This document summarizes a presentation exploring assumptions about inclusion in a teacher education program. The presentation discusses positioning itself and the research, emerging findings from observations and interviews, and the researcher's emerging position based on recording and interpreting the data. Some findings reflect critically on inclusion and exclusion. Course readings addressed knowledge about self and others. The presentation models inclusion as an ongoing process of becoming, not a finished state, and acknowledges the contributions of its collaborators.
The influence of institutional culture on lecturers’ agency in relation to OE...ROER4D
The influence of institutional culture on lecturers’ agency in relation to OER contribution.
Presentation at OER17, London, April 2017
Glenda Cox and Henry Trotter
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
The influence of institutional culture on lecturers’ agency in relation to OE...ROER4D
The influence of institutional culture on lecturers’ agency in relation to OER contribution.
Presentation at OER17, London, April 2017
Glenda Cox and Henry Trotter
Understanding the nature of OEP for OER adoption in Global South contexts: Em...ROER4D
Understanding the nature of OEP for OER adoption in Global South contexts: Emerging lessons from the ROER4D project
Presentation at OER17 London 5-6 April 2017
Sukaina Walji & Cheryl Hodgkinson-Williams
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
2014 12 15 for Chris Berry, Head of Education, DFIDTom Power
A brief presentation to Chris Berry, Head of Education, DFID. Outlines some key weaknesses in the evidence base on teacher education and international development. Overviews two main approaches to teacher development: 'boutique' and 'cascade' training, and contrasts these to school-based, peer-supported, m-learning.
Flexible learners for a global future - Alison Le CornuHEA_STEM
This presentation is linked to a workshop presented at the HEA enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1t5DfMZ
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Global Connections between First Year Undergraduates in Taiwan and ConnecticutLeigh Zeitz
Dr. Julie Chen (Taiwan) describes the global project where she and Dr. David Stoloff (Connecticut) have been engaging their students in intercultural exchanges. This was used in her ISTE webinar.
Respect Relationships Reconciliation: How to be an effective educator:a unit of study for beginning teachers inAboriginal and Torres Strait Islander education
2014 12 15 for Chris Berry, Head of Education, DFIDTom Power
A brief presentation to Chris Berry, Head of Education, DFID. Outlines some key weaknesses in the evidence base on teacher education and international development. Overviews two main approaches to teacher development: 'boutique' and 'cascade' training, and contrasts these to school-based, peer-supported, m-learning.
Flexible learners for a global future - Alison Le CornuHEA_STEM
This presentation is linked to a workshop presented at the HEA enhancement event 'Ways of knowing, ways of learning: innovation in pedagogy for graduate success'. The blog post that accompanies this presentation can be accessed via http://bit.ly/1t5DfMZ
Working with international students as co-researchers: towards an inclusive e...Simon Haslett
Presentation by Julie Wintrup and Kelly Wakefield (University of Southampton) at the Research-Teaching Practice in Wales Conference, 10th September 2013, at the University of Wales, Gregynog Hall. Slidecast edited by Professor Simon Haslett.
Factors enabling and constraining OER adoption and Open Education Practices: ...ROER4D
Factors enabling and constraining OER adoption and Open Education Practices: lessons from the ROER4D project
Sukaina Walji & Cheryl Hodgkinson-Williams
Centre for Innovation in Learning & Teaching, University of Cape Town
Presentation at World Conference for Online Learning,
Toronto, Canada, 15-19 October 2017
Global Connections between First Year Undergraduates in Taiwan and ConnecticutLeigh Zeitz
Dr. Julie Chen (Taiwan) describes the global project where she and Dr. David Stoloff (Connecticut) have been engaging their students in intercultural exchanges. This was used in her ISTE webinar.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
Convergence, Grand Challenges, team Science and Inclusionkhargonekar
A talk that gives a detailed picture of the concepts of convergence paradigm for transdisciplinary research, team research, inclusive teams, and how all these can come together to address societal grand challenges.
Wrapped MOOCs: What is being valued and reused?Andrew Deacon
Universities have been keen to explore innovative technologies to reach wider audiences and share some of their teaching and research globally. Massive Open Online Courses (MOOCs) are an example, having open enrolments and generally offering free access to course materials. These initiatives contribute to broadening of traditional forms of dissemination and support a wider learning community. Investigating how other educators see such opportunities including the possible reuse of these open courses in their own teaching spaces offers insights to how MOOCs initiatives and university outreach efforts are being valued. Educators might be asking their on-campus students to participate partially or fully in a MOOC and then they may supplement this online learning experience with classroom activities. As MOOCs are designed to function as standalone courses, how another educator incorporates a MOOC with their face-to-face course design to develop a blended learning experience involves further design and pedagogical choices. This approach is often referred to as “wrapping a MOOC”. The research sites of this study are cases where educators have been wrapping MOOCs that were created as part of the UCT MOOCs Project. We have engaged with educators involved in wrapping MOOCs, both outside the university and within the university through strategies such as informal courses or meetups. The intention of the research is to characterise the different forms of wrapping and their purposes. The research will draw on this characterisation and relate it to open practices and learning design that informed the course development. This analysis helps question some original MOOC design assumptions and identifies what could be changed to support wrapping, especially with regards to course structures and their features.
Presented at HELTASA 2017, 21-24 November, Durban, South Africa
http://www.ched.uct.ac.za/perspectives-south-african-mooc-takers-understanding-transitions-and-out-learning-and-work
The purpose of this research is to understand which Flexible & Distributed Learning (FDL) techniques generated positive student engagement.
The aim of the research was to inform the development of the module for future iterations.
The objectives of the research are to:
* Understand which FDL techniques derived positive student engagement.
* Explore other possible FDL techniques that may be appropriate for the module.
* Identify which FDL techniques may be transferrable to other modules.
Similar to 3nd Pacific Rim International Conference 2016 leechin heng (20)
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
3nd Pacific Rim International Conference 2016 leechin heng
1. Exploring assumptions about
inclusion in a pre-service teacher
education programme
Leechin Heng
PhD Candidate, School of Educational Studies and
Leadership, University of Canterbury, New Zealand
32nd Annual Pacific Rim International Conference on Disability and
Diversity, April 25 & 26, 2016
Hawai‘i Convention Center, Honolulu
Supervisors:
Missy Morton, Niki Davis & Rosemary Du Plessis
2. • Inclusion/exclusion and marginality
– positioning myself and this research
• Some emergent findings
– based on observation, interviews and course
materials
• My emerging research position
– from recording to interpretation
• Discussion
– questions, feedback, suggestions
Overview of the presentation
3. New Zealand
Helensville Online. (2016). Where in the world? [Image] Retrieved from
http://www.helensville.co.nz/general/worldmap.htm
4. Some findings – critical
reflections on inclusion
• Inclusion, exclusion and potential
harm
– Has anyone intentionally wanted
to be a teacher to harm a child?
6. Some course readings
Santoro. (2009). Teaching in culturally
diverse contexts: What knowledge
about ‘self’ and ‘others’ do
teachers need?
McIntosh. (1990). White privilege:
Unpacking the invisible knapsack.
7. When people say…
I don’t see you as disabled
I don’t see you as black/brown/yellow/
blue/orange/green…..
I don’t see you as different
I don’t see you as…
Privilege conceals itself from
those who have it
8. You’re not deficit/weird/not normal/
unacceptable/ugly/
uncomfortable to be with…
Or simply…you are what I choose
to see you as?
Do they mean…
12. Thank you – Mahalo
Acknowledgements
International Pacific Rim Conference on
Disability and Diversity
The Claude McCarthy Fellowship
The MTchgLn programme acknowledges the Ngāi Tahu Educational Advisory Group for the MTchgLn
programme and colleagues in the UC College of Education who are part of the MTchgLn development team
and related research. The programme development has been a collaborative effort, and the structures
developed for the operationalisation of the broad goal to prepare adaptive and action competent pre-service
teachers reflects the knowledge and wisdom of the group.
13. References
Fickel, L. (2013). Exemplary postgraduate ITE programmes RFA (Round 2) -
Submission to the Ministry. Application from the College of Education.
Unpublished. Christchurch, NZ: University of Canterbury.
Delgado, R. (2011). Rodrigo’s reconsideration: Intersectionality and the future of
critical race theory. Iowa Law Review, 96, 1247 - 1288.
Johnston, K. (2015). Superdiversity: Children lead the way as cultures combine.
Retrieved from
http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11531743
McIntosh, P. (1990). White Privilege: Unpacking the Invisible Knapsack.
Independent School. (Winter 1990).
Santoro, N. (2009). Teaching in culturally diverse contexts: what knowledge about
‘self’ and ‘others’ do teachers need? Journal of Education for Teaching, 35(1),
33-45. doi:10.1080/02607470802587111
Statistics New Zealand. (2016). New Zealand in profile: 2015. Retrieved from
http://www.stats.govt.nz/browse_for_stats/snapshots-of-nz/nz-in-profile-2015/popul