant students and how students responded to the use of Web 2.0 tools and to what extent these tools assisted in developing a community of learners. Twitter, Skype, Google Documents, Blog, and Wiki were intentionally used in order to build online learning communities among students. An anonymous survey was used. The students indicated that using Google Documents, Twitter, Wiki, and blog gave them a sense of a learning community while using Skype did not give them a sense of a learning community. Google Documents and Wiki had the most impact on students’ sense of a learning community in the course.

Building Online Learning Communities Using Web 2.0 Technologies from Dr. Mariam Abdelmalak

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0 Towards Flexible Learning for Adult Students: HyFlex Design /slideshow/towards-flexible-learning-for-adult-students-hyflex-design-32426656/32426656 hyflexsite-140317214351-phpapp02
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.]]>
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.]]> Mon, 17 Mar 2014 21:43:51 GMT /slideshow/towards-flexible-learning-for-adult-students-hyflex-design-32426656/32426656 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Towards Flexible Learning for Adult Students: HyFlex Design mariamabdelmalak58 In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/hyflexsite-140317214351-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.

Towards Flexible Learning for Adult Students: HyFlex Design from Dr. Mariam Abdelmalak

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0 Towards Flexible Learning for Adult Students: HyFlex Design /slideshow/towards-flexible-learning-for-adult-students-hyflex-design/32424617 hyflexsite-140317211305-phpapp02
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.]]>
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.]]> Mon, 17 Mar 2014 21:13:04 GMT /slideshow/towards-flexible-learning-for-adult-students-hyflex-design/32424617 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Towards Flexible Learning for Adult Students: HyFlex Design mariamabdelmalak58 In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/hyflexsite-140317211305-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.

Towards Flexible Learning for Adult Students: HyFlex Design from Dr. Mariam Abdelmalak

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0 Community building /mariamabdelmalak58/community-building-27836579 communitybuilding-131102105554-phpapp02
This presentation discusses the processes I utilize to build learning communities in my online courses. Drawing on research literature on how best to design and conduct an online course that fosters community among learners who are physically separated, I use five main processes to build learning communities in my online courses. These processes are 1) building a learning community from the first day of the class, 2) using Web 2.0 technologies, 3) using threaded discussions, 4) pairing students in activities, and 5) encouraging collaborative activity. Intentionally using these processes has the potential to build and foster learning communities in online environments. ]]>
This presentation discusses the processes I utilize to build learning communities in my online courses. Drawing on research literature on how best to design and conduct an online course that fosters community among learners who are physically separated, I use five main processes to build learning communities in my online courses. These processes are 1) building a learning community from the first day of the class, 2) using Web 2.0 technologies, 3) using threaded discussions, 4) pairing students in activities, and 5) encouraging collaborative activity. Intentionally using these processes has the potential to build and foster learning communities in online environments. ]]> Sat, 02 Nov 2013 10:55:54 GMT /mariamabdelmalak58/community-building-27836579 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Community building mariamabdelmalak58 This presentation discusses the processes I utilize to build learning communities in my online courses. Drawing on research literature on how best to design and conduct an online course that fosters community among learners who are physically separated, I use five main processes to build learning communities in my online courses. These processes are 1) building a learning community from the first day of the class, 2) using Web 2.0 technologies, 3) using threaded discussions, 4) pairing students in activities, and 5) encouraging collaborative activity. Intentionally using these processes has the potential to build and foster learning communities in online environments. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/communitybuilding-131102105554-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> This presentation discusses the processes I utilize to build learning communities in my online courses. Drawing on research literature on how best to design and conduct an online course that fosters community among learners who are physically separated, I use five main processes to build learning communities in my online courses. These processes are 1) building a learning community from the first day of the class, 2) using Web 2.0 technologies, 3) using threaded discussions, 4) pairing students in activities, and 5) encouraging collaborative activity. Intentionally using these processes has the potential to build and foster learning communities in online environments.

Community building from Dr. Mariam Abdelmalak

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0 Preparing and training teachers to use technology in their classrooms: Educational technology course design /slideshow/preparing-and-training-teachers-to-use-technology-in-their-classrooms-educational-technology-course-design/25047796 mariamabdelmalakpresentation-130808004709-phpapp02
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]]> Thu, 08 Aug 2013 00:47:09 GMT /slideshow/preparing-and-training-teachers-to-use-technology-in-their-classrooms-educational-technology-course-design/25047796 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Preparing and training teachers to use technology in their classrooms: Educational technology course design mariamabdelmalak58 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mariamabdelmalakpresentation-130808004709-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Preparing and training teachers to use technology in their classrooms: Educational technology course design from Dr. Mariam Abdelmalak

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0 Leaner-Centered Teaching: A Case Study of an Education Course /slideshow/leanercentered-teaching-a-case-study-of-an-education-course/25047487 rmeralearnercentered-130808003137-phpapp01
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]]> Thu, 08 Aug 2013 00:31:37 GMT /slideshow/leanercentered-teaching-a-case-study-of-an-education-course/25047487 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Leaner-Centered Teaching: A Case Study of an Education Course mariamabdelmalak58 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/rmeralearnercentered-130808003137-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

Leaner-Centered Teaching: A Case Study of an Education Course from Dr. Mariam Abdelmalak

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0 The HyFlex Course Design: A Case Study of an Educational Technology Course /slideshow/hy-flex/25047240 hyflex-130808001957-phpapp01
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]]> Thu, 08 Aug 2013 00:19:57 GMT /slideshow/hy-flex/25047240 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) The HyFlex Course Design: A Case Study of an Educational Technology Course mariamabdelmalak58 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/hyflex-130808001957-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" />

The HyFlex Course Design: A Case Study of an Educational Technology Course from Dr. Mariam Abdelmalak

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0 Sharing power and responsibility with students /slideshow/sharing-power-and-responsibility/25046831 sharingpowerresponsibility-130808000052-phpapp02
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]]> Thu, 08 Aug 2013 00:00:29 GMT /slideshow/sharing-power-and-responsibility/25046831 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Sharing power and responsibility with students mariamabdelmalak58 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/sharingpowerresponsibility-130808000052-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Sharing power and responsibility with students from Dr. Mariam Abdelmalak

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0 The HyFlex Course Design /slideshow/gras-hy-flex/17688605 grashyflex-130325155032-phpapp02
A case study of a graduate educational technology course that followed the HyFlex course design]]>
A case study of a graduate educational technology course that followed the HyFlex course design]]> Mon, 25 Mar 2013 15:50:32 GMT /slideshow/gras-hy-flex/17688605 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) The HyFlex Course Design mariamabdelmalak58 A case study of a graduate educational technology course that followed the HyFlex course design <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/grashyflex-130325155032-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> A case study of a graduate educational technology course that followed the HyFlex course design

The HyFlex Course Design from Dr. Mariam Abdelmalak

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0 Involving students in the assessment /slideshow/involving-students-in-the-assessment/16994861 involvingstudentsintheassessment-130307001619-phpapp02
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]]> Thu, 07 Mar 2013 00:16:19 GMT /slideshow/involving-students-in-the-assessment/16994861 mariamabdelmalak58@slideshare.net(mariamabdelmalak58) Involving students in the assessment mariamabdelmalak58 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/involvingstudentsintheassessment-130307001619-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" />

Involving students in the assessment from Dr. Mariam Abdelmalak

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0 https://cdn.slidesharecdn.com/profile-photo-mariamabdelmalak58-48x48.jpg?cb=1727981141 Research Interests: My dissertation focused on student active participation in curriculum design and implementation. During the project I considered ways graduate students can be involved in the decision making process regarding the curriculum. As such, my research interests include curriculum design, critical curriculum, student voice, and democratic education. I am also interested in curriculum based technology integration. Teaching Philosophy I am an educator who believes that our role is not to transmit knowledge to passive learners. Rather our role as educators is to facilitate student learning with whatever means work best for them. Our role is to assist students to build knowledg... http://mariammatta76.wix.com/mariamabdelmalak https://cdn.slidesharecdn.com/ss_thumbnails/web2-140412001843-phpapp01-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/web-20-technologiesnmste-conference/33435814 Using Web 2.0 Technolo... https://cdn.slidesharecdn.com/ss_thumbnails/buildingonlinelearningcommunitiessite-140317230342-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/building-online-learning-communities-using-web-20-technologies/32428246 Building Online Learni... https://cdn.slidesharecdn.com/ss_thumbnails/hyflexsite-140317214351-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/towards-flexible-learning-for-adult-students-hyflex-design-32426656/32426656 Towards Flexible Learn...