Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
12 Years of Student Technology Ownership Surveys: Trends & Today’s Opportunit...Rich McCue
For the past 12 years the University of Victoria Law Faculty & Louisiana State Law Center have surveyed incoming students on their personal technology ownership and usage in order to better understand the technology devices students are bringing with them to law school and how we can leverage those devices to provide a richer learning experience for students. In 2004 student data was gathered on laptop ownership and internet access. Questions were added over time, and we now collect data on the ownership and/or usage of: laptops, cell phones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media. Current project goals include:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session participants will have a clear view of the technologies law students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Engaging students through social learningLisa Harris
Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
Slldes for Faculty presentation on Moocs 2017 – Possibilities for On Campus and Lifelong Learning. Presented May 31, 2017 at Jiangnan University, China
12 Years of Student Technology Ownership Surveys: Trends & Today’s Opportunit...Rich McCue
For the past 12 years the University of Victoria Law Faculty & Louisiana State Law Center have surveyed incoming students on their personal technology ownership and usage in order to better understand the technology devices students are bringing with them to law school and how we can leverage those devices to provide a richer learning experience for students. In 2004 student data was gathered on laptop ownership and internet access. Questions were added over time, and we now collect data on the ownership and/or usage of: laptops, cell phones, tablets, email, collaborative document editing, desktop video, note taking, file backup, printing, and social-media. Current project goals include:
- Discover technologies students were bringing with them to school and their use.
- Explore ways to use personal technology for research and engaging instruction.
- Identify means to provide equitable access to technologies for students who cannot afford to purchase it for themselves.
By the end of the session participants will have a clear view of the technologies law students bring with them to school, as well as some potential ways those tools can be leveraged to provide more engaging instruction and better services to students.
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)ProctorU
Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Engaging students through social learningLisa Harris
Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
This slideshow tries to explain why schools should care about VLEs and gives just a hint of what you might be able to achieve with a properly integrated one
The Liberal Arts Online: an ACS Blended Learning Webinar
Dr. Rebecca Frost Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
Starting as we mean to go on: Technology-rich Inquiry Based Learning in the f...Sheila Webber
Presented by Phiippa Levy and Sheila Webber (Information School, University of Sheffield) on 24th November 2010 at the Web 2.0 Untangled conference: http://www.cilip.org.uk/get-involved/special-interest-groups/ucr/divisions/bbo/pages/events.aspx
The economic implications of using simple approaches in distance learningBrian Mulligan
Mulligan, B., Schroeder, R. “The economic implications of using simple approaches in distance learning.”, Discussion Workshop, US Distance Learning Association National Conference 2011, St. Louis, 1-4 May 2011
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.
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!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Abel ecel2011 presentation
1. Harnessing the Internet for Authentic
Learning:
Towards a New Higher Education Paradigm for the 21st
Century
Abel Nyamapfene
ECEL – 2011, University of Brighton
10 November 2011
3. The Internet in 21st Century Learning
• Multiple Information sources:
– WWW resources e.g. Wikipedia, Educational institutions, non-
educational institutions etc
• Leading to:
– Lecturer no longer the authoritative knowledge source
– Decision making and choice now more critical than knowledge access
• Necessitating learning involving both:
– Discipline-specific explicit knowledge
– Implicit knowledge (know-how knowledge)
• Best delivered through:
– Active learning and practice – hence authentic learning
4. The Internet & IT Technology Learning
Ref: connectamarillo.com
IT students now live, learn, study and experience
learning through the Internet
5. Communication Systems Course
Delivery Design
• Knowledge and Information Sources
• Teaching Approaches
• Assessment Methods
6. Information Sources
• VLE resources
• Lectures
• Directed Internet resources
• Student Experiences – Individual, and other
students
• Practitioner input – Student make contacts
with practising professionals
• Directly
• Professional forums
7. Teaching Approach
• Introduction and clarification of key concepts
through lectures
• Class room discussions
• Individual and group activities
• Students actively work with learning resources to
get answers
• Out of class lecturer contact – akin to consultancy
8. Assessment Methods
• Two tutor-marked assignments (10% each)
• One network study project (20%)
• Two-hour, closed-book/note examination (60%)
• Assignments designed to explore material beyond
lecture materials
• Assignments and project progressively build up
into an authentic study of a key communication
systems concept – e.g. Network security
10. Student Course Evaluation
• Students generally found course to be interesting
and intellectually stimulating
Representative Positive Comments:
• “Enjoyed the module lots of interesting topics
covered”
• “Best course I have taken at this university.”
• “Fun coursework, enthusiastic teaching.”
11. Student Course Evaluation
• Some Negative Comments:
• “Lots of different topics covered so hard to
recall it all in the exam”
• “In most lectures, the actual teaching was not
very apparent. We were asked to answer
questions but we had not been taught the
material very well.”
12. In Conclusion:
“The performance of the student cohort in
the authentic assessments as well as in the
end-of-course examination suggest that
Internet-enabled authentic learning is now
a viable option for university level courses.”
13. However:
• What is the optimal pedagogy for the Internet-
based student-led learning like the one described
in this talk?
• What is the likely future nature of learning and
teaching in an environment where the lecturer
and the student’s own institution are no longer
the only authoritative sources of knowledge and
information in the student’s learning
environment?