Round Table on Open Education in Canada by Prof. Rory McGrealSNDTWU
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This document discusses e-learning and distance education. It provides an overview of e-learning in Canada, highlighting how it allows for both synchronous and asynchronous learning through teleconferencing, self-study using email, and online exhibitions. It then summarizes some of the advantages of Athabasca University as a public, degree-granting university with open admission, distance education delivery of hundreds of credit courses available for year-round enrolment through flexible learning methods. The document also briefly discusses MOOCs, the Canadian Virtual University consortium of 15 universities, and some of the organizations supporting online learning across Canadian provinces.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
Ntombikayise student number 201318151. MooC presentation. University of johan...ntombikayise ngomane
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Moocs are online courses that are open to unlimited participation and allow for interactive learning and sharing of knowledge through collaborative teams and diverse backgrounds. The first MOOC, called Connectivism and Connective Knowledge, was launched in 2008 and created by educators Stephen Downes and George Siemens. It had over 2,200 participants. In 2012, Stanford professors Sebastian Thrun and Peter Norvig offered the first large-scale MOOC called Introduction to Artificial Intelligence. There have since been developments in different types of MOOCs including C-MOOCs focused on connectivist learning, xMOOCs from major universities, and other variants.
Information literacy beyond the academy : recent perspectives from the UKJane Secker
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This document summarizes Jane Secker's presentation on information literacy perspectives from the UK. It discusses the work of the CILIP Information Literacy Group to promote information literacy teaching and research. It also describes challenges in bringing information literacy outside of higher education, and initiatives to address this, including projects in public libraries and schools. Finally, it outlines the Student Ambassadors for Digital Literacy project at the London School of Economics to understand and improve students' digital and information literacy skills.
This document discusses navigating community development. It outlines 4 stages of community development: identification, evaluation, prioritization, and implementation. It also discusses asset based community development and evaluation of good and bad community projects. Social media is presented as a useful tool for networking, generating discussion, and promoting projects when used carefully and ethically. Examples provided are using Facebook for communities of practice, Twitter for broadcasting ideas, and Wordpress for personal research blogs. The presentation encourages hyper-interactivity and provides URLs for viewing it again or learning more about the topic.
Liz Bennett - Going into Space: Learning Using Digital Tools | VocTEL 2015VocTEL Conference
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Dr. Liz Bennett presented at the VoTEL Conference in Athens on using digital tools for learning. She discussed various social media and communication tools that can be used openly and collaboratively for teaching, including social networks, user-generated content, and media sharing platforms. Her research focuses on integrating these tools into formal education at the University of Huddersfield and Open University. She addressed challenges like complexity, student support needs, and evaluating different tools and approaches.
Round Table on Open Education in Canada by Prof. Rory McGrealSNDTWU
Â
This document discusses e-learning and distance education. It provides an overview of e-learning in Canada, highlighting how it allows for both synchronous and asynchronous learning through teleconferencing, self-study using email, and online exhibitions. It then summarizes some of the advantages of Athabasca University as a public, degree-granting university with open admission, distance education delivery of hundreds of credit courses available for year-round enrolment through flexible learning methods. The document also briefly discusses MOOCs, the Canadian Virtual University consortium of 15 universities, and some of the organizations supporting online learning across Canadian provinces.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
Ntombikayise student number 201318151. MooC presentation. University of johan...ntombikayise ngomane
Â
Moocs are online courses that are open to unlimited participation and allow for interactive learning and sharing of knowledge through collaborative teams and diverse backgrounds. The first MOOC, called Connectivism and Connective Knowledge, was launched in 2008 and created by educators Stephen Downes and George Siemens. It had over 2,200 participants. In 2012, Stanford professors Sebastian Thrun and Peter Norvig offered the first large-scale MOOC called Introduction to Artificial Intelligence. There have since been developments in different types of MOOCs including C-MOOCs focused on connectivist learning, xMOOCs from major universities, and other variants.
Information literacy beyond the academy : recent perspectives from the UKJane Secker
Â
This document summarizes Jane Secker's presentation on information literacy perspectives from the UK. It discusses the work of the CILIP Information Literacy Group to promote information literacy teaching and research. It also describes challenges in bringing information literacy outside of higher education, and initiatives to address this, including projects in public libraries and schools. Finally, it outlines the Student Ambassadors for Digital Literacy project at the London School of Economics to understand and improve students' digital and information literacy skills.
This document discusses navigating community development. It outlines 4 stages of community development: identification, evaluation, prioritization, and implementation. It also discusses asset based community development and evaluation of good and bad community projects. Social media is presented as a useful tool for networking, generating discussion, and promoting projects when used carefully and ethically. Examples provided are using Facebook for communities of practice, Twitter for broadcasting ideas, and Wordpress for personal research blogs. The presentation encourages hyper-interactivity and provides URLs for viewing it again or learning more about the topic.
Liz Bennett - Going into Space: Learning Using Digital Tools | VocTEL 2015VocTEL Conference
Â
Dr. Liz Bennett presented at the VoTEL Conference in Athens on using digital tools for learning. She discussed various social media and communication tools that can be used openly and collaboratively for teaching, including social networks, user-generated content, and media sharing platforms. Her research focuses on integrating these tools into formal education at the University of Huddersfield and Open University. She addressed challenges like complexity, student support needs, and evaluating different tools and approaches.
Introduction to wp 5 premises and goals within up2 u Stefano Lariccia
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The document discusses plans for WP-5 of an EU-funded project called Up2U. Specific goals for WP-5 include developing a letter of intent for schools, conducting surveys of teachers and schools, and preparing a list of participating teachers and schools. Next steps include further defining the technological ecosystem and pedagogical models, and contributing to other work packages, including defining infrastructure requirements and developing a sustainability plan. The goal of the Up2U project is to better integrate formal and informal learning between secondary schools and higher education using digital technologies and methodology.
Sharing information literacy resources as OERsJane Secker
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Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Â
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
This document provides an overview of Massive Open Online Courses (MOOCs). It defines MOOCs and discusses their key characteristics like being free of charge, having no limit on participation, and not requiring formal entry requirements. The document then briefly outlines the history of MOOCs, from the open education movement to early MOOC platforms like Coursera and Udacity. It identifies different types of MOOCs based on factors such as their pedagogical approach and level of formality. The document also discusses why MOOCs are used and how their online tools relate to Bloom's Taxonomy of learning. It concludes by outlining an example MOOC focused on cultural music exploration.
This document summarizes a presentation about MOOCs given in May 2015. It discusses the history and evolution of MOOCs from early connectivist MOOCs (cMOOCs) in 2008 to larger xMOOCs led by prestigious universities in 2011. It also covers research on MOOC pedagogies and learner experiences, finding that navigation, transformation, and community building were important threshold concepts for MOOC participants. Finally, it discusses business models for MOOCs, including opportunities for accreditation, tuition, and selling supporting platforms and services.
This document outlines 10 lessons about digital scholarship based on 10 short videos. The lessons include: 1) digital scholarship is not just for "geeks" but involves knowledge sharing, creation, and networking; 2) researchers are caught between traditional publishing norms and the potential of digital tools; 3) interdisciplinarity is facilitated by digital networks; 4) everyone can now broadcast as a public scholar; 5) teaching must adapt to the attention economy; 6) digital tools allow rethinking research methods; 7) new skills are required to use digital tools; 8) digital changes will impact fields even if ignored; 9) digital tools enable alternatives to traditional practices; and 10) the benefits of open digital systems should not be overlooked due to
MOOCs for universities and learners: an analysis of motivating factorsSu White
Â
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
A MOOC (Massive Open Online Course) is an online course that is open to anyone to enroll. There are different types of MOOCs based on their approach and level of interaction. Benefits include accessibility from any location and ability to work across timezones. Downsides include potential feelings of chaos and need for self-directed learning. Factors to consider before creating a MOOC include ensuring there is a need, estimating technology requirements, and choosing an appropriate design. While MOOCs increase access to education, they do not fully address expanding higher education in developing areas due to technology and skills barriers.
Library system futures - Ben Showers and David Kay - Jisc Digital Festival 2014Jisc
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The document discusses the changing landscape of library management systems. It describes three ages: the Age of Standalone systems, the current Age of Integration where systems are more interconnected, and a potential future Age of Contingency. It outlines Jisc programs aimed at helping libraries transition to more integrated, cost-effective systems that meet rising user expectations in a climate of reduced budgets.
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
Professor Frank Rennie discusses how social networking can be used in education. He outlines several issues related to social networking, including what it is, how it is used, and how it can benefit education. Rennie also discusses different learning approaches that are well-suited to social networking, including associative learning, constructivism, and connectivism. He notes opportunities for further study around topics like complex adaptive systems and the attention economy in the digital age. Overall, Rennie argues that open access to user-generated resources is changing how information is used and that educational technology should exploit pedagogical approaches to enable worthwhile learning experiences through social networking.
Learning in the open: Networked student identities Bonnie Stewart
Â
As students in conventional academic settings extend their learning into participatory, performative networked environments, what benefits and conflicts do they encounter?
This document discusses the future of learning and education. It notes that education is shifting from traditional models to new online and blended models that incorporate open educational resources, digital technologies, and networked learning. Some of the benefits of this shift include increased flexibility, access to knowledge, and opportunities for lifelong learning. However, challenges include overcoming traditional systems and fostering digital skills. The future of education is one of continued evolution as it adapts to new technologies and possibilities for connecting learners globally.
This document discusses the use of wikis to enhance student learning and engagement in legal education. It provides examples of how wikis have been used at the Leicester Institute of Legal Practice for their Graduate Diploma in Law program. Student feedback indicated that wikis helped engagement and learning by allowing students to contribute at their own pace and learn from others' contributions. However, some students only lurked rather than collaborating. The document also discusses how wikis could be used for specific tasks like assignments, role-playing exercises, and community building to further enhance learning and prepare students for legal practice.
Building a Global Open Education Working GroupMarieke Guy
Â
The document summarizes Marieke Guy's presentation on building a global open education working group. The key points are:
1) The working group was established by Open Knowledge to bring together people and groups interested in open education and initiate cross-sector collaboration around open education issues.
2) The working group was officially launched at OKCon in 2013 and has focused on transparent operations, advisory boards, community building activities, and producing works like the Open Education Handbook.
3) Future plans include growing the member base, linking with other organizations, and allowing the working group to develop organically based on community interests.
Presentation of a JISC research project into e-textbook publishing processes at a university. The context is explained and some lessons-learned are listed.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Introduction to wp 5 premises and goals within up2 u Stefano Lariccia
Â
The document discusses plans for WP-5 of an EU-funded project called Up2U. Specific goals for WP-5 include developing a letter of intent for schools, conducting surveys of teachers and schools, and preparing a list of participating teachers and schools. Next steps include further defining the technological ecosystem and pedagogical models, and contributing to other work packages, including defining infrastructure requirements and developing a sustainability plan. The goal of the Up2U project is to better integrate formal and informal learning between secondary schools and higher education using digital technologies and methodology.
Sharing information literacy resources as OERsJane Secker
Â
Presentation given at ALISS Summer Conference in July 2013 on the CoPILOT sub-group which provides a community of practice for librarians to share their information literacy resources
Beyond the virtual campus: Technologies for virtual learning communitiesSu White
Â
Abstract:
Information and communication technologies have been used formally for many years to build the infrastructure of the virtual campus. However, rich student experiences are a product of both educational and social learning - whether they aske place in the real world or virtually. Like the real world, online communities can flourish and evolve dynamically creating opportunities for social learning which will sustain the learner long after their formal programme of students has officially ended. This presentation will examine the range of different social learning opportunities available and compare the contributions of formal and informal social learning to the growth and sustainability of virtual learning communities
This document provides an overview of Massive Open Online Courses (MOOCs). It defines MOOCs and discusses their key characteristics like being free of charge, having no limit on participation, and not requiring formal entry requirements. The document then briefly outlines the history of MOOCs, from the open education movement to early MOOC platforms like Coursera and Udacity. It identifies different types of MOOCs based on factors such as their pedagogical approach and level of formality. The document also discusses why MOOCs are used and how their online tools relate to Bloom's Taxonomy of learning. It concludes by outlining an example MOOC focused on cultural music exploration.
This document summarizes a presentation about MOOCs given in May 2015. It discusses the history and evolution of MOOCs from early connectivist MOOCs (cMOOCs) in 2008 to larger xMOOCs led by prestigious universities in 2011. It also covers research on MOOC pedagogies and learner experiences, finding that navigation, transformation, and community building were important threshold concepts for MOOC participants. Finally, it discusses business models for MOOCs, including opportunities for accreditation, tuition, and selling supporting platforms and services.
This document outlines 10 lessons about digital scholarship based on 10 short videos. The lessons include: 1) digital scholarship is not just for "geeks" but involves knowledge sharing, creation, and networking; 2) researchers are caught between traditional publishing norms and the potential of digital tools; 3) interdisciplinarity is facilitated by digital networks; 4) everyone can now broadcast as a public scholar; 5) teaching must adapt to the attention economy; 6) digital tools allow rethinking research methods; 7) new skills are required to use digital tools; 8) digital changes will impact fields even if ignored; 9) digital tools enable alternatives to traditional practices; and 10) the benefits of open digital systems should not be overlooked due to
MOOCs for universities and learners: an analysis of motivating factorsSu White
Â
presentation summarising extensive research into MOOCs undertaken at the University of Southampton in centre for innovation in technologies and education
A MOOC (Massive Open Online Course) is an online course that is open to anyone to enroll. There are different types of MOOCs based on their approach and level of interaction. Benefits include accessibility from any location and ability to work across timezones. Downsides include potential feelings of chaos and need for self-directed learning. Factors to consider before creating a MOOC include ensuring there is a need, estimating technology requirements, and choosing an appropriate design. While MOOCs increase access to education, they do not fully address expanding higher education in developing areas due to technology and skills barriers.
Library system futures - Ben Showers and David Kay - Jisc Digital Festival 2014Jisc
Â
The document discusses the changing landscape of library management systems. It describes three ages: the Age of Standalone systems, the current Age of Integration where systems are more interconnected, and a potential future Age of Contingency. It outlines Jisc programs aimed at helping libraries transition to more integrated, cost-effective systems that meet rising user expectations in a climate of reduced budgets.
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
Professor Frank Rennie discusses how social networking can be used in education. He outlines several issues related to social networking, including what it is, how it is used, and how it can benefit education. Rennie also discusses different learning approaches that are well-suited to social networking, including associative learning, constructivism, and connectivism. He notes opportunities for further study around topics like complex adaptive systems and the attention economy in the digital age. Overall, Rennie argues that open access to user-generated resources is changing how information is used and that educational technology should exploit pedagogical approaches to enable worthwhile learning experiences through social networking.
Learning in the open: Networked student identities Bonnie Stewart
Â
As students in conventional academic settings extend their learning into participatory, performative networked environments, what benefits and conflicts do they encounter?
This document discusses the future of learning and education. It notes that education is shifting from traditional models to new online and blended models that incorporate open educational resources, digital technologies, and networked learning. Some of the benefits of this shift include increased flexibility, access to knowledge, and opportunities for lifelong learning. However, challenges include overcoming traditional systems and fostering digital skills. The future of education is one of continued evolution as it adapts to new technologies and possibilities for connecting learners globally.
This document discusses the use of wikis to enhance student learning and engagement in legal education. It provides examples of how wikis have been used at the Leicester Institute of Legal Practice for their Graduate Diploma in Law program. Student feedback indicated that wikis helped engagement and learning by allowing students to contribute at their own pace and learn from others' contributions. However, some students only lurked rather than collaborating. The document also discusses how wikis could be used for specific tasks like assignments, role-playing exercises, and community building to further enhance learning and prepare students for legal practice.
Building a Global Open Education Working GroupMarieke Guy
Â
The document summarizes Marieke Guy's presentation on building a global open education working group. The key points are:
1) The working group was established by Open Knowledge to bring together people and groups interested in open education and initiate cross-sector collaboration around open education issues.
2) The working group was officially launched at OKCon in 2013 and has focused on transparent operations, advisory boards, community building activities, and producing works like the Open Education Handbook.
3) Future plans include growing the member base, linking with other organizations, and allowing the working group to develop organically based on community interests.
Presentation of a JISC research project into e-textbook publishing processes at a university. The context is explained and some lessons-learned are listed.
The document discusses the future of online learning and personal learning environments (PLEs). It notes that online learning has advanced significantly since 1995 with the growth of the World Wide Web. PLEs are centered around the learner's interests and support immersive, hands-on learning through connections to resources around the world. The document outlines key elements of PLEs, including tools for modeling concepts, demonstrating expertise, providing practice environments, enabling reflection, and allowing for learner choice, identity and creativity. It argues that PLEs will resemble social networks and enable learning through network-based approaches like associationism.
Micro-revolutions in the open networks of teachers in Finland EdMedia paperAnne Rongas
Â
Finnish educators have formed open social media networks to drive educational innovations on a grassroots level. The Sometu network, started in 2007, helped popularize these efforts and currently has almost 5,000 members. Other networks have formed around ideas like reinventing vocational education through "Guild Schools" and using peer learning to share skills and ideas. These voluntary networks allow educators from different organizations to collaborate openly and generate new ideas. They have helped drive minor reforms in teaching practices and culture in Finland.
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
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Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that âThe overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. â Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the âBig Shiftâ driven by âdigital innovationâ and characterised by âexponential change and emergence, socially and culturallyâ. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Forum on the use of social media in the university classroomalex bal
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The document discusses the use of social media in education. It notes that social media has become an extension of students' social lives and is a familiar platform for collaboration. The document proposes using scaffolding and constructionist approaches to integrate social media skills into pedagogy and curriculum. This includes developing learning networks that bridge the knowledge and communication norms of teachers and students. Examples are given of potential scaffolding activities like researching social media platforms or creating blogs and videos to enhance skills like digital citizenship, collaboration and critical thinking.
Open cross-institutional academic CPD, expectations and value: a recent examp...Chrissi Nerantzi
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This document summarizes an open cross-institutional professional development course called BYOD4L (Bring Your Own Device for Learning) run by two UK universities. The course was offered online in January and July 2014 using social media and was open to educators from various institutions. Participants engaged in collaborative learning activities and discussions. Evaluation found that the open online format supported the sharing of ideas and creation of an international learning community among the 76 participants. The organizers aim to continue scaling the open cross-institutional model to provide affordable professional development opportunities for educators.
NetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong le...Andreas Meiszner
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Introduction to the NetGeners.Net pilot course.
The full title of this pilot course is âNetGeners.Net: The ne(x)t generation learner - Skills you need in lifelong learning knowledge and information societiesâ.
A pilot course in the light of free and open education!
This course is free: free to attend without any charge, free of cost for books or other materials, free for anyone independently of prior education; and free in terms of your personal time commitment that you decide to dedicate to it (Though we would like you to spend on a minimum 2 hours per week). The only thing you will need is a PC and internet access.
Participants of this course can expect tutoring (support), but will not receive any official degree awarding certificate or credit points from the course team.
This course starts at the 17th of March, though later participation is possible. If you are interested in the course than sign up now for free to secure individual mentorship and support!
We also invite you to provide us with some initial feedback on what you think could be improved, to report bugs (means to tell us what still doesnât work as it should), to suggest further learning projects, or to submit already existing ones to our course category.
Further information is available at:
NetGeners.Net website
Integrating digital literacy and inquiry learningJune Wall
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This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
âIn what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? â
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications, including creating a personalized digital learning environment. Social media allows students to communicate with peers and demonstrate competencies, while researchers can join global communities. Benefits include interaction, but risks include privacy issues. Different types of social media tools are outlined for learning, teaching and research purposes. Case studies demonstrate uses for recruitment, research dissemination, employability and public engagement. The document recommends developing digital literacy skills to harness social media's potential.
This document discusses personal learning networks (PLNs) and professional learning networks. It provides information on how individuals can use their PLN for learning new things, asking questions, collaborating with others, finding validation, and staying connected with friends. It also discusses using tools like blogs, RSS feeds, and social networks to discover resources, have conversations, and form connections with other professionals to break through teacher isolation and collaborate. The goal of a PLN is to connect people and allow them to collaborate and contribute to each other's learning.
This document discusses using social media to enhance teaching and learning. It outlines a workshop on the topic that includes defining concepts, group work, and reviewing results. The workshop addresses why social media is important for teaching, how to incorporate it, and how to engage learners. Implementing social media requires determining each school's needs, roles and responsibilities, and how students can help plan the methods. The document also discusses defining collaborative and social media, aspects to consider when using these tools, and how they can support learning and collaboration in schools.
Understanding Networked Scholars: Experiences and practices in online social ...George Veletsianos
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Slides from an invited talk given to the The 4th International Conference on E-learning and Distance Education located in Riyadh, Kingdom of Saudi Arabia: Online journals, online forums, and social media such as Facebook, Twitter, and YouTube are an integral part of open and digital scholarship, which is often seen as a major breakthrough in radically rethinking the ways in which knowledge is created and shared. In this presentation I situate networked practices in open/digital scholarship and explain what scholars and professors do online, and, why they do the things that the do. I conclude by describing 3 themes pervasive in scholarly networks: identify networks, networks of conflict, and networks of disclosure.
This document summarizes Lisa Harris's research from 2012-2013. It discusses her background in banking and education. She is interested in innovative applications of technology in education, business, and society. Her current projects investigate digital literacy, social activism, social customer relationship management, social shopping, and social learning. The document also provides information on her teaching roles and a conference on digital literacies that she helped organize, where student digital champions played a key role.
Going into space: Keynote Athens VocTELLiz Bennett
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This document summarizes a presentation by Dr. Liz Bennett on using digital tools for learning. Dr. Bennett discusses using social media and online tools like Facebook, wikis and Twitter to facilitate open, participatory and collaborative learning. She addresses the balance between using closed, private online spaces versus more open, public spaces and the complexity and choices this involves for teachers. The presentation also examines different models of learning, including the 70:20:10 model which emphasizes experiential, social and formal learning.
Exploratory study:Is eTwinning a PD programmethat proves successful for sc...Riina Vuorikari
Â
This presentation proposes ideas for exploratory digital trace data on eTwinning, focusing on better eTwinning Analytics; understanding the power of interventions (e.g. nudging; training workshops) and focusing on the causal link between eTwining and learning outcomes. The purpose of the slides is if for discussion.
The document summarizes the development and operation of the Scottish Information Literacy Community of Practice, which was created with limited funding to continue the work of the Scottish Information Literacy Project. It discusses establishing an online presence, engaging members, and sharing practices. The community has grown to over 100 members and facilitated collaboration around projects. Key lessons learned include the importance of partnerships, cross-sector work, supporting practitioners, encouraging participation through meetings and writing, and recognizing that communities of practice require sustained time and interaction from members.
Lilac 2014 Scottish Information Literacy Community of Practice presentationChristine Irving
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The document summarizes the development and operation of the Scottish Information Literacy Community of Practice, which was created with no funding to continue the work of the Scottish Information Literacy Project. It discusses how the community was built online and engaged members across sectors through biannual meetings. While face-to-face meetings and coordination of activities have worked well, broader member engagement and blogging have been challenges. Lessons learned include the importance of partnerships, cross-sector work, and sustained interaction over time to develop the shared domain, community, and practices needed for a successful community of practice.
Open Education and Open Development â working togetherMarieke Guy
Â
The document summarizes Marieke Guy's presentation on open education and open development at OKFestival in Berlin. It discusses the LinkedUp EU project which links open data for education. It introduces the Open Education Working Group which brings together groups interested in open education globally. It outlines activities of the working group like an open education handbook and booksprints. It discusses using open data and technology to help address problems in education in the developing world and potential next steps for collaboration between open education and open development communities.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Pieni ajatustenherÀttely/-ravistelu -sessio Tampereella OAJ:n seminaarissa. MitÀ teknologiaa jo on olemassa ja mikÀ tulee vaikuttamaan meidÀn kÀsitykseen ihmisestÀ, yhteiskunnasta, oppimisesta ja kaikesta.
Communications Mining Series - Zero to Hero - Session 1DianaGray10
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This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
âą Communication Mining Overview
âą Why is it important?
âą How can it help todayâs business and the benefits
âą Phases in Communication Mining
âą Demo on Platform overview
âą Q/A
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAGâs diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of âhallucinationsâ and improving the overall customer journey.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
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Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
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At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
TrustArc Webinar - 2024 Global Privacy SurveyTrustArc
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How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This yearâs report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...Zilliz
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Join us to introduce Milvus Lite, a vector database that can run on notebooks and laptops, share the same API with Milvus, and integrate with every popular GenAI framework. This webinar is perfect for developers seeking easy-to-use, well-integrated vector databases for their GenAI apps.
âBuilding and Scaling AI Applications with the Nx AI Manager,â a Presentation...Edge AI and Vision Alliance
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For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
Robin van Emden, Senior Director of Data Science at Network Optix, presents the âBuilding and Scaling AI Applications with the Nx AI Manager,â tutorial at the May 2024 Embedded Vision Summit.
In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developerâs life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.
Encryption in Microsoft 365 - ExpertsLive Netherlands 2024Albert Hoitingh
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In this session I delve into the encryption technology used in Microsoft 365 and Microsoft Purview. Including the concepts of Customer Key and Double Key Encryption.
Building RAG with self-deployed Milvus vector database and Snowpark Container...Zilliz
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This talk will give hands-on advice on building RAG applications with an open-source Milvus database deployed as a docker container. We will also introduce the integration of Milvus with Snowpark Container Services.
Generative AI Deep Dive: Advancing from Proof of Concept to ProductionAggregage
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Join Maher Hanafi, VP of Engineering at Betterworks, in this new session where he'll share a practical framework to transform Gen AI prototypes into impactful products! He'll delve into the complexities of data collection and management, model selection and optimization, and ensuring security, scalability, and responsible use.
Alt. GDG Cloud Southlake #33: Boule & Rebala: Effective AppSec in SDLC using ...James Anderson
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Effective Application Security in Software Delivery lifecycle using Deployment Firewall and DBOM
The modern software delivery process (or the CI/CD process) includes many tools, distributed teams, open-source code, and cloud platforms. Constant focus on speed to release software to market, along with the traditional slow and manual security checks has caused gaps in continuous security as an important piece in the software supply chain. Today organizations feel more susceptible to external and internal cyber threats due to the vast attack surface in their applications supply chain and the lack of end-to-end governance and risk management.
The software team must secure its software delivery process to avoid vulnerability and security breaches. This needs to be achieved with existing tool chains and without extensive rework of the delivery processes. This talk will present strategies and techniques for providing visibility into the true risk of the existing vulnerabilities, preventing the introduction of security issues in the software, resolving vulnerabilities in production environments quickly, and capturing the deployment bill of materials (DBOM).
Speakers:
Bob Boule
Robert Boule is a technology enthusiast with PASSION for technology and making things work along with a knack for helping others understand how things work. He comes with around 20 years of solution engineering experience in application security, software continuous delivery, and SaaS platforms. He is known for his dynamic presentations in CI/CD and application security integrated in software delivery lifecycle.
Gopinath Rebala
Gopinath Rebala is the CTO of OpsMx, where he has overall responsibility for the machine learning and data processing architectures for Secure Software Delivery. Gopi also has a strong connection with our customers, leading design and architecture for strategic implementations. Gopi is a frequent speaker and well-known leader in continuous delivery and integrating security into software delivery.
How to Get CNIC Information System with Paksim Ga.pptxdanishmna97
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Pakdata Cf is a groundbreaking system designed to streamline and facilitate access to CNIC information. This innovative platform leverages advanced technology to provide users with efficient and secure access to their CNIC details.
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
Discover how Standard Chartered Bank harnessed the power of Neo4j to transform complex data access challenges into a dynamic, scalable graph database solution. This keynote will cover their journey from initial adoption to deploying a fully automated, enterprise-grade causal cluster, highlighting key strategies for modelling organisational changes and ensuring robust disaster recovery. Learn how these innovations have not only enhanced Standard Chartered Bankâs data infrastructure but also positioned them as pioneers in the banking sectorâs adoption of graph technology.
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
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As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
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Monitoring and observability arenât traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current companyâs observability stack.
While the dev and ops silo continues to crumbleâŠ.many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
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Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations