Moodle is a learning management system that allows teachers to put class information online for students to access from home, including links, videos, and discussion boards. It facilitates communication through announcements and notices, as well as collaboration through online discussion groups and sharing resources. Using Moodle supports "blended learning" by helping students work at home and continuing classroom discussions outside of school.
Virtual environments can be used as educational tools by facilitating communities of practice. Communities of practice allow for situated language learning through a sense of presence, freedom, and anonymity in virtual spaces. Educators have used virtual worlds like Second Life to create educational islands and simulations for language learning, where students can interact with environments and each other through avatars. These communities provide opportunities for emoting, creative storytelling, and virtual travels without geographic borders to build confidence and socialize while learning.
This document discusses how technology can be used to engage learners through creation, inspiration, connection, learning, communication, sharing, collaboration, and growth. It provides examples of tools like wikis, blogs, virtual field trips, and more that are used by students in kindergarten through 5th grade to collaborate on digital storytelling, video projects, cultural sharing, email exchanges, and wikis with students in other locations. The challenges of time, technology access, and communication among teachers are also addressed, with the conclusion that using technology to create engaging learning experiences that transcend constraints is an achievable goal.
This document provides ideas and suggestions for implementing bring your own device (BYOD) programs in schools to support mobile learning. It discusses choosing appropriate devices for different learning activities, creating digital content like posters and stories, and using apps and tools like Edmodo, Evernote, and Google Drive to organize and share content. The document emphasizes that technology should accelerate and enhance pedagogy, and empower creativity, collaboration, and real-world connections for students. Recommendations are given to address concerns about internet safety and bandwidth when using personal devices at school.
MOOCS: de onde viemos e para onde caminhamosJoao Mattar
1. O documento discute a origem e evolução dos MOOCs, desde os primeiros cursos abertos online até os modelos atuais de cMOOCs e xMOOCs.
2. É analisado o debate entre os que veem os MOOCs como ameaça aos movimentos de educação aberta e recursos educacionais abertos versus os que defendem sua contribuição.
3. Por fim, são apresentadas tendências futuras como o foco no design de cursos online, no desenvolvimento de habilidades dos alunos e no papel dos professores.
Interação e aprendizagem em ambientes virtuaisJoao Mattar
O documento discute como a interação e a aprendizagem são afetadas em ambientes virtuais. Aborda como a ausência do corpo influencia a interação e como processos inconscientes podem influenciar a aprendizagem. Também examina diferentes tipos de interação que podem ocorrer em situações de aprendizagem virtual e teorias sobre design instrucional e de jogos aplicadas a ambientes virtuais.
O documento discute as tendências em tecnologia educacional, incluindo redes sociais, MOOCs, games, mobile learning e aprendizagem adaptativa. Também aborda novas teorias como conectivismo e pedagogia da abundância, além de desafios como infraestrutura, formação de professores e avaliação.
Moodle is a learning management system that allows teachers to put class information online for students to access from home, including links, videos, and discussion boards. It facilitates communication through announcements and notices, as well as collaboration through online discussion groups and sharing resources. Using Moodle supports "blended learning" by helping students work at home and continuing classroom discussions outside of school.
Virtual environments can be used as educational tools by facilitating communities of practice. Communities of practice allow for situated language learning through a sense of presence, freedom, and anonymity in virtual spaces. Educators have used virtual worlds like Second Life to create educational islands and simulations for language learning, where students can interact with environments and each other through avatars. These communities provide opportunities for emoting, creative storytelling, and virtual travels without geographic borders to build confidence and socialize while learning.
This document discusses how technology can be used to engage learners through creation, inspiration, connection, learning, communication, sharing, collaboration, and growth. It provides examples of tools like wikis, blogs, virtual field trips, and more that are used by students in kindergarten through 5th grade to collaborate on digital storytelling, video projects, cultural sharing, email exchanges, and wikis with students in other locations. The challenges of time, technology access, and communication among teachers are also addressed, with the conclusion that using technology to create engaging learning experiences that transcend constraints is an achievable goal.
This document provides ideas and suggestions for implementing bring your own device (BYOD) programs in schools to support mobile learning. It discusses choosing appropriate devices for different learning activities, creating digital content like posters and stories, and using apps and tools like Edmodo, Evernote, and Google Drive to organize and share content. The document emphasizes that technology should accelerate and enhance pedagogy, and empower creativity, collaboration, and real-world connections for students. Recommendations are given to address concerns about internet safety and bandwidth when using personal devices at school.
MOOCS: de onde viemos e para onde caminhamosJoao Mattar
1. O documento discute a origem e evolução dos MOOCs, desde os primeiros cursos abertos online até os modelos atuais de cMOOCs e xMOOCs.
2. É analisado o debate entre os que veem os MOOCs como ameaça aos movimentos de educação aberta e recursos educacionais abertos versus os que defendem sua contribuição.
3. Por fim, são apresentadas tendências futuras como o foco no design de cursos online, no desenvolvimento de habilidades dos alunos e no papel dos professores.
Interação e aprendizagem em ambientes virtuaisJoao Mattar
O documento discute como a interação e a aprendizagem são afetadas em ambientes virtuais. Aborda como a ausência do corpo influencia a interação e como processos inconscientes podem influenciar a aprendizagem. Também examina diferentes tipos de interação que podem ocorrer em situações de aprendizagem virtual e teorias sobre design instrucional e de jogos aplicadas a ambientes virtuais.
O documento discute as tendências em tecnologia educacional, incluindo redes sociais, MOOCs, games, mobile learning e aprendizagem adaptativa. Também aborda novas teorias como conectivismo e pedagogia da abundância, além de desafios como infraestrutura, formação de professores e avaliação.
O documento discute o papel das bibliotecárias na educação a distância, incluindo coordenar serviços de biblioteca para professores e alunos, apoiar alunos em pesquisas e acesso a materiais, e garantir o cumprimento de diretrizes de propriedade intelectual.
O documento discute as redes colaborativas e interatividade na educação a distância. Apresenta ferramentas da Web 2.0 como blogs, wikis e redes sociais e como games podem ser usados para ensinar nativos digitais. Também discute como incorporar princípios de design de games no design instrucional e aprendizagem baseada em aventura e simulação em ambientes como Second Life.
Formação de Professores na Modalidade Semipresencial: a experiência do Colégi...Joao Mattar
O documento descreve a experiência de formação de professores do Colégio Progresso em modalidade semipresencial. O curso de pós-graduação gratuito capacitou os professores no uso de tecnologias educacionais ao longo de 4 módulos ao longo de 1 ano e meio. Após a capacitação, os professores conseguiram dar continuidade às aulas da escola de forma remota durante uma epidemia, mostrando o sucesso da formação em torná-los autônomos no uso de tecnologias educacionais.
O documento discute o uso de tablets na educação. Apresenta estudos que não encontraram evidências de que tablets melhorem o desempenho ou frequência dos alunos. No entanto, também reconhece casos bem-sucedidos de uso de tablets em universidades para apoiar metodologias ativas de aprendizagem. Finalmente, destaca desafios para a implementação efetiva de tablets em escolas, como formação de professores e questões de infraestrutura e suporte técnico.
The document provides an overview of the history and evolution of instructional design (ID). It begins with a brief history, noting that ID was originally focused on military training and behaviorism. It then defines ID as the systematic process of planning instructional materials and activities based on learning principles. The document advocates for more flexible, constructivist-based models of ID that focus on designing learning environments rather than just instruction. It presents several traditional and emerging models of ID, emphasizing a need for ID practitioners to have a "toolkit" of different approaches depending on the context. The last few sections discuss related theories like constructivism, empiricism, behaviorism, and information processing theory that have influenced the field of ID.
O documento discute como os games educacionais podem ser usados para facilitar a aprendizagem tangencial e como os professores podem se tornar designers de sistemas de aprendizagem ao acompanhar os alunos jogando e desenvolvendo recursos de apoio. Também aborda como incorporar princípios do design de games no design instrucional e como projetos como ArcticTransect conectaram milhões de estudantes ao redor do mundo.
A convergência digital na formação docenteJoao Mattar
O documento discute as novas tecnologias e abordagens para a educação, incluindo ambientes virtuais 3D, games, dispositivos móveis e aprendizagem baseada no trabalho. Argumenta que os modelos tradicionais de design instrucional precisam ser refeitos para se adequar às novas gerações e ferramentas como mundos virtuais podem ser tão importantes quanto a web para o trabalho no futuro.
XIX Encontro Nacional PEA Unesco 03 10 2013Joao Mattar
O documento discute como as tecnologias podem ser usadas para promover a diversidade cultural e o empoderamento dos estudantes ou levar a uma distopia, dependendo da forma como as pessoas reagem a elas. Também aborda como games, redes sociais e ferramentas como Scratch podem ser usadas para tornar o ensino mais colaborativo e inspirador para os "nativos digitais" de hoje.
Terminologia DeCS e as novas regras ortográficas da língua portuguesaMarianne Fortuni
Destacar as mudanças na terminologia DeCS (Descritores em Ciências da Saúde) depois do Novo Acordo Ortográfico da Língua Portuguesa a serem utilizadas como referencial básico por profissionais, pesquisadores, médicos, professores, alunos e usuários, que estão diretamente vinculados e exercendo atividades nos serviços de saúde em geral, visando à aplicação da ortografia correta na recuperação e produção de seus trabalhos científicos.
O documento discute o uso de redes sociais para fins educacionais, comparando suas vantagens em relação a ambientes virtuais de aprendizagem formais. Estuda casos em que redes sociais como o Facebook promoveram discussões mais ricas entre alunos do que plataformas como o WebCT. Também aborda o potencial do mobile-learning utilizando redes e como essas ferramentas tornaram-se mais fluidas com a mobilidade.
Filosofia da Computação e da InformaçãoJoao Mattar
O documento discute a filosofia da computação e da informação, incluindo suas origens, influências mútuas entre filosofia e tecnologia, e a importância da filosofia no desenvolvimento da ciência da computação. Também aborda tópicos como linguagem, pensamento e realidade em relação às tecnologias digitais.
Games Em Educação: como os nativos digitais aprendemJoao Mattar
Este documento discute o uso de games na educação e como os nativos digitais aprendem. Apresenta conceitos como estilos de aprendizagem, teoria das inteligências múltiplas e como nativos digitais aprendem diferente de imigrantes digitais. Também aborda como games podem ser usados em educação, exemplos internacionais de uso de games e como incorporar princípios de design de games no design instrucional.
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
Metodologias ativas na perspectiva de atuação dos tutoresJoao Mattar
O documento discute metodologias ativas na perspectiva dos tutores, incluindo método de caso, aprendizagem baseada em problemas, aprendizagem baseada em projetos, aprendizagem baseada em games, sala de aula invertida e design thinking. Ele explica cada metodologia e enfatiza que apenas atividade comportamental não é suficiente para aprendizagem, sendo necessário envolvimento psicológico.
The document summarizes a multimedia training program held at Oviedo's Telecentre in Spain. Ten participants were selected representing a diverse group in terms of age, education levels, and employment status. Over 68 hours, participants learned basic skills in sound, photography, and video editing to help with job searching and communication. According to participant evaluations, the training improved their multimedia skills but some requested more advanced topics and greater software detail. The program was seen as very useful by 80% of students.
The project aims to establish an afterschool English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games, and workshops. Students would use English online to connect with international partners and learn about other cultures. The project would be implemented in stages, starting with surveying community interest and researching foreign programs. An afterschool program would then be developed and launched, involving regular meetings, workshops, and local events. Progress would be evaluated through student and volunteer feedback to ensure the project's sustainability. The final stage would involve students creating presentations and a blog documenting their experiences in the international project.
Project template English-equipping for lifeOlesea Jechiu
The project aims to establish an after-school English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games and workshops. By using English online and interacting with international partners, students can become more informed global citizens. The project involves surveying community members, researching best practices from other countries, developing a program, implementing regular meetings and workshops over the school year, and evaluating the project's impact through student feedback. The final products will include presentations, videos and a blog documenting the work.
The fourth meeting of the Grundtvig project "No More Tears" took place at the partner institution "Tudor Arghezi" High School in Craiova, Romania. Representatives from Spain, Austria, and Turkey's Seyhan District National Education Directorate attended. The meeting included visiting the high school, watching presentations from a multimedia violence prevention competition, touring a maximum security prison and meeting with inmates and teachers, visiting Craiova City Hall, and learning about a church's joint anti-violence work through a church visit. The purpose was to share project activities and experiences between the participating countries.
The document summarizes a TEDx event held in Curitiba, Brazil on March 5, 2016 about new ways of teaching and learning. The event featured 10 speakers from Brazil and other countries sharing ideas for a more inclusive, customized, and innovative approach to education. Over 1,500 people applied to attend the event, which was held at a local concert hall. The talks were livestreamed online, reaching over 6,000 viewers. The event helped form a new community focused on improving education and strengthened other TEDx events in the city.
The document outlines the schedule and activities for a week-long visit by a Greek teacher team to Galdakao, Spain. The schedule includes:
- Welcoming the Greek teachers and introducing them to school staff on Monday morning. Presentations about Galdakao and the Basque region will also be given.
- Training sessions on assessment and dissemination of the project from Monday to Wednesday.
- Dissemination training sessions on Thursday, including a possible meeting with the mayor of Galdakao.
- Project implementation and management training on Friday, including student exchange activities and organization.
O documento discute o papel das bibliotecárias na educação a distância, incluindo coordenar serviços de biblioteca para professores e alunos, apoiar alunos em pesquisas e acesso a materiais, e garantir o cumprimento de diretrizes de propriedade intelectual.
O documento discute as redes colaborativas e interatividade na educação a distância. Apresenta ferramentas da Web 2.0 como blogs, wikis e redes sociais e como games podem ser usados para ensinar nativos digitais. Também discute como incorporar princípios de design de games no design instrucional e aprendizagem baseada em aventura e simulação em ambientes como Second Life.
Formação de Professores na Modalidade Semipresencial: a experiência do Colégi...Joao Mattar
O documento descreve a experiência de formação de professores do Colégio Progresso em modalidade semipresencial. O curso de pós-graduação gratuito capacitou os professores no uso de tecnologias educacionais ao longo de 4 módulos ao longo de 1 ano e meio. Após a capacitação, os professores conseguiram dar continuidade às aulas da escola de forma remota durante uma epidemia, mostrando o sucesso da formação em torná-los autônomos no uso de tecnologias educacionais.
O documento discute o uso de tablets na educação. Apresenta estudos que não encontraram evidências de que tablets melhorem o desempenho ou frequência dos alunos. No entanto, também reconhece casos bem-sucedidos de uso de tablets em universidades para apoiar metodologias ativas de aprendizagem. Finalmente, destaca desafios para a implementação efetiva de tablets em escolas, como formação de professores e questões de infraestrutura e suporte técnico.
The document provides an overview of the history and evolution of instructional design (ID). It begins with a brief history, noting that ID was originally focused on military training and behaviorism. It then defines ID as the systematic process of planning instructional materials and activities based on learning principles. The document advocates for more flexible, constructivist-based models of ID that focus on designing learning environments rather than just instruction. It presents several traditional and emerging models of ID, emphasizing a need for ID practitioners to have a "toolkit" of different approaches depending on the context. The last few sections discuss related theories like constructivism, empiricism, behaviorism, and information processing theory that have influenced the field of ID.
O documento discute como os games educacionais podem ser usados para facilitar a aprendizagem tangencial e como os professores podem se tornar designers de sistemas de aprendizagem ao acompanhar os alunos jogando e desenvolvendo recursos de apoio. Também aborda como incorporar princípios do design de games no design instrucional e como projetos como ArcticTransect conectaram milhões de estudantes ao redor do mundo.
A convergência digital na formação docenteJoao Mattar
O documento discute as novas tecnologias e abordagens para a educação, incluindo ambientes virtuais 3D, games, dispositivos móveis e aprendizagem baseada no trabalho. Argumenta que os modelos tradicionais de design instrucional precisam ser refeitos para se adequar às novas gerações e ferramentas como mundos virtuais podem ser tão importantes quanto a web para o trabalho no futuro.
XIX Encontro Nacional PEA Unesco 03 10 2013Joao Mattar
O documento discute como as tecnologias podem ser usadas para promover a diversidade cultural e o empoderamento dos estudantes ou levar a uma distopia, dependendo da forma como as pessoas reagem a elas. Também aborda como games, redes sociais e ferramentas como Scratch podem ser usadas para tornar o ensino mais colaborativo e inspirador para os "nativos digitais" de hoje.
Terminologia DeCS e as novas regras ortográficas da língua portuguesaMarianne Fortuni
Destacar as mudanças na terminologia DeCS (Descritores em Ciências da Saúde) depois do Novo Acordo Ortográfico da Língua Portuguesa a serem utilizadas como referencial básico por profissionais, pesquisadores, médicos, professores, alunos e usuários, que estão diretamente vinculados e exercendo atividades nos serviços de saúde em geral, visando à aplicação da ortografia correta na recuperação e produção de seus trabalhos científicos.
O documento discute o uso de redes sociais para fins educacionais, comparando suas vantagens em relação a ambientes virtuais de aprendizagem formais. Estuda casos em que redes sociais como o Facebook promoveram discussões mais ricas entre alunos do que plataformas como o WebCT. Também aborda o potencial do mobile-learning utilizando redes e como essas ferramentas tornaram-se mais fluidas com a mobilidade.
Filosofia da Computação e da InformaçãoJoao Mattar
O documento discute a filosofia da computação e da informação, incluindo suas origens, influências mútuas entre filosofia e tecnologia, e a importância da filosofia no desenvolvimento da ciência da computação. Também aborda tópicos como linguagem, pensamento e realidade em relação às tecnologias digitais.
Games Em Educação: como os nativos digitais aprendemJoao Mattar
Este documento discute o uso de games na educação e como os nativos digitais aprendem. Apresenta conceitos como estilos de aprendizagem, teoria das inteligências múltiplas e como nativos digitais aprendem diferente de imigrantes digitais. Também aborda como games podem ser usados em educação, exemplos internacionais de uso de games e como incorporar princípios de design de games no design instrucional.
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
Metodologias ativas na perspectiva de atuação dos tutoresJoao Mattar
O documento discute metodologias ativas na perspectiva dos tutores, incluindo método de caso, aprendizagem baseada em problemas, aprendizagem baseada em projetos, aprendizagem baseada em games, sala de aula invertida e design thinking. Ele explica cada metodologia e enfatiza que apenas atividade comportamental não é suficiente para aprendizagem, sendo necessário envolvimento psicológico.
The document summarizes a multimedia training program held at Oviedo's Telecentre in Spain. Ten participants were selected representing a diverse group in terms of age, education levels, and employment status. Over 68 hours, participants learned basic skills in sound, photography, and video editing to help with job searching and communication. According to participant evaluations, the training improved their multimedia skills but some requested more advanced topics and greater software detail. The program was seen as very useful by 80% of students.
The project aims to establish an afterschool English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games, and workshops. Students would use English online to connect with international partners and learn about other cultures. The project would be implemented in stages, starting with surveying community interest and researching foreign programs. An afterschool program would then be developed and launched, involving regular meetings, workshops, and local events. Progress would be evaluated through student and volunteer feedback to ensure the project's sustainability. The final stage would involve students creating presentations and a blog documenting their experiences in the international project.
Project template English-equipping for lifeOlesea Jechiu
The project aims to establish an after-school English club in the local community. It would provide educational opportunities to help students improve their English skills and prepare for exams through activities, games and workshops. By using English online and interacting with international partners, students can become more informed global citizens. The project involves surveying community members, researching best practices from other countries, developing a program, implementing regular meetings and workshops over the school year, and evaluating the project's impact through student feedback. The final products will include presentations, videos and a blog documenting the work.
The fourth meeting of the Grundtvig project "No More Tears" took place at the partner institution "Tudor Arghezi" High School in Craiova, Romania. Representatives from Spain, Austria, and Turkey's Seyhan District National Education Directorate attended. The meeting included visiting the high school, watching presentations from a multimedia violence prevention competition, touring a maximum security prison and meeting with inmates and teachers, visiting Craiova City Hall, and learning about a church's joint anti-violence work through a church visit. The purpose was to share project activities and experiences between the participating countries.
The document summarizes a TEDx event held in Curitiba, Brazil on March 5, 2016 about new ways of teaching and learning. The event featured 10 speakers from Brazil and other countries sharing ideas for a more inclusive, customized, and innovative approach to education. Over 1,500 people applied to attend the event, which was held at a local concert hall. The talks were livestreamed online, reaching over 6,000 viewers. The event helped form a new community focused on improving education and strengthened other TEDx events in the city.
The document outlines the schedule and activities for a week-long visit by a Greek teacher team to Galdakao, Spain. The schedule includes:
- Welcoming the Greek teachers and introducing them to school staff on Monday morning. Presentations about Galdakao and the Basque region will also be given.
- Training sessions on assessment and dissemination of the project from Monday to Wednesday.
- Dissemination training sessions on Thursday, including a possible meeting with the mayor of Galdakao.
- Project implementation and management training on Friday, including student exchange activities and organization.
This document discusses digital media and English language teaching in Latin America. It covers:
1. Paul Woods' work promoting the British Council's digital and non-digital English learning resources in Argentina, Mexico, Colombia, and other Latin American countries.
2. Research into usage of the British Council's LearnEnglish and TeachingEnglish websites in Argentina, Mexico, and Colombia which found that students use textbooks but also online resources to learn English.
3. Initiatives to provide laptops to primary school children in Argentina, Uruguay, Chile, and Paraguay to expand digital access and English learning.
The document summarizes information about NKI, one of Europe's largest providers of online distance education. Some key details:
- NKI has over 110,000 course enrollments since 1987 across a broad range of subjects from secondary to master's level.
- The organization has around 10,000 online students in about 40 countries, with 70% being women. Revenue in 2007 was 14 million Euros, of which 9.5 million came from online education.
- NKI utilizes individual progress plans, learning partners, and a global student catalogue to support its philosophy of facilitating individual freedom and cooperative learning within an online community.
- Features like automatic tracking of response times and individual progress reports help NKI
The document outlines the schedule and activities for a week-long visit by a Greek teacher team to Galdakao, Spain. The schedule includes:
- Presentations on Galdakao and the Basque Country on Monday morning
- Assessment and training sessions on Monday and Tuesday
- Site visits on Tuesday afternoon and all day Wednesday
- Dissemination training on Thursday
- Project implementation and exchange activities on Friday
It also includes documents on assessing the project objectives through surveys, tests, and tools like Kahoot and rubrics. The assessment would evaluate students' learning and involvement in the project.
The document discusses online collaborative projects between Neveh Channah Girls High School in Israel and schools in Montreal, Canada. It provides an overview of the schools and outlines the benefits of collaborative projects, including motivating students, developing collaboration and technology skills, and promoting multicultural understanding. Recommendations are provided for finding partners, organizing projects, choosing tools, and what is needed to succeed in global collaboration.
This document summarizes a presentation about the Global Education Conference. It provides an overview of the conference, including its mission to connect educators globally and promote global competency. It describes the conference's history and growth since 2005, as well as features like free attendance, self-scheduling, and making all recordings publicly available. Contact information is given for the conference organizers, Steve Hargadon and Lucy Gray.
The document summarizes information about NKI Distance Education, one of Europe's largest providers of online distance education. Some key details:
- NKI has over 110,000 enrolments in online courses since 1987 across a broad range of subjects.
- They have over 10,000 online students in about 40 countries, with about 70% being women.
- NKI celebrates reaching over 10,000 users on their learning management system and highlights innovations in their online education offerings.
- Student profiles and a global student catalogue allow current students to share information and connect with potential learning partners.
Michelle Worgan’s slides TeachMeet Intl April 2013shelliscfc
Michelle Worgan is a teacher in Jerez de la Frontera, Spain who created a wiki project called "Food around the World" to have her students communicate in English with children from other countries. She implemented the project by setting up wiki pages to organize tasks, doing classroom activities, and inviting parents to participate. Students shared their work on the wiki and through tools like Skype, which motivated them and gave them a sense of pride. The project allowed for a more task-based and personalized approach to language teaching by having students express their ideas and exchange information with other learners globally.
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Show Your Own Gold - Training the Trainers - Barcelonamidsummerstorm
This document outlines the agenda for a training workshop for trainers on a project called "Show your own gold". The workshop will take place over 5 sessions from November 23rd to November 27th. In the sessions, the trainers will:
1. Learn about the project objectives of developing digital biographical narratives with young people.
2. Present their relevant skills and knowledge to contribute to working with youth.
3. Describe the profiles of youth groups and discuss expectations working with them.
4. Practice developing their own digital biographical narratives to transfer skills to youth.
5. Plan learning objectives and activities for workshops with youth using feedback from their narrative presentations.
Open cross-institutional academic CPD, expectations and value: a recent examp...Chrissi Nerantzi
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
A Distance Education Online Seminar Mashing Up Several Web 2 0 Tools
1. A Distance Education Online Seminar Mashing Up Several Web 2.0 Tools João Mattar Universidade Anhembi Morumbi Brazil March 18, 2010
2. SENAED 7º SENAED - Seminário Nacional ABED de Educação a Distância 7th National Seminar on Distance Education –Brazilian Association of Distance Education May 23-31, 2009 “Polyphony in Online Teaching and Learning”
3. ABED Founded in 1995 President: Fredric Michael Litto Annual International Congress Annual National Seminar Online Journal Printed Bulletin Books
4. Organization Organization: João Mattar (Universidade Anhembi Morumbi), Marco Silva (Estácio/UERJ) & Eliane Schlemmer (Unisinos). Marketing & Communication Committee: Antônia Alves Program Committee: Breno Trautwein Social Committee: Maria Elza Miranda Ataíde
5. Volunteers Active: Bertha Garcez, Fernanda Vilarim, Gentil Gonçalves Filho, Ieda Espírito Santo & Raquel Resende. Collaborated: André Genesini, Giancarlo Colombo & José Bueno França. ABED team: Alessandra, Beatriz, Rafael & Sérgio.
6. Characteristics Totally at a Distance for the first time Free & Open to anyone The program started to be built collaboratively - and at a distance and by people that did not know each other personally – in a file on Google Docs, soon transferred to a wiki based on MediaWiki, the software that supports Wikipedia.
7. Topics Professional development for online teaching Tutor Brazilian government and regulation on Distance Education Brazilian Open University Graduate Distance Learning Courses High School Distance Education Copyright and Distance Education Corporate e-learning Instructional Design
8. Tools Blogs, Eduverse (Active World), FlashMeeting, Yahoo mailing list, LMSs, Mindomo, Moodle, Netvibes, Ning, Orkut, Second Life, Skype, Survey Monkey, Cable TV, Web and Video Conference, Games, Web Radio & TV, Wikis & YouTube.
9. Activities More than 100 synchronous and asynchronous interactive activities Training, courses, talks streamed to the web, posters, forums and discussion lists, chats, guided tours, researches, videoconferences, radio and tv programs, games and ARGs, contests, mind maps building etc. Instead of passively absorbing knowledge, collaborative knowledge construction, available now online to the world
10. Coordinators More than 160 leading Brazilian theorists and practitioners on Distance Education participated talking, moderating or coordinating tools and/or activities No keynote speakers Each guest had a blank page opened in the seminar wiki, which he could freely edit
11. Physical Support The activities had the support of dozens of physical stations throughout the country, institutions that kindly offered their space and resources for those who could not (or did not want to) participate on the Seminar at home. So, in many cases, the Seminar was followed by a group of people who continued the activities and discussions in their institutions.
12. Opening and Closing The opening was transmitted by videoconference and the video was then made available online. Various links to the recordings and materials used in the activities are available on the discussion page for each activity in the event program The closing was recorded as a short podcast.
13. Numbers 1,721 enrolled – enrollment not required Around 2,500 participants 643 enrolled only on Moodle activities Generated about 6,000 web pages To date, there have been 50,698 hits to the program page
14. Comments “SENAED was a great success. A perfect interaction.” “Innovative, fun, exciting and educational! We learned and had a lot of fun! The central theme 'Polyphony in Online Teaching and Learning' was perfect! We felt this movement spread all the time.”
15. Comment “Fantastic! 7th SENAED as a whole was a success, creating something completely new that is going to change the paradigm of various events. We spend fortunes with face to face events and can not reach that many people.”
16. SENAED for DE history in Brazil “In creativity and innovation, I have not seen anything similar, it was the first time. Fantastic to prove that, as I say, the virtual is a different space for education. It was possible to develop an online work much more interactive than in any face to face event.”
17. Results Each participant could build his own menu of activities and tools, according to his learning style Distance Education can be successful using from simple tools as mailing lists to complex tools as virtual worlds Different levels of technologies can generate the sense of being close and together