5 slides sharing information on the chapter I wrote for the book "Emerging Technologies and Pedagogies in the Curriculum. It also refers to an early Ethics in AI slide deck, expressing the need and urgency of making AI effects transparent.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
Education and the Use of Artificial IntelligenceIJEACS
This paper explains how Artificial Intelligence (AI) can and is being applied in the educational sector. Artificial Intelligence in the educational sector is one of the currently expanding disciplines in educational technology, according to the 21st International Conference on Artificial Intelligence in Education, held in 2020. Educators are still unsure how to apply AI for pedagogical purposes on a larger scale, or how AI will affect teaching and learning in higher education. The impact of AI in education, as well as its benefits and drawbacks, are discussed. It also explains how to construct an AI-enabled platform for education, as well as the consequences of AI in education.
Artificial Intelligence in Education: Ethical FuturesRobert Farrow
Artificial intelligence (AI) offers the possibility of enabling human self-realisation; enhancing human agency; increasing societal capability; and cultivating social cohesion (Floridi et al., 2018). A review of ethical principles in AI (Floridi & Cowls, 2019) suggests that 47 principles proposed by various initiatives can be reduced to four traditional moral principles (beneficence; non-maleficence; autonomy; justice) and one new one (explicability). This webinar will interpret this ethical framework with respect to the potential for AI supported education. It will explore the roles of algorithms, institutional policies and pedagogical innovation in developing learning systems and offer normative reflections on the future role of AI in education.
Floridi, L., & Cowls, J. (2019). A Unified Framework of Five Principles for AI in Society. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.8cd550d1
Floridi, L., Cowls, J., Beltrametti, M. et al. (2018). AI4People—An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations. Minds & Machines 28, 689–707. https://doi.org/10.1007/s11023-018-9482-5
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Presentation shared by author at the 2019 EDEN Annual Conference "Connecting through Educational Technology" held on 16-19 June, 2019 in Bruges, Belgium.
Find out more on #eden19 here: http://www.eden-online.org/2019_bruges/
Education and the Use of Artificial IntelligenceIJEACS
This paper explains how Artificial Intelligence (AI) can and is being applied in the educational sector. Artificial Intelligence in the educational sector is one of the currently expanding disciplines in educational technology, according to the 21st International Conference on Artificial Intelligence in Education, held in 2020. Educators are still unsure how to apply AI for pedagogical purposes on a larger scale, or how AI will affect teaching and learning in higher education. The impact of AI in education, as well as its benefits and drawbacks, are discussed. It also explains how to construct an AI-enabled platform for education, as well as the consequences of AI in education.
Artificial Intelligence in Education: Ethical FuturesRobert Farrow
Artificial intelligence (AI) offers the possibility of enabling human self-realisation; enhancing human agency; increasing societal capability; and cultivating social cohesion (Floridi et al., 2018). A review of ethical principles in AI (Floridi & Cowls, 2019) suggests that 47 principles proposed by various initiatives can be reduced to four traditional moral principles (beneficence; non-maleficence; autonomy; justice) and one new one (explicability). This webinar will interpret this ethical framework with respect to the potential for AI supported education. It will explore the roles of algorithms, institutional policies and pedagogical innovation in developing learning systems and offer normative reflections on the future role of AI in education.
Floridi, L., & Cowls, J. (2019). A Unified Framework of Five Principles for AI in Society. Harvard Data Science Review, 1(1). https://doi.org/10.1162/99608f92.8cd550d1
Floridi, L., Cowls, J., Beltrametti, M. et al. (2018). AI4People—An Ethical Framework for a Good AI Society: Opportunities, Risks, Principles, and Recommendations. Minds & Machines 28, 689–707. https://doi.org/10.1007/s11023-018-9482-5
This presentation looks at how AI works, how it is being used presently in Education and then outline some concerns about how AI might be used in education in the future.
I argue that AI has a much greater part to play in Education – particularly in making education more widely available in the developing world and in reducing the cost of education.
The talk then moves on to discuss general ethical concerns about how AI is being used in society, looking at the issue of how we program autonomous vehicles as a case in point. I then outline five areas of concern about the use (and potential abuse) of AI in education arguing that we need to have a much more informed debate before things go too far. With this in mind, I close with some suggestions for courses and reading that might help colleagues to become better informed about the subject.
15 Pros and 5 Cons of Artificial Intelligence in the ClassroomLiveTiles
Technology has provided us with many new ways to learn. In the classroom, there are both pros and cons of the artificial intelligence that technology offers.
Presentation at first meeting of the Erasmus Plus project 'Improving skills and competences of VET teachers and trainers in the age of Artificial Intelligence'.
The effort in this webinar is to make the Civil, Mechanical, and Sanitation Engineers understand, that, DSAI is there to make the best use of the understanding of knowledge they have
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
International Journal of Artificial Intelligence in Education(IJAIE) is a bi monthly open access peer-reviewed journal that publishes articles which contribute new results in all areas of Artificial Intelligence in Education . The journal focuses on all technical and practical aspects of Artificial Intelligence in Education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced Artificial Intelligence in Education and establishing new collaborations in these areas.
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING Goodbuzz Inc.
Driving Tangible Value for Business. Briefing Paper. Interest in AI/ML is soaring, but confusion and hype can mask the real benefits of these technologies. Organizations need to identify use cases that will produce value for them, especially in the areas of enhancing processes, detecting anomalies and enabling predictive analytics.
What Can Machine Learning & Crowdsourcing Do for You? Exploring New Tools for...Matthew Lease
Invited Talk at the ACM JCDL 2018 WORKSHOP ON CYBERINFRASTRUCTURE AND MACHINE LEARNING FOR DIGITAL LIBRARIES AND ARCHIVES. https://www.tacc.utexas.edu/conference/jcdl18
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects.
We believe that AI will be a force multiplier on technological progress in our increasingly digital, data-driven world. This is because everything around us today, ranging from culture to consumer products, is a product of intelligence.
In this report, we set out to capture a snapshot of the exponential progress in AI with a focus on developments in the past 12 months. Consider this report as a compilation of the most interesting things we’ve seen that seeks to trigger an informed conversation about the state of AI and its implication for the future. This edition builds on the inaugural State of AI Report 2018, which can be found here.
We consider the following key dimensions in our report:
- Research: Technology breakthroughs and their capabilities.
- Talent: Supply, demand and concentration of talent working in the field.
- Industry: Large platforms, financings and areas of application for AI-driven innovation today and tomorrow.
- China: Large platforms, financings and areas of application for AI-driven innovation today and tomorrow.
- Politics: Public opinion of AI, economic implications and the emerging geopolitics of AI.
Collaboratively produced in East London, UK by:
- Nathan Benaich, Founder of Air Street Capital (www.airstreet.com) and RAAIS (www.raais.co).
- Ian Hogarth, Visiting Professor at UCL's IIPP (https://www.twitter.com/IIPP_UCL) and angel investor.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
This presentation looks at how AI works, how it is being used presently in Education and then outline some concerns about how AI might be used in education in the future.
I argue that AI has a much greater part to play in Education – particularly in making education more widely available in the developing world and in reducing the cost of education.
The talk then moves on to discuss general ethical concerns about how AI is being used in society, looking at the issue of how we program autonomous vehicles as a case in point. I then outline five areas of concern about the use (and potential abuse) of AI in education arguing that we need to have a much more informed debate before things go too far. With this in mind, I close with some suggestions for courses and reading that might help colleagues to become better informed about the subject.
15 Pros and 5 Cons of Artificial Intelligence in the ClassroomLiveTiles
Technology has provided us with many new ways to learn. In the classroom, there are both pros and cons of the artificial intelligence that technology offers.
Presentation at first meeting of the Erasmus Plus project 'Improving skills and competences of VET teachers and trainers in the age of Artificial Intelligence'.
The effort in this webinar is to make the Civil, Mechanical, and Sanitation Engineers understand, that, DSAI is there to make the best use of the understanding of knowledge they have
An exploration of AI and analytics, blockchain, robotics and 3D printing, 5G and immersive technology, gamification, video based learning and their likely impact on learning in the medium term. Also has some cautions. Developed for a series of presentations across Canada.
International Journal of Artificial Intelligence in Education(IJAIE) is a bi monthly open access peer-reviewed journal that publishes articles which contribute new results in all areas of Artificial Intelligence in Education . The journal focuses on all technical and practical aspects of Artificial Intelligence in Education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced Artificial Intelligence in Education and establishing new collaborations in these areas.
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING Goodbuzz Inc.
Driving Tangible Value for Business. Briefing Paper. Interest in AI/ML is soaring, but confusion and hype can mask the real benefits of these technologies. Organizations need to identify use cases that will produce value for them, especially in the areas of enhancing processes, detecting anomalies and enabling predictive analytics.
What Can Machine Learning & Crowdsourcing Do for You? Exploring New Tools for...Matthew Lease
Invited Talk at the ACM JCDL 2018 WORKSHOP ON CYBERINFRASTRUCTURE AND MACHINE LEARNING FOR DIGITAL LIBRARIES AND ARCHIVES. https://www.tacc.utexas.edu/conference/jcdl18
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
International Journal of Artificial Intelligence in Education(IJAIE) MiajackB
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects. The aim of the Journal is to provide a platform to the researchers and practitioners from both academia as well as industry to meet and share cutting-edge development in the field. Authors are solicited to contribute to the journal by submitting articles that illustrate research results, projects, surveying works and industrial experiences that describe significant advances in the areas Artificial Intelligence in Education.
International Journal of Artificial Intelligence in Education(IJAIE) is an open access peer-reviewed journal that provides an excellent international forum for sharing knowledge and results in theory, methodology and applications Artificial Intelligence in Education. The Journal looks for significant contributions to all major fields of Artificial Intelligence in Education in theoretical and practical aspects.
We believe that AI will be a force multiplier on technological progress in our increasingly digital, data-driven world. This is because everything around us today, ranging from culture to consumer products, is a product of intelligence.
In this report, we set out to capture a snapshot of the exponential progress in AI with a focus on developments in the past 12 months. Consider this report as a compilation of the most interesting things we’ve seen that seeks to trigger an informed conversation about the state of AI and its implication for the future. This edition builds on the inaugural State of AI Report 2018, which can be found here.
We consider the following key dimensions in our report:
- Research: Technology breakthroughs and their capabilities.
- Talent: Supply, demand and concentration of talent working in the field.
- Industry: Large platforms, financings and areas of application for AI-driven innovation today and tomorrow.
- China: Large platforms, financings and areas of application for AI-driven innovation today and tomorrow.
- Politics: Public opinion of AI, economic implications and the emerging geopolitics of AI.
Collaboratively produced in East London, UK by:
- Nathan Benaich, Founder of Air Street Capital (www.airstreet.com) and RAAIS (www.raais.co).
- Ian Hogarth, Visiting Professor at UCL's IIPP (https://www.twitter.com/IIPP_UCL) and angel investor.
Show & TEL Ethics & Technology-Enhanced Learning Robert Farrow
This presentation reviews the state of the art with respect to the use of artificial intelligence in education, reflecting on the ethical aspects and implications with particular reference to distance education.
Are Open Educational Resources the future of (e-)learning?KasiaKAka
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
Designing e-tivities to increase learning-to-learn abilitieseLearning Papers
Authors: Maria Elisabetta Cigognini, Maria Chiara Pettenati.
In this paper we present a detailed set of e-tivities framed in a learning design context. The e-tivities use Internet tools for teaching Personal Knowledge Management skills (PKM) to adult learners.
In this unit, students will explore contemporary scientific media and art forms to understand what the advent of artificial intelligence (AI) might mean for the future of humankind.
RESIGN REPUBLIC: An education technology platform by Ali. R. KhanAli Rahman Khan
With the world transforming at an exponential rate, aided by great technological progress, education must adopt relevant information and communication technologies along with innovative methodologies in order to keep pace. The project “Resign Republic” encompasses an education-technology platform focused on producing digital solutions which are based on three core concepts: Consensus, distributed networks, and automation. In cooperation with a team of international multidisciplinary team of experts, the aim of the project is to create an evolving intelligence supported by digital products that will help students capture, connect, transform and visualize individual expertise. The project philosophy has its roots set in the principles of democratic production of knowledge and innovation in education, in line with the values appreciated and practiced by Switzerland. A project by Ali Khan.
Design to Integrate Knowledge Building with Individual Learning in Open Learn...Bodong Chen
This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.
Similar to A conceptual framework for learners self directing their learning (20)
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
This presentation shares the steps that EIT InnoEnergy teachers have taken to get up to speed with AI. The presentation shares use cases, tools, pedagogical options to embed AI in courses, and tools regarding assessments. The presentation was given at Online Educa Berlin 2023.
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
This keynote gives an overview of why and how AI tools for assessment purposes can be used. One part of the presentation covers AI-based Proctoring Systems, another part moves closer into AI tools for assessments, and a last part looks at university guidelines, ethical considerations, some pedagogical options to embed AI tools for students while they work on projects, and some AI tool resources.
Sharing share the toolkit that was made by Stella Lee, PhD. in alignment with the InnoEnergy teachers' needs and requests. Explore the toolkit and try out some of the curated tools per teacher area (administration, research, teaching & learning). And feel free to share resources, or add questions related to #AI topics and join the AI for teachers community on LinkedIN (https://www.linkedin.com/groups/12892003/ )
This 20 slide presentation, starts with an overview of AI, showing some AI tools, and sharing examples of AI for education options. The learning outcome of this presentation is to provide AUW students an insight into AI and how they can use it within their courses. By including short examples, it makes it easier to embed AI interactions into their courses.
OEB CoP November 2022 overview ppt.pptxInge de Waard
Short overview of pedagogical approaches (moonshot approach, Case method, Challenge Based Learning) used at EIT InnoEnergy to enhance Community of Practitioners across students, teachers, business, start-ups ... across the EIT CommUnity. How these learning approaches lead up to a stronger Community of Practitioners between Master students, Teachers, Businesses, Policy Makers and other stakeholders.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Building the Skills Engine: our dreams realise the futureInge de Waard
These are the slides from a talk I gave at Online Educa Berlin 2019. The talk focuses on the skills engine, an AI engine (Natural Language Processing) that is
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
Informal learning in MOOCs is under-investigated. In this presentation we share how adult learners self-direct their learning when engaging in FutureLearn MOOCs. Five areas influence self-directed learning: individual characteristics, technical and media elements, individual & social learning, structuring learning and context. This study also identified two inhibitors or enablers of learning: intrinsic motivation and personal learning goals, where these two factors increase or decrease the dynamics in the five areas of SDL.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
This brief ppt gives an idea of the Skills 3.0 or DEAP project that I am currently co-working on (me for the educational part) together with my other great InnoEnergy colleagues. The project combines the emergence of skills and competencies identified through a Human Resource oriented AI (screening industry road maps), analyzing engineering resumes and answering the resulting skills gap to an adaptive learning path by reusing learning elements in an 'intelligent way’.
MOOCs and personal learning: reality or myth?Inge de Waard
This keynote was given during the TISLID18 conference in Ghent, Belgium. The talk focuses on two informal learning cases involving MOOC learners, and ends with questioning the personal learning myth that accompanies MOOCs.
Cost and time efficient dynamic learning defInge de Waard
Four practical options to enhance learner interaction in blended classes, cost efficient use of content, and ensuring teachers are used for their knowledge expertise by using flipped lectures.
Instructional Design Variation matrix - work in progressInge de Waard
Een Nederlandstalige presentatie over het concept (met voorbeelden) van de Instructional Design Variation matrix die momenteel wordt geschreven. Gegeven tijdens een van de break-out sessies bij LearningTechDay in Gents.
Presentation given during the teacher conference of InnoEnergy in Lisbon, Portugal. The presentation offers some blended learning options: video (adding interaction, simulation, 360 video), flipped lecturing, mobile learning options.
EdTech: communicating and learning virtually - Example of a flipped lectureInge de Waard
This presentation was part of a flipped lecture on EdTech communication and learning. It was used for a flipped lecture at the VUB (Vrije Universiteit Brussel) in May 2017. This lecture followed a previous learner action engaging in a MOOC discussion forum, and was followed by a fishbowl discussion to deepen the students perception of EdTech and communication.
How can an Instructional Designer help?Inge de Waard
The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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!
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
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A conceptual framework for learners self directing their learning
1. A conceptual
framework for learners
self-directing their
learning in MOOCs
Inge de Waard (Open University, UK & EIT InnoEnergy, EU)
Agnes Kukulska-Hulme (Open University, UK)
4. SDL in (post) COVID19
MOOCs, microlearning,
informal learning,
AI in Education …
EdTech
Learning
Ecology
Self-Directed
Learning
capacities
across EdTech
ecologies
Increase SDL
Free AI in Ed tool: AI detects skills you have or are lacking (beta release 1 July 2020)
https://skillcharge.innoenergy.com/
5. Equity of
Access
• Learning resources and
impact on mainstream
education
• Major actions from
educational sector to
ameliorate social
disparities?
Ethical layer for AI (AI in Ed (predictive analysis, semi-
automated assessments…), AI driven personalisation –
commerce driven & filter bubbles, Algorithmic governance
(digital technologies produce social ordening), our own moral
compass (complex set of cultural & philosophical preferences)
Frank Pasquale (law prof) argued, “authority is
increasingly expressed algorithmically.”
Audrey Waters (fab thinker) wrote “Algorithms —
their development and implementation — are
important expressions of power and influence.”
6. 6
Feel free to contact me
• ingedewaard@gmail.com
• Twitter: @Ignatia
• LinkedIn: https://www.linkedin.com/in/ingedewaard/
• Slideshare: https://www.slideshare.net/ignatia
• Google scholar
• Academia:
https://open.academia.edu/IgnatiaIngedeWaard
Editor's Notes
Present: My name is Inge de Waard and I work as a Sr. Learning strategist for EIT InnoEnergy, a European organisation focusing on innovation within the renewable and sustainable energy sector.
I currently work on a project involving Artificial Intelligence to analyse skill gaps and automatically point learners (professionals and others) to courses that will address their current skill gaps, so they or their team can reskill and upskill in order to keep up with their evolving professional field.
The research I am sharing today is research investigating Self-Directed Learning.
Goal: get new insights into how learners Self-Direct their learning inside FutureLearn moocs, and particularly which elements influence their self-directed learning. MOOCs must be seen here as a contemporary open learning resources, which is part of the overall current learning ecology that we are all facing. And understanding how individuals self-direct their learning when being offered learning resources (MOOCs, coaching options, microlearning etc).
Research methodology
Learning logs were build to allow qualitative and quantitative data to be gathered
Once the data collection was happening, Charmaz’s method for constructing a grounded theory was used to analyse the data.
The main focus was on gathering qualitative data, as SDL research is still scarce and specifically if it is in relation to informal self directed learning within contemporary learning solutions.
Target population slide
The research findings resulted in a conceptual framework, which comprises five learning components: individual characteristics, technology, individual & social learning, organising learning, and context.
Each of those learning components harbour key categories that have a major impact on the learning processes within that particular component. Each of the five components is influenced by the other components.
There are two major enablers/inhibitors of self-directed learning within MOOCs: motivation and learning goals, where motivation is mostly intrinsic in nature, and the learning goals mostly personal.
Findings on Individual characteristics
Intrinsic motivation seems to have a profound effect on learning within FutureLearn MOOCs. It makes the learner decide which course they want to follow, based upon their own interest. The usefulness of the course content in terms of their professional and/or personal interest also increases the learners’ motivation, especially in terms of completing a learning episode. Once the course is rolled out, the content and information provided in the course can also alter motivation depending on the proximity of the course to the professional or personal context of the learner. The data shows that self-directed learning within FutureLearn courses is driven or held back by intrinsic motivation, ignited by the course content and personal interpretation of the usefulness of the course for the learner’s benefit. This makes intrinsic motivation an important inhibitor or enabler of self-directed learning in FutureLearn courses.
Findings on technology influencing learning
Technology plays an unavoidable role in learning within the courses. Learners have to connect to the course through an internet-enabled device, and then learn to navigate through the content using the course tools as well as topic specific tools provided in the course. It is the learner who self-directs their learning and who decides which parts of the technology might be beneficial to their learning at present, as well as for the future (e.g. considering the benefits of learning new tools). Admittedly, this learners’ choice is confined to the boundaries set by the course designers as well as the technical limitations or affordances of the FutureLearn platform.
Findings on individual and social learning
The majority of learning within MOOCs happened individually. In order to fully understand the course material and/or to fulfil personal learning needs, the individual learner moves in and out of the course to find answers. Although not actively engaged in any discussions, or in the commenting sections of the FutureLearn courses, the individual learners engaged in lurking, or deliberately looking for answers in social spaces without engaging in these social spaces. Whether or not an individual learner decides to enter into social learning depends on the perceived time investment needed, their personal preference to be either social or not and its perceived benefit, as well as their willingness to contribute. Once social learning is part of the learning process, different social actions are undertaken to achieve additional learning success which was not (yet) attained by a learner’s individual learning. Learners look for answers in- and outside FutureLearn courses, they also share their experiences with peers in- and outside of the course. Because of the increased amount of learners inside the courses, more reflective triggers are available.
Findings on organising learning
Learning within FutureLearn courses is organised by scheduling time, note taking during the learning process, and selecting what is learned depending on personal learning goals. The learner plans their learning in accordance withavailable time, the relevance of the content, the social learning benefit and related time investment. Note taking is done primarily to ground what is learned, and to be able to retrieve information later on. Notes are kept by learners mostly using their preferred tools, even if alternative note taking options are provided by the course organisers. Learners shape their learning based on learning actions that are guided by their personal learning goals. Learning goals have an important impact on the self-directed learning as it makes learners select specific content, mediate whether they want to invest more or less time given the perceived results, and attaining bigger goals, for example in relation to careers. The personal learning goals of the learner also affect the action he or she takes with regard to engaging in social learning or which tools or technologies they want to use and learn. This means that personal goal setting is not limited to organising learning, but it affects other learning components as well. This makes personal learning goals important inhibitors or enablers of self-directed learning in FutureLearn courses.
Findings on context relevance
The learner’s perception of any contextual similarities between their own context and the context proposed in the course, or shared by course peers impacts the learning experience. This perceived similarity of context can be related to the learner’s external environment (e.g. workplace, peers that have similar interests), the internal environment (e.g. personal learning goals) and the digital environment (e.g. online tools). The familiarity with the course context has a stimulating effect on self-directed learning, as it enables the learner to bring the information within a contextual reach, linking it to the learner’s prior knowledge or experiences.
Motivation and personal learning goals have a major impact on each of the five learning components. Motivation (in most cases intrinsic) keeps participants wanting to keep on learning. If the learning goal/s are not addressed by the course content, learners stop engaging with the course. If the content inspires, the learning goals (either professional or personal) are what make learners move above and beyond the barriers that each of the components might induce in them e.g.: they will solve technological problems, they will connect to others despite having a preference for individual learning, they will overcome lack of self-confidence as a learner characteristic, or they will organise their learning against any time constraints they encounter.
Looking at our knowledge on how learners self-direct their learning inside of MOOCs, we can extend it to include SDL in other learning resources.
Based on what we know, we can then investigate AI-driven learning solutions, like the SkillCharge project which will be launched to the public by next week.
https://skillcharge.innoenergy.com/
Equity of Access: Are free learning resources moving toward the mainstream? What major inputs are needed in the education sector to ameliorate social disparities?
Ethical layer for AI (Google personalisation – commerce driven, Algorithmic governance (digital technologies produce social ordening),