An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of World Heutagogy Day from 2013-2017, looking at what we have achieved each year. Curated conversations, learning resources, education policy, informal learning, workshop material
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of World Heutagogy Day from 2013-2017, looking at what we have achieved each year. Curated conversations, learning resources, education policy, informal learning, workshop material
An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally
A proposed model of future scholarship derived from Boyer's Model of Scholarship but updated in light of the changes in learning, technology and collaboration over the past fifteen years. Developed from the Learner-Generated Contexts work and the Emergent Learning Model (see other slides on this site) This builds on Terry Anderson's discussion of Open Scholarship and tries to build a framework by which a more mutual education process can be developed
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
Presentation for DTCE at Manchester University looking at a range of digital projects I have worked on since 1995 and highlighting some possible digital futures of education
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
An OER by nefg which summarises the Digital Practitioner Research commissioned by LSIS; teachers are now confidently curious in using a range of new digital technologies and their personal use is now informing their professional practice. We provide research information and some context and ask how people might intend to improve their digital practice professionally
A proposed model of future scholarship derived from Boyer's Model of Scholarship but updated in light of the changes in learning, technology and collaboration over the past fifteen years. Developed from the Learner-Generated Contexts work and the Emergent Learning Model (see other slides on this site) This builds on Terry Anderson's discussion of Open Scholarship and tries to build a framework by which a more mutual education process can be developed
Reflections on the difference between disruptive capitalism and digital transformations. A fuller version of I Am Disruptive, Digital, adding in ideas from the online session with University of Salford and resolving them into a coherent presentation. Thanks to co-presenter Graham Attwell, organiser Chriss Nerantzi and technical guru Cristina Costa
Craft of eTeaching; presentation of a paper written by Fred Garnett & Nigel Ecclesfield and presented at the 10th ELSE (ELearning & Software for Education) Conference held in Bucharest, Romania on April 24 & 25 2014; updated 28 April 2014 just extra links to add;
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
A collaborative presentation written by contributors to the TEL programme, the London Knowledge, the Open University, reviewing what they have learnt in the past 3 years about Education Innovation. Given as a presentation to BIS on October 6th 2011 This reflects the Aggregation of Ideas. How we curate these ideas will be the follow-up
Presentation for DTCE at Manchester University looking at a range of digital projects I have worked on since 1995 and highlighting some possible digital futures of education
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
Peeragogy presentation for E3Tech Conference July 28 - July 29
The purpose of Peeragogy and how we can successfully use new platforms and technologies with peer learning strategies to impact the way students learn
A Summative Table of the Framework for the Co-creation Model of Open Scholarship. See Slides and ALT-C 2011 Proceedings (Publication) Published as "Towards a Framework for the Co-creation of Open Scholarship" by Fred Garnett & Nigel Ecclesfield
What is Heutagogy? And And how can we use it to help develop self-determined ...Lisa Marie Blaschke
Today's employees must readily adapt to quickly changing and complex work environments, and employers are looking to educational institutions to produce employment-ready students who will hit the ground running. Learning to learn has become an overarching theme, and as a result, interest in the theory of heutagogy, or the study of self-determined learning, is on the rise. This webinar would provide an overview of the theory as well as research- and practice-based examples of how we can help guide our students along the pedagogy-andragogy-heutagogy (PAH) continuum to become more self-determined learners.
UBC LLED 469: RESOURCE BASED TEACHING
Module 1: Presentation moves thinking to alternatives to textbooks, especially using inquiry in classrooms and school libraries
These slides are from the internal University of Leeds, School of Modern Language and Culture, Student Education Forum 2013 on Friday 10th May 2013. It discusses the experiences of students volunteering to produce their assignments as eBooks. This project was part of a HEA collaborative grant funded project on evaluating interactive multimedia eBooks for enhancing student engagement.
Becoming w4: Post-apocalypse: Self-efficacy and education: whose culture? Dev...Sandra Sinfield
The Apocalypse is over - what and whose culture do we want to preserve - how will we pass it on? Explores the role of self-efficacy in education success - and warns of 'academic only' curricula. Workshop explores developing a digital self - through key MOOCs: Design 101, Digital Storytelling and E-learning and digital culture: <https: />, <http: />, <https: />. Finally Textmapping and short essay writing - with the student mentors. Preparation for fieldwork - exploring the University as a site of learning - to seed future research projects - and for poster presentation, W7.
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
FREE DOWNLOAD! This is a Resource Book for teachers who wish to help their children become self-determined learners. Based on the everyday practice of Vijaya Bhanu Kote over the past 10 years in India. Vijaya shares stories, tips and resources relating how she developed a unique relationship with her children, their parents and the local community. This award winning teacher now shares how her love and commitment is changing lives and futures
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
I've been involved in greening learning for 40 years and this is what I have learnt so far. Green My Reading, green my institution, green my library & much more
This is a novelisation of the Open Context Model of Learning written to show how I had become a self-determined learner. It's about the schools I went to in 1963 and 1968 and how all my real learning was through music and with friends. There is a hidden reason why I picked music from 1963 & 1968. Can you guess why?
1963 music Playlist;
https://www.youtube.com/watch?v=W7vcRyBAQZA&list=PL897435F6EE8E8A49
1968 music Playlist;
https://www.youtube.com/watch?v=14ViwvgtvbA&list=PL9E082BA70EC068E2
World Heutagogy Day Curated Conversation on how we can get better healthcare information. We think it is about People, Context, Meaning making and Process. But how do we get there?
The Curated Conversation on Heutagogy, Meaning Making and Healthcare Information (currently a draft) for World Heutagogy Day #wHday17 September 26th 2017
Introduction to ZAWP, a Third Place, and the Origin of Spaces Toolbox. Discussing Social Enterprise, CoWorking, Partnerships, Governance and Ecological Transitions...
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
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.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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!
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
A History of Teaching in 10 Lectures Pecha Kucha
1. A History of Teaching in 10 Lectures
@ fredgarnett Coventry University
19 September 2018
Pecha Kucha
2. 1. "That's what you are paid to do!!"
• After many years of teaching in the USA and the U.K. I
got really good at teaching. I designed my courses,
having got approval for the syllabus and curriculum,
wrote the handbook, printed off the handouts, prepared
the overheads and tried to replace the lecture with
workshops, games and discussions. A few weeks into the
first time I implemented this approach one of my
students asked when I was going to lecture them.
3. 1. "That's what you are paid to do!!"
• When challenged on my lack of lectures…
• I smugly pointed out the genius of my alt.ed approach to
which he replied; "You have to lecture us, that's what
you are paid for!"
• (Or, put another way, discussion is not seen as "work" and
they wanted to see me work "hard" for my money)
• Lesson 1 is?
4. 2. The Lectern @OxfordUniversity
• Of course when I got really good at lecturing, actually really good
at e-learning, I was then asked to research it. We first developed
the "Community Development Model of Learning" and I was asked
to talk about it at Oxford University's "Shock of the Old" in the new
Said Business School in a state of the art lecture theatre. As we
were all e-learning gurus they apologised for putting us in a
"lecture" "theatre" but explained that they had invented the lecture
when they were founded in 1093. They only had 30 books, all hand
written, all locked away in the Library. They were unlocked,
carried painfully from the library, rested on a "lectern" and then
were read out to the assembly…
5. 2. The Lectern @OxfordUniversity
• So the original lecture came about because handwritten
books were extremely expensive.
• Each "pupil" was just making a personal copy for
themselves to read and understand later; not in the
"lecture."
• So copying was the original form of education...
• Lesson 2 is...?
6. 3. Behind the desk or in front of the desk?
• Once I had earned some confidence in the classroom I
realised I needed to stand in front of the desk rather
than behind it. Behind the desk, and the lectern, I was
just the distant deliverer of content, in the 1,000 year
old Oxford University style, a fake expert because I
owned THE text book (just a book of text!).
7. 3. Behind the desk or in front of the desk?
• In front of the desk I was open to questioning, an
approachable facilitator of learning. Q&A stimulates
learning, if your students pop out (to the orchard) and
chat amongst themselves learning will happen…
• (e-chat is not cheat).
• Lesson 3 is...?
8. 4. Misunderstanding the Academy
• Despite the Renaissance #fakenews about Platos
Academy it had a completely non-academic model of
learning. It was in 3 parts. Building, Orchard and
Gymnasium. Here was no syllabus or pedagogy.
• You talked to Socrates in the building, who moaned that
the emergence of books would ruin memory, chatted to
your mates in the garden (read Platos Republic for lots of
bits from this part) then exercised to refresh your body
and brain. Learning was whatever was left over after
that three-part process.
9. 4. Misunderstanding the Academy
• Pedagogically curated Education emerged in the
exceptionally mechanical 19th century when, first, the
1860 Museum Act provided a justification for taxonomies
and, second, the 1870 Education Act encouraged local
authorities to open schools; oh dear
• Let the students create your subject Taxonomy…
• Lesson 4 Is...?
10. 5. Community of Scholars or…
• My very first class, scheduled for 50 minutes, lasted just
10 minutes.
• I rushed through the material delivering all the content I
had prepared, asked if there were any questions and fled
the room.
• Straight into the staff room where I poured out my
problems to my colleagues…
11. 5. Community of teachers…
• They patiently explained that you had enough material
to fill the time IF you included students and went
through the material on a step by step basis checking;
• If they had understood what you had said, and what
problems they had in understanding what you were
trying to say…
• And add some responsive Q&A which eventually will…
• Lesson 5 is...?
12. 6. Cognitive Dissonance
• There is much confusion about clarity of content, and
many millions of wasted hours filming lectures. Along the
lines of, if the smartest person on the planet tells you
about XXX just think how much you can learn!!! (As we
have seen) lecturing isn't learning, it's content delivery
from someone else's book.
• In fact, once you have the experience you can stimulate
more learning by creating mild confusion in your learners
rather than offering crystal-clear clarity…
13. 6. Cognitive Dissonance in Lectures…
• As long as you clarify "meaning" in the following week...
• Let the student own the "Eureka" moment of
understanding. Do not tell them what the Eureka
moment is, rather give them just enough information to
work it out for themselves.
• Lesson 6 is...?
14. 7. Flawed handouts are better than perfect
• The Eureka moment, when students really learn, is best
achieved with poor, or acceptable resources; handouts
and lectures.
• They need a way into your materials, something that isn't
intimidating in its perfection, something that can be
chewed over in discussion with others.
• I accidentally discovered this (like Bernie Dodge did with
WebQuests) when…
15. • I accidentally discovered this when I realised that a
handout on Information Systems from a definitive
textbook had a flaw…
• The diagram missed a critical information flow.
• I prompted students until they found it.
• The result was they assumed all handouts had flaws and
looked for them...
• Lesson 7...?
7. Flawed handouts are better than perfect
16. 8. It's the Q & A that matters…
• AND - students accept any lecturing style, as long as you
know what you are talking about; they will decode your
lecturing style and make sense of it for themselves.
• Some years ago, on a Masters Degree on Information
Systems and Technology we had a lecturer who was the
number one expert on Intellectual Property and had
written the number one textbook on IP.
• But! She couldn't lecture…
17. 8. Q&A – Guerrilla Questioning…
• So we students got together before and after each
lecture and worked out what we needed to learn. And
started asking questions (which she was brilliant at
answering) when she lost her way.
• In my experience sharp questions from students,
guerrilla questioning, provokes the best learning.
• Lesson 8 is...?
18. 9. Becoming Craft Professionals
• I've spent many years developing e-learning, and working
with new pedagogies, like Heutagogy.
• The big learning for e-learning developers is that your
pedagogies have to be "perfect" as the tech will always
fail you.
• As someone said in a workshop I facilitated at e-learn
2006 "all learning is a mix of theorising and
socialising."
19. 9. Craft Professionals (10,000 hours)
• In the main we are far too scared to "socialise" in the
lecture theatre, but we are very happy to theorise.
• We need to become craft professionals in teaching to get
really good at relaxing and allowing student "socialising"
to drive the learning; 10,000 hours. ITT! CPD!! CPD2!!!
Academic Working Lives are 10,000 hours of prep,
perhaps 3-5 years, to allow our own distinctive "craft
professionalism" to emerge...
• Lesson 9 is...?
20. 10 The Digital Practitioner
• I met Simon Beard of Coventry University (who asked me
to do this) on the national EMFFE project where we were
looking at creating "e-mature," or e-learning ready
educational institutions, in Further Education.
• We provided some funding to test the model and Geoff
Rebbeck lead on Human Resources and lecturing. Some
years later Geoff helped us survey 1,000 "early years
professionals" to establish emerging digital practice…
21. 10 Digital Practice personal curious confident
• We found, unexpectedly, some digital practitioners were
using personal technology with confidence in colleges,
and so were able to express curiosity in their learning
design.
• We decided that they were creating "Artfully-crafted,
student-centred, learning experiences"
• Lesson 10 is...?
22. •In sum you are a "broker" between;
• the learner, who is interested in learning &
•the education system, which is interested in
accreditation...
A History of Teaching in 10
Lectures
23. A History of Teaching in 10 Lectures
@ fredgarnett Coventry University
19 September 2018