This document discusses various topics related to e-learning including tools, pedagogical approaches, and resources. It begins with an overview of e-learning and discusses open educational resources. It then covers specific e-learning tools like blogs, wikis, social bookmarking, and virtual worlds. It also discusses learning theories and frameworks. The document provides examples and links to various open online courses and educational resources. It emphasizes the importance of effective pedagogical approaches when implementing e-learning.
This presentation was used to facilitate the Web 2.0 workshops with VC full time staff across all 7 campuses nationally 1-7 November 2011. Many of the slides are those of Steve Wheeler and we thank him for the opportunity to use his work for education purposes.
The Future of Learning: Don't get caught with your paradigm downAnne Whaits
Presentation at The Principals' Institute March-May 2012 in Cape Town, Port Elizabeth, Sandton, Pretoria, Midrand, Pietermaritzburg, Durban , South Africa. Hosted by Varsity College for high school principals per region.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
The document discusses concepts related to collaboration, knowledge sharing, and social media. It presents images and short passages on topics like participation, trust, belonging, information sharing, emergence of networks, cognitive surplus, collective action, listening, filter bubbles, open innovation, governance of complex adaptive systems, and leadership moving towards more heterarchical and collaborative models. The overall theme is how information and knowledge are created and shared in social and networked environments.
The document discusses what Web 2.0 is and provides examples of Web 2.0 technologies and applications. It defines Web 2.0 as aiming to facilitate information sharing, creativity and collaboration among users. It lists some key technologies associated with Web 2.0 like wikis, blogs, social bookmarking, social networking sites and mashups. It also provides pros of Web 2.0 like enabling connections, communication and user creation, but also notes potential cons like issues around identity, privacy and information overload.
The document discusses the influence of social media in the workplace. It defines social media and explores how it can be both a time waster and productivity booster. The document recommends that HR professionals determine what constitutes productivity based on employee roles, set guidelines for social media use, educate employees, and integrate social media use into performance reviews to create a platform for performance using social technologies internally.
The document discusses the importance of digital literacy and traditional literacy. It provides definitions and comparisons of the two types of literacy. It emphasizes that digital literacy involves skills like being able to create and communicate using multimedia and technology, while traditional literacy focuses more on reading, writing, listening and speaking. The document suggests that students should collaboratively explore both digital and traditional literacies in order to think critically and develop important 21st century skills.
For the SOLsummit 2009 conference, I presented social experiment which Derek Lackaff and I conducted on while teaching our Internet courses. We essentially let students blog what they learned, and encouraged specific behaviors through the use of Amy Jo Kim's game mechanics.
This presentation was used to facilitate the Web 2.0 workshops with VC full time staff across all 7 campuses nationally 1-7 November 2011. Many of the slides are those of Steve Wheeler and we thank him for the opportunity to use his work for education purposes.
The Future of Learning: Don't get caught with your paradigm downAnne Whaits
Presentation at The Principals' Institute March-May 2012 in Cape Town, Port Elizabeth, Sandton, Pretoria, Midrand, Pietermaritzburg, Durban , South Africa. Hosted by Varsity College for high school principals per region.
I asked the question, "How is technology changing learning?" using Twitter, Flickr, Facebook, my blog (http://esltech.wordpress.com), email, and a digital audio recorder. Each channel of communication yielded different results and gave insight into how these technologies can be used together.
The document discusses concepts related to collaboration, knowledge sharing, and social media. It presents images and short passages on topics like participation, trust, belonging, information sharing, emergence of networks, cognitive surplus, collective action, listening, filter bubbles, open innovation, governance of complex adaptive systems, and leadership moving towards more heterarchical and collaborative models. The overall theme is how information and knowledge are created and shared in social and networked environments.
The document discusses what Web 2.0 is and provides examples of Web 2.0 technologies and applications. It defines Web 2.0 as aiming to facilitate information sharing, creativity and collaboration among users. It lists some key technologies associated with Web 2.0 like wikis, blogs, social bookmarking, social networking sites and mashups. It also provides pros of Web 2.0 like enabling connections, communication and user creation, but also notes potential cons like issues around identity, privacy and information overload.
The document discusses the influence of social media in the workplace. It defines social media and explores how it can be both a time waster and productivity booster. The document recommends that HR professionals determine what constitutes productivity based on employee roles, set guidelines for social media use, educate employees, and integrate social media use into performance reviews to create a platform for performance using social technologies internally.
The document discusses the importance of digital literacy and traditional literacy. It provides definitions and comparisons of the two types of literacy. It emphasizes that digital literacy involves skills like being able to create and communicate using multimedia and technology, while traditional literacy focuses more on reading, writing, listening and speaking. The document suggests that students should collaboratively explore both digital and traditional literacies in order to think critically and develop important 21st century skills.
For the SOLsummit 2009 conference, I presented social experiment which Derek Lackaff and I conducted on while teaching our Internet courses. We essentially let students blog what they learned, and encouraged specific behaviors through the use of Amy Jo Kim's game mechanics.
Young people, in particular, have grasped the enormous capacity of the new media to foster connectedness, communication and understanding between individuals and communities, and they are turning to them as means of communicating with existing friends, of meeting new friends, of forming communities and networks, of seeking information and news, and of sharing their ideas and opinions. What does this mean for catechetical ministry?
This presentation looks at "web2" in the context of human experience, suggesting that the social web as extension of "real life" means that it transcends the marketing-biased, "numbered web" hype that has typically surrounded it.
The slides focus particularly on the use of "social web" tools in the enterprise.
I will present these slides at Online Information 4th December 2008. See http://www.online-information.co.uk/online08/seminar_description_ims.html?presentation_id=442 for more information
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
This presentation provides an overview of the One Laptop Per Child (OLPC) project, which aims to provide children around the world with new opportunities to explore, experiment, and express themselves through affordable laptop computers. Key points covered include the goals of OLPC to transform education, the specifications and design features of the XO laptop including its power efficiency and open source software, and how the laptops are being deployed worldwide in communities and schools.
Social tools can be used by individuals, organizations, and brands to connect, communicate, collaborate, converse, listen and learn, share information, and engage audiences. The document discusses using tools like blogs, wikis, forums, websites, and social networks to create and disseminate content to encourage participation. It provides examples of how different entities have used tools for purposes like fundraising, marketing a small business, book promotion, and thought leadership. The document emphasizes starting simply with tools like blogs, Twitter, and iGoogle and developing a content and social media strategy focused on business objectives and key topics.
VSB philosophy for technology - Administrators plenary [Nov2012]Brian Kuhn
Presented thoughts on education, technology, and the future along with initial observations and considerations for Vancouver School Board principals, vice principals, and District leadership team.
Using Technology to Engance PD, TA, and Dissemination in Early Care and Educa...Larry Edelman
The document discusses using technology to enhance professional development, technical assistance, and dissemination in early childhood education. It provides goals of stimulating thinking about how to effectively use technology for these purposes. The document also discusses survey results on current technology use and key ways technology can change relationships, communication, and learning.
Teaching 2.0 Learning & Leading in the Digital AgeMatthew Hayden
This document discusses the evolution of technology in education over time. It provides examples of criticisms of new technologies from different time periods, from the introduction of paper and pens to modern technologies like ballpoint pens, calculators, and computers. It also discusses how views change as new technologies become mainstream.
Understanding Research 2.0 from a Socio-technical PerspectiveYuwei Lin
This document discusses Research 2.0 from a socio-technical perspective. It outlines key concepts of Web 2.0 like blogging, social networking, and wikis. It also discusses O'Reilly's design patterns for Web 2.0 and De Roure and Goble's six principles for software design. The document examines challenges in developing Research 2.0 environments like involving users and addressing ethical and legal issues. It argues a socio-technical approach is needed to develop Research 2.0 that considers both technological and social aspects.
Gaurav Mishra Yahoo Georgetown Digital Activism 04232009Gaurav Mishra
Georgetown University hosted an event on April 23, 2009 where I presented my Yahoo! Fellowship research on digital activism in India and China and then moderated a panel consisting of my friends Evgeny Morozov, Ivan Sigal and Trebor Scholz to discuss issues related to international digital activism.
The document discusses the use of e-learning and various tools for technology-enhanced learning such as i-lectures, online forums, blogs, social bookmarking, podcasts, virtual worlds and open educational resources which can be used to create engaging, interactive and collaborative learning experiences for students.
See the WEBCAST as well!! mms://wmedia.it.su.se/SUB/NordLib/3.wmv
Presentation at Nordlib 2.0 in Stockholm, November 21th 2008
http://www.nordlib20.org/programme/
This document discusses embracing professional learning networks and preparing for 21st century learning. It encourages using e-learning and various Web 2.0 tools as part of personal learning networks. These networks are based on the idea that knowledge is distributed across connections and learning involves constructing and traversing those networks. The document provides examples of tools for blogging, microblogging, social bookmarking, RSS feeds, wikis, and more that can be used to support learning networks. It emphasizes that learning is becoming an open source project where knowledge is collaboratively built.
Learning is a fundamentally social process that is enhanced by new Web 2.0 tools that strengthen social interactions and collaboration. These tools support informal and workplace learning in important ways for knowledge workers and adult learners. Web 2.0 allows for augmented social cognition and more effective learning communities through user participation, interaction, tagging, and other social processes.
Here are the steps to complete the mission:
1. Sign up for a Delicious account at delicious.com
2. Install the Delicious bookmarklet in your web browser
3. Browse websites and find at least two sites you want to bookmark
4. Click the Delicious bookmarklet button to save the sites
5. Enter a title, description, and tags for each bookmark
Some benefits of using Delicious for bookmark sharing include:
- Sharing bookmarks with other users who follow your tags
- Creating collaborative bibliographies by ensuring shared tags
- Building resource lists with other users through common tags
- Forming an interest network through shared bookmarks
Be sure to plan your tagging scheme to
This document discusses various online tools and platforms for social learning. It provides links to resources about wikis, blogs, social bookmarking, Twitter, Facebook, LinkedIn, Schoology and other social media tools. Diagrams illustrate the degree of information and social connectivity of different stages of the Web. The document emphasizes the importance of social learning for success in today's global economy.
The document discusses the concept of lifelong ePortfolios and how they can be used to represent an individual's digital self across one's lifespan. It explores how ePortfolios can capture past memories, present competencies and character, and future goals. Technologies like mobile devices, cloud computing, and social networking are changing how ePortfolios can be developed and shared to demonstrate learning from early childhood through professional careers and later life. Reflection is highlighted as important for constructing deep learning and developing identity.
The document discusses the rise of Web 2.0 technologies and their potential applications for learning networks and personalized learning environments. It explores how these new technologies enable more collaborative, immersive, and learner-centered forms of learning compared to traditional online learning models. The document raises questions about how educational institutions should respond to support these new forms of informal, networked, and interest-driven learning.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
Blogs, wikis, and podcasts can be used in higher education to facilitate collaboration, knowledge sharing, and reflective activities. They allow for flexible participation and communication. However, challenges include ensuring quality contributions, assessing individual work, addressing intellectual property issues, maintaining control of content, and developing necessary technical skills.
Young people, in particular, have grasped the enormous capacity of the new media to foster connectedness, communication and understanding between individuals and communities, and they are turning to them as means of communicating with existing friends, of meeting new friends, of forming communities and networks, of seeking information and news, and of sharing their ideas and opinions. What does this mean for catechetical ministry?
This presentation looks at "web2" in the context of human experience, suggesting that the social web as extension of "real life" means that it transcends the marketing-biased, "numbered web" hype that has typically surrounded it.
The slides focus particularly on the use of "social web" tools in the enterprise.
I will present these slides at Online Information 4th December 2008. See http://www.online-information.co.uk/online08/seminar_description_ims.html?presentation_id=442 for more information
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
This presentation provides an overview of the One Laptop Per Child (OLPC) project, which aims to provide children around the world with new opportunities to explore, experiment, and express themselves through affordable laptop computers. Key points covered include the goals of OLPC to transform education, the specifications and design features of the XO laptop including its power efficiency and open source software, and how the laptops are being deployed worldwide in communities and schools.
Social tools can be used by individuals, organizations, and brands to connect, communicate, collaborate, converse, listen and learn, share information, and engage audiences. The document discusses using tools like blogs, wikis, forums, websites, and social networks to create and disseminate content to encourage participation. It provides examples of how different entities have used tools for purposes like fundraising, marketing a small business, book promotion, and thought leadership. The document emphasizes starting simply with tools like blogs, Twitter, and iGoogle and developing a content and social media strategy focused on business objectives and key topics.
VSB philosophy for technology - Administrators plenary [Nov2012]Brian Kuhn
Presented thoughts on education, technology, and the future along with initial observations and considerations for Vancouver School Board principals, vice principals, and District leadership team.
Using Technology to Engance PD, TA, and Dissemination in Early Care and Educa...Larry Edelman
The document discusses using technology to enhance professional development, technical assistance, and dissemination in early childhood education. It provides goals of stimulating thinking about how to effectively use technology for these purposes. The document also discusses survey results on current technology use and key ways technology can change relationships, communication, and learning.
Teaching 2.0 Learning & Leading in the Digital AgeMatthew Hayden
This document discusses the evolution of technology in education over time. It provides examples of criticisms of new technologies from different time periods, from the introduction of paper and pens to modern technologies like ballpoint pens, calculators, and computers. It also discusses how views change as new technologies become mainstream.
Understanding Research 2.0 from a Socio-technical PerspectiveYuwei Lin
This document discusses Research 2.0 from a socio-technical perspective. It outlines key concepts of Web 2.0 like blogging, social networking, and wikis. It also discusses O'Reilly's design patterns for Web 2.0 and De Roure and Goble's six principles for software design. The document examines challenges in developing Research 2.0 environments like involving users and addressing ethical and legal issues. It argues a socio-technical approach is needed to develop Research 2.0 that considers both technological and social aspects.
Gaurav Mishra Yahoo Georgetown Digital Activism 04232009Gaurav Mishra
Georgetown University hosted an event on April 23, 2009 where I presented my Yahoo! Fellowship research on digital activism in India and China and then moderated a panel consisting of my friends Evgeny Morozov, Ivan Sigal and Trebor Scholz to discuss issues related to international digital activism.
The document discusses the use of e-learning and various tools for technology-enhanced learning such as i-lectures, online forums, blogs, social bookmarking, podcasts, virtual worlds and open educational resources which can be used to create engaging, interactive and collaborative learning experiences for students.
See the WEBCAST as well!! mms://wmedia.it.su.se/SUB/NordLib/3.wmv
Presentation at Nordlib 2.0 in Stockholm, November 21th 2008
http://www.nordlib20.org/programme/
This document discusses embracing professional learning networks and preparing for 21st century learning. It encourages using e-learning and various Web 2.0 tools as part of personal learning networks. These networks are based on the idea that knowledge is distributed across connections and learning involves constructing and traversing those networks. The document provides examples of tools for blogging, microblogging, social bookmarking, RSS feeds, wikis, and more that can be used to support learning networks. It emphasizes that learning is becoming an open source project where knowledge is collaboratively built.
Learning is a fundamentally social process that is enhanced by new Web 2.0 tools that strengthen social interactions and collaboration. These tools support informal and workplace learning in important ways for knowledge workers and adult learners. Web 2.0 allows for augmented social cognition and more effective learning communities through user participation, interaction, tagging, and other social processes.
Here are the steps to complete the mission:
1. Sign up for a Delicious account at delicious.com
2. Install the Delicious bookmarklet in your web browser
3. Browse websites and find at least two sites you want to bookmark
4. Click the Delicious bookmarklet button to save the sites
5. Enter a title, description, and tags for each bookmark
Some benefits of using Delicious for bookmark sharing include:
- Sharing bookmarks with other users who follow your tags
- Creating collaborative bibliographies by ensuring shared tags
- Building resource lists with other users through common tags
- Forming an interest network through shared bookmarks
Be sure to plan your tagging scheme to
This document discusses various online tools and platforms for social learning. It provides links to resources about wikis, blogs, social bookmarking, Twitter, Facebook, LinkedIn, Schoology and other social media tools. Diagrams illustrate the degree of information and social connectivity of different stages of the Web. The document emphasizes the importance of social learning for success in today's global economy.
The document discusses the concept of lifelong ePortfolios and how they can be used to represent an individual's digital self across one's lifespan. It explores how ePortfolios can capture past memories, present competencies and character, and future goals. Technologies like mobile devices, cloud computing, and social networking are changing how ePortfolios can be developed and shared to demonstrate learning from early childhood through professional careers and later life. Reflection is highlighted as important for constructing deep learning and developing identity.
The document discusses the rise of Web 2.0 technologies and their potential applications for learning networks and personalized learning environments. It explores how these new technologies enable more collaborative, immersive, and learner-centered forms of learning compared to traditional online learning models. The document raises questions about how educational institutions should respond to support these new forms of informal, networked, and interest-driven learning.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
This document discusses the use of ePortfolios and web 2.0 tools to improve and showcase student learning. It defines ePortfolios as purposeful collections of student work that can be used for multiple purposes like celebration of learning, personal planning, and assessment. Web 2.0 tools like blogs, wikis and Google tools allow for interactivity and engagement in ePortfolio development. Different levels of ePortfolio implementation are described from basic collection of work to primary purposes of learning/reflection and showcase/accountability. Scaffolding reflection through tools like digital storytelling is also covered.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
Blogs, wikis, and podcasts can be used in higher education to facilitate collaboration, knowledge sharing, and reflective activities. They allow for flexible participation and communication. However, challenges include ensuring quality contributions, assessing individual work, addressing intellectual property issues, maintaining control of content, and developing necessary technical skills.
The document discusses the emerging "big picture" of Web 2.0 from various perspectives. It summarizes that Web 2.0 is a phenomenon, not a technology, and is defined by active user participation and involvement. Examples of Web 2.0 technologies and design patterns are provided, as well as characteristics like scale, participation, customization and a power shift to users being in control. The future of mashups and long tail learning are also briefly discussed.
This document discusses emerging technology trends in education that are transforming classrooms. It highlights trends that will have major impacts in the next 1-5 years according to education technology reports. These include increased use of mobile devices, apps, tablets, game-based learning, and learning analytics in the next 1-3 years and augmented reality and natural user interfaces in the next 4-5 years. The document provides examples of how these technologies can engage students and help teachers better meet student needs through differentiation and personalized learning.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, content providers like BrainPOP and United Streaming, and lesson planning tools like WebQuest generators. It provides links to examples of these different types of educational tools.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, streaming media sites, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the internet. The document provides links to examples of these different digital tools.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing software, citation tools, video editing software, streaming media services, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the web. The document provides descriptions and links to examples of these different digital tools.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, and educational websites. It provides descriptions and links for each tool. The tools allow students and teachers to publish work, collaborate online, integrate multimedia, and access educational resources on the web.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, content providers like BrainPOP and United Streaming, and lesson planning tools like WebQuest generators. It provides links to examples of these different types of educational tools.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
8. Generating new Higher-Level
ideas, products,
processes, or
Create Thinking
ways of viewing
things. Evaluate
Analyze
Apply
Understand
Remember
Lower-level
Adapted from: http://www.apa.org/ed/new_blooms.html Thinking
9. • Critical Thinking
• Problem Solving
• Creativity
• Innovation
• Communication
• Collaboration
A Roadmap For 21st Century Learning
URL: http://www.21stcenturyskills.org/route21/
11. Symphony Empathy
Design Meaning
Story Play
Source: http://en.wikipedia.org/wiki/A_Whole_New_Mind
12. Photons
Bits Genes
IT Bio
Nano Neuro
Atoms Neurons
Qubits
“The Innovation economy is coming. It will bring sweeping global change that affects
everyone…Those who embrace innovation and adapt quickly will win…The Innovation
economy is a revolution in how individuals use ideas, knowledge, and
conduct commerce.” – James Canton
13. "640K ought to be
enough for anybody."
- Bill Gates, 1981
14. Electronic learning (or E-Learning or eLearning)
is a term for all types of technology-enhanced learning
(TEL), where technology is used to support the learning
process.
“Pedagogy empowered by digital technology"
Source: http://en.wikipedia.org/wiki/E-learning
15.
16. “…a form of knowledge and a pedagogy based on the idea that knowledge is
distributed across a network of connections and that learning consists of the
ability to construct and traverse those networks. “
Source: http://www.elearnspace.org/media/ProfessionalDevelopment/player.html George Siemens
18. Learning Using A Network of Diverse Technologies
Source: http://www.innovateonline.info/index.php?view=article&id=668
19. "Insanity: doing the same thing over and
over again and expecting different results."
- Albert Einstein
20. UMIS
E-mail
iDrive
AIR
MOFA
IMULP E-Library
Q-Bank
Asynchronous Synchronous i-Lectures Quiz
Lecture Notes Portfolio
Forum Chat
Podcasts Assignment
Blogging Video Conferencing
Glossary Case Summary
Micro-blogging Web Conferencing
Bookmarking Simulations
3D Virtual Spaces Games
Wiki
RSS OER/OCW
21. Moodle is a user-friendly open source and free application that is designed to
help educators create online courses with opportunities for rich interaction and
collaboration. Besides uploading and managing online resources, one can add
forums, quizzes, assignments, glossary polls, wikis, blogs, etc.
http://moodle.org/
22. Elgg empowers individuals, groups and institutions to create their own
fully-featured social learning environments.
http://elgg.org/
23. LAMS is a great tool for designing, managing and delivering online collaborative
learning activities. It provides teachers with a highly intuitive visual authoring
environment for creating sequences of learning activities.
http://www.lamsinternational.com/
24. Real-Time Cost-Savings
Leverage Student Accessibility
Student
Quality Convenience
Flexibility Record
Students
Lecturer
http://www.wiziq.com/ http://www.dimdim.com/
29. Blog (short of Weblog):
Is a Web site, usually maintained by an
individual, with regular entries of commentary,
descriptions of events, or other material such as
graphics or video.
Entries are commonly displayed in reverse-
chronological order.
"Blog" can also be used as a verb, meaning to
maintain or add content to a blog.
Source: http://en.wikipedia.org/wiki/Blog
32. 1. Post latest Industrial-related
trends and news
2. Post materials and resources
3. Host online discussions
4. Build a class newsletter
5. Group projects to co-produce
content
6. Reflect your teaching and
learning experiences
*List adapted from “Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms” by Will Richardson
Book: http://books.google.com.my/books?id=6PFjF9BQe2AC
33. A form of blogging that allows users to write brief text updates
(usually 140 characters) and publish them, either to be viewed by
anyone or by a restricted group which can be chosen by the user.
http://twitter.com/
39. A website created by a group; rather than by an
individual.
In Hawaiian, Wiki means “quick”
What I Know Is… (descriptive of the process of
collaborative content development.)
Wikis are websites that we
can build together!
45. RSS stands for Real Simple Syndication or Rich
Site Summary.
A web page with a .xml file type that can be
subscribed to and read by a newsreader
(aggregator). The aggregator will find the new
content and display it when it becomes available.
In essence, it is content that comes to you,
instead of having to search for it. It will save you
an infinite amount of time.
Source: http://en.wikipedia.org/wiki/RSS
51. Social bookmarking is a method for Internet users
to store, organize, search, and manage bookmarks
of web pages on the Internet with the help of
metadata (tags).
Folksonomy (from folk + taxonomy) is the practice
and method of collaboratively creating and managing
tags to annotate and categorize content.
Source: http://en.wikipedia.org/wiki/Social_bookmarking
53. 1. Great for groups researching a topic together or an instructor that
wants to share great websites they have found.
2. Others can subscribe to your bookmarks or individual tags and
receive them whenever the publisher adds a new bookmark.
3. Create working bibliographies for projects by ensuring they share a
common tag.
4. Build lists of resources with fellow students/ teachers (decide on
common tags first).
5. Create a network with friends or fellow club members with whom
you share an interest.
6. Spend a few minutes planning how you’ll tag so that your tags are
consistent (remember – no spaces within tags!)
– Plural vs singular
– Teacher’s names / course names
7. Clean up your tags periodically using the delete and rename tag
functions.
Adapted from: http://www.slideshare.net/leonardstern/rss-in-education/
61. Is the first step in an
ambitious, long-term
project to make all
systematic knowledge
immediately computable
by anyone.
http://www.wolframalpha.com/
62. Wordle is a toy for generating “word clouds” from text that you provide.
http://wordle.net/
66. “…are educational materials and
resources offered freely and openly
for anyone to use and under some
licenses to re-mix, improve and
redistribute.”
More definitions: http://learn.creativecommons.org/resources/faq/
82. Understand cancer better and develop a positive attitude toward
defeating it.
http://www.re-mission.net/site/game/index.php
83. Sound is caused by changes of pressure in the air that is transformed
into nerve impulses in the inner ear.
http://nobelprize.org/educational_games/medicine/ear/index.html
84. There has been a mysterious outbreak of unhealthy habits among kids,
and we need to solve these cases. All junior food detectives will get
secret training on how to eat right and exercise.
http://members.kaiserpermanente.org/redirects/landingpages/afd/
86. An educational video game that introduces basic concepts of human
immunology to high school and entry-level college students. It aims
to excite students about the subject, while also illuminating general
principles and detailed concepts of immunology.
http://fas.org/immuneattack/
105. Zaid Ali Alsagoff
E-Learning Manager
E-mail : zaid_ali@imu.edu.my
Blog : http://zaidlearn.blogspot.com/
Twitter: http://twitter.com/zaidlearn
IMU : http://imu.edu.my
DID : +603-2731 7327
Ext. : 3115
106. Have a
ZaidLearn!
http://zaidlearn.blogspot.com/
Editor's Notes
Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future.Creativity & InnovationThink CreativelyUse a wide range of idea creation techniques (such as brainstorming)Create new and worthwhile ideas (both incremental and radical concepts)Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative effortsWork Creatively with OthersDevelop, implement and communicate new ideas to others effectivelBe open and responsive to new and diverse perspectives; incorporate group input and feedback into the workDemonstrate originality and inventiveness in work and understand the real world limits to adopting new ideasView failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakesImplement InnovationsAct on creative ideas to make a tangible and useful contribution to the field in which the innovation will occurBrowse Creativity & Innovation ResourcesCritical Thinking & Problem SolvingReason EffectivelyUse various types of reasoning (inductive, deductive, etc.) as appropriate to the situationUse Systems ThinkingAnalyze how parts of a whole interact with each other to produce overall outcomes in complex systemsMake Judgments and DecisionsEffectively analyze and evaluate evidence, arguments, claims and beliefsAnalyze and evaluate major alternative points of viewSynthesize and make connections between information and argumentsInterpret information and draw conclusions based on the best analysisReflect critically on learning experiences and processes Solve ProblemsSolve different kinds of non-familiar problems in both conventional and innovative waysIdentify and ask significant questions that clarify various points of view and lead to better solutionsBrowse Critical Thinking & Problem Solving ResourcesCommunication & CollaborationCommunicate ClearlyArticulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contextsListen effectively to decipher meaning, including knowledge, values, attitudes and intentionsUse communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impactCommunicate effectively in diverse environments (including multi-lingual)Collaborate with OthersDemonstrate ability to work effectively and respectfully with diverse teamsExercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goalAssume shared responsibility for collaborative work, and value the individual contributions made by each team member
Synthesizing Mind – Putting it all together in ways that makes sense to yourself and to others -Deciding what to ignore, what to focus on, and what is importantThe Creating Mind – Needs examples of creative ideas, actions and behaviors - Needs some synthesis, but not too much and Discipline - Go beyond the known good questions (new questions)The Disciplined Mind - Learning to think like experts (Science, History, Arts and mathematics.The Respectful Mind – How we relate to others, how we think about differences, and how we value diversity beyond mere tolerance.The Ethical Mind – Fulfilling responsibility in terms as citizen and job role and models of good work.
What are the six essential senses needed to succeed in the future (Source)? "When these three questions above are present (question 2's questions), creativity becomes the competitive difference that can differentiate commodities. Pink outlines six essential senses:Design - Moving beyond function to engage the senseStory - Narrative added to products and services - not just argument. Best of the six senses.Symphony - Adding invention and big picture thinking (not just detail focus).Empathy - Going beyond logic and engaging emotion and intuition.Play - Bringing humor and light-heartedness to business and products.Meaning - Immaterial feelings and values of products."Educational point(form)-of-view:Next time we design a course, we should do our best to simplify the complexity (not the other way around!), and engage students to learn beyond memorization (Is thinking and doing aloud?).Also, we should not just stimulate the logical mind, but instead mash-up the boring stuff with stories (real stories, real people, happening in the real world! The Y-generation especially, loves the reality thingy!). If you are lazy, just link them to real case-studies or stories that you believe are relevant to the student's learning and course. There are tons of them on the web. If you cannot find them, be creative. Why just reflect real stories, why not act them out in class (offline or online), or convert them into a learning game on-the-fly. Have you ever wondered why you can watch a movie for 2 hours without trouble, but fall asleep within minutes during a lecture. On both occasions the learner is simply watching and listening. Why?If symphony makes no sense (another sweet jargon like blue ocean), think synthesis (Another jargon, but I suppose you are familiar with it). Yes, we need to nurture the students ability to synthesize (in addition to analyzing), or the ability to see relationships, patterns, connections and linkages from multiple sources. In short, big picture thinking or or making sense of many sources, and then putting them together in new and innovative ways. How do we do that? Think! Spice up your students learning with short videos, pictures, quotes, jokes, stories, etc. that challenge and provoke them to think. It should only take you a few minutes to find something on the net to spice up your teaching and learning space a bit. Show some empathy to how boring your lectures/tutorials might actually be. Imagine how you like to learn? Not surprisingly we often don't like to be taught, but we love to learn. Empower and engage your students to participate in the learning adventure. They might do a better job than us (teaching their own learning).Yes, there is no harm with a bit of play, or having fun while learning or teaching. Why not spice up the learning events with a bit of humor and engaging activities.Take your course seriously! Take your students seriously! Take your curriculum seriously! But, don't take yourself too seriously! When you loosen up, students will probably join you, and learning will be more fun and engaging. We mostly know this, but we somehow forget when reality creeps in.Finally, we need to find meaning in what we facilitate and teach. Students should know why they are learning whatever they are learning. Especially the Y(Why)-generation wants to know 'Why', or why bother! Oh, that makes sense! Now, I know why it is important to know this! I can use this knowledge to...! Why learn something which has no meaning to me? Or why teach something that has no meaning to the students? These things are not obvious, but if we can persuade and make sense to them why they are learning this and that, I suppose they will be more actively embracing it with their thinking minds.
Source: http://www.topten.org/content/tt.AT1.htm Leverage: 100,000+ students can learn from a single professor. Cost Savings: Virtual school/program admin/delivery costs are 80% less Quality: Students can learn from the best instructors and experts. Accessibility: Students from over 100 countries can be in the sameConvenience: Students and faculty alike can learn and teach from homeFlexibility: Students can learn in the teaching format that best suitsEfficiency: Students can learn just-in-time, as-they-need-it vsCompetition/Free Market: The best teachers will reign supreme, not theProfessor's Income Increased: Due to volume of students and fees fromSource: http://www.topten.org/content/tt.AT1.htm