Sally Reynolds - ATiT - Steering a Safe Path through the social media minefieldWeb2LLP
During the EDEN Conference on Saturday 15 June in Oslo, Sally Reynolds presented "Steering a Safe Path through the social media minefield", training and support for improving Internet strategies and maximizing the social media presence of LLP projects.
This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2040:
NOVAMOOC – Development and innovative implementation of MOOCs in Higher Education
Identifying students’ profiles for MOOCs – a social media analysisGabriela Grosseck
This document analyzes survey responses from 632 students in Romania about their participation in Massive Open Online Courses (MOOCs). The author uses complex network analysis to model the students as a graph based on their shared traits and reasons for engaging with MOOCs. Six distinct profiles of students who participate in MOOCs are identified from the graph's community structure. The profiles differ based on gender and traits like certification goals, recognition priorities, and motivation types. The analysis provides insight into how students relate to online education and how MOOC design could be optimized for different profiles.
Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?
MOOCs for Innovative Entrepreneurship in Smart CitiesCarmen Holotescu
Presented at the 8th World Conference on Educational Sciences - WCES2016
4-6 February 2016 Madrid, Spain
Published on WJET - http://sproc.org/ojs/index.php/wjet/article/view/832
IESEG 2014 01 30 Presentation - moocs update and link with higher education e...Loïc Plé
This presentation is an update to last year's one.
It emphasizes that Moocs are increasingly debated as a potentially non efficient way to educate.
It also raises the point of the evolution of business and management schools business models, especially as these institutions face new entrants (start-ups) that try and get each a part of the business that was traditionnally devoted to business and management schools. This trend goes beyond countries, as it can be identified in different European Countries or in the US.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
Sally Reynolds - ATiT - Steering a Safe Path through the social media minefieldWeb2LLP
During the EDEN Conference on Saturday 15 June in Oslo, Sally Reynolds presented "Steering a Safe Path through the social media minefield", training and support for improving Internet strategies and maximizing the social media presence of LLP projects.
This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2040:
NOVAMOOC – Development and innovative implementation of MOOCs in Higher Education
Identifying students’ profiles for MOOCs – a social media analysisGabriela Grosseck
This document analyzes survey responses from 632 students in Romania about their participation in Massive Open Online Courses (MOOCs). The author uses complex network analysis to model the students as a graph based on their shared traits and reasons for engaging with MOOCs. Six distinct profiles of students who participate in MOOCs are identified from the graph's community structure. The profiles differ based on gender and traits like certification goals, recognition priorities, and motivation types. The analysis provides insight into how students relate to online education and how MOOC design could be optimized for different profiles.
Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?
MOOCs for Innovative Entrepreneurship in Smart CitiesCarmen Holotescu
Presented at the 8th World Conference on Educational Sciences - WCES2016
4-6 February 2016 Madrid, Spain
Published on WJET - http://sproc.org/ojs/index.php/wjet/article/view/832
IESEG 2014 01 30 Presentation - moocs update and link with higher education e...Loïc Plé
This presentation is an update to last year's one.
It emphasizes that Moocs are increasingly debated as a potentially non efficient way to educate.
It also raises the point of the evolution of business and management schools business models, especially as these institutions face new entrants (start-ups) that try and get each a part of the business that was traditionnally devoted to business and management schools. This trend goes beyond countries, as it can be identified in different European Countries or in the US.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
1. The document discusses new models of learning and the role of e-learning centers in higher education institutions. It explores how society is shifting from the industrial age to the information age and the opportunities that digital technologies provide for enhanced learning.
2. E-learning centers can support the transition to digital learning by developing online content and resources, using learning management systems, and engaging students and faculty on social media. This allows universities to offer flexible programs and support lifelong learning.
3. Open educational resources and mobility provide new opportunities for open and collaborative learning across institutions internationally. E-learning centers can help develop skills for the digital society by creating and sharing open online content and facilitating virtual exchange programs.
Emerging Technologies in Education. Conceiving and Building a Microblogging P...Carmen Holotescu
PhD Thesis, Magna cum laude
Full thesis at https://www.researchgate.net/publication/260436339_Emerging_Technologies_in_Education._Conceiving_and_Building_a_Microblogging_Platform_for_Formal_and_Informal_Learning.
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
Building up a Digital Education Eco-systemDiana Andone
The document discusses the development of a digital education ecosystem at Politehnica University of Timișoara in Romania. It outlines how the university has built up its digital infrastructure over time, including developing its learning management system, integrating new tools, and creating a virtual campus. It also describes how the university rapidly transitioned to remote education in March 2020 in response to the COVID-19 pandemic. Key aspects of the university's digital ecosystem include its virtual campus, various elearning tools and platforms, open educational resources, MOOCs, virtual mobility programs, and efforts to support digital skills development among students, faculty and the broader community.
The document proposes developing an open online course metadata standard to help address issues around choosing the right online courses. It suggests creating a standardized database with fields characterizing courses' passports, curriculums, access, technologies used, outcomes, and administration. This would facilitate searching for and integrating online courses across different providers. The proposal aims to benefit learners, customers, employers, and educators by making course information more discoverable and customizable based on individual needs.
This document discusses strategies for 21st century learners. It focuses on three key areas: improving classroom management through tools that give teachers better visibility of the classroom, providing academic and digital learning through interactive technologies like smart boards, and engaging students through activities that let them demonstrate their knowledge in fun ways. Resources with further ideas are listed at the end.
This document discusses strategies for 21st century learners. It addresses improving classroom management, providing academic and digital learning, and engaging students. The document also includes resources for ideas on using smart boards in the classroom and credits the sources of photos included.
The document summarizes several tools that can be used to evaluate eLearning programs, including Quality Matters for evaluating individual courses, the TOP framework for strategic planning, and the NEASC best practices for online programs. It also describes the eMM maturity model, IQAT assessment tool, IMS student introduction standards, and encourages participation in the DOODLE community for online learning directors.
This document discusses the use of digital badges for competency recognition. It provides examples of badges being used in games, apps, workplaces, professional organizations, and higher education to recognize skills and achievements. The document outlines SUNY and UAlbany initiatives using badges and describes the Metaliteracy badge program, which issues badges through WordPress and Credly to recognize competencies developed in various courses. It encourages attendees to claim a badge for attending the presentation using a provided code.
Contribution to desk research on Factors Affecting the effectiveness of adult education on disadvantaged.
By Project IMPADA, Erasmus Plus KA2 Project.
http://www.impada.eu
The document summarizes insights into smart education in Romania. It discusses the necessary conditions for smart education including smart learning, smart technology, smart classrooms, and smart policies/strategies. It then provides examples of technologies facilitating smart learning and discusses Romania's digitalization progress in schools according to EU benchmarks. The document highlights examples of smart education initiatives in Romania and discusses the country's smart education strategy and goals for 2021-2027.
This document discusses challenges and lessons learned regarding education in Romania during the COVID-19 pandemic. It provides a 7-step approach for moving education online and emphasizes communicating with students, considering health and well-being, and guarding against disinformation. The pandemic is viewed as an opportunity to reset education by promoting digital skills, open educational resources, and connectivity. Resilient, quality education requires supporting teachers' continuous learning and adopting open, blended models at institutional, national, European and international levels through collaboration and sharing best practices.
The document describes an online educational platform called KlasnaOcinka that allows users to create and access educational resources, conduct online learning, and communicate within groups. It has over 3 million registered users across Ukraine, Russia, Belarus, and Kazakhstan. The platform seeks to address the need for a simple learning management system and social networking features within education. It aims to attract investors to help expand the platform internationally and develop additional services.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
The MyUniversity project launched its EU Super Portal, which serves as the main access point for higher education cross-border initiatives. Through this advanced platform, students and universities from Europe can get involved in an encouraging environment that promotes dialogue and democratic processes like voting and discussing issues related to higher education. The Super Portal contains e-participation tools that provide a space for discussion of cross-border initiatives in higher education. Initial topics for discussion include the value of distance learning and promoting sustainability, with future topics focusing on attracting students and financial resources.
This document describes a Xilinx FPGA-based multilevel PWM single-phase inverter. The inverter was constructed by adding bidirectional switches to a conventional bridge topology, allowing it to produce three or five different output voltage levels. Xilinx FPGA is used as a PWM generator to apply signals to the inverter switches. Matlab/Simulink was used to simulate the proposed circuit before implementation. Both simulation and experimental results showed close agreement. The FPGA generates PWM signals by comparing a sinusoidal wave to upper and lower carrier waves. It can control the inverter to produce three levels at a modulation index below 0.5 and five levels above 0.5.
Education is changing it is no longer about the 3Rs (Reading, wRiting and aRithmetic but the 5 Cs (Connectivity,Community,Collaboration, Creativity and Curation) and uses the principles of Universal Design for Learning (UDL) and Technology,pedagogy and Content (TPK)
ES-318: Advances in Communication TechnologySanjaya Mishra
1. The document discusses advances in communication technologies for distance education, including developments like interactive multimedia, the World Wide Web, wireless connectivity, social media, podcasting, and video streaming.
2. It examines directions for new developments in technological, social, and philosophical areas, such as satellite TV, mobile phones, blogs, wikis, and semantic web applications.
3. Emerging technologies that could impact distance education mentioned include virtual worlds, push technologies, miniaturized storage, open source/content, social tagging, and assistive technologies for inclusive education.
1. The document discusses new models of learning and the role of e-learning centers in higher education institutions. It explores how society is shifting from the industrial age to the information age and the opportunities that digital technologies provide for enhanced learning.
2. E-learning centers can support the transition to digital learning by developing online content and resources, using learning management systems, and engaging students and faculty on social media. This allows universities to offer flexible programs and support lifelong learning.
3. Open educational resources and mobility provide new opportunities for open and collaborative learning across institutions internationally. E-learning centers can help develop skills for the digital society by creating and sharing open online content and facilitating virtual exchange programs.
Emerging Technologies in Education. Conceiving and Building a Microblogging P...Carmen Holotescu
PhD Thesis, Magna cum laude
Full thesis at https://www.researchgate.net/publication/260436339_Emerging_Technologies_in_Education._Conceiving_and_Building_a_Microblogging_Platform_for_Formal_and_Informal_Learning.
Massive Open Online Courses (MOOCs) for Professional Development. MOOC Initia...Carmen Holotescu
This document discusses integrating Massive Open Online Courses (MOOCs) into university courses for professional development. It provides an overview of MOOC platforms and initiatives in Romania. Specifically, it describes several Romanian MOOC projects including UniCampus, UniBuc Virtual, and courses developed by various universities. It also outlines scenarios for blending MOOCs into courses, such as using MOOCs to enlarge course topics or support student projects. Benefits include exposing students to high-quality online materials and global learning communities, while challenges involve complex course design and evaluating distributed student activities.
Building up a Digital Education Eco-systemDiana Andone
The document discusses the development of a digital education ecosystem at Politehnica University of Timișoara in Romania. It outlines how the university has built up its digital infrastructure over time, including developing its learning management system, integrating new tools, and creating a virtual campus. It also describes how the university rapidly transitioned to remote education in March 2020 in response to the COVID-19 pandemic. Key aspects of the university's digital ecosystem include its virtual campus, various elearning tools and platforms, open educational resources, MOOCs, virtual mobility programs, and efforts to support digital skills development among students, faculty and the broader community.
The document proposes developing an open online course metadata standard to help address issues around choosing the right online courses. It suggests creating a standardized database with fields characterizing courses' passports, curriculums, access, technologies used, outcomes, and administration. This would facilitate searching for and integrating online courses across different providers. The proposal aims to benefit learners, customers, employers, and educators by making course information more discoverable and customizable based on individual needs.
This document discusses strategies for 21st century learners. It focuses on three key areas: improving classroom management through tools that give teachers better visibility of the classroom, providing academic and digital learning through interactive technologies like smart boards, and engaging students through activities that let them demonstrate their knowledge in fun ways. Resources with further ideas are listed at the end.
This document discusses strategies for 21st century learners. It addresses improving classroom management, providing academic and digital learning, and engaging students. The document also includes resources for ideas on using smart boards in the classroom and credits the sources of photos included.
The document summarizes several tools that can be used to evaluate eLearning programs, including Quality Matters for evaluating individual courses, the TOP framework for strategic planning, and the NEASC best practices for online programs. It also describes the eMM maturity model, IQAT assessment tool, IMS student introduction standards, and encourages participation in the DOODLE community for online learning directors.
This document discusses the use of digital badges for competency recognition. It provides examples of badges being used in games, apps, workplaces, professional organizations, and higher education to recognize skills and achievements. The document outlines SUNY and UAlbany initiatives using badges and describes the Metaliteracy badge program, which issues badges through WordPress and Credly to recognize competencies developed in various courses. It encourages attendees to claim a badge for attending the presentation using a provided code.
Contribution to desk research on Factors Affecting the effectiveness of adult education on disadvantaged.
By Project IMPADA, Erasmus Plus KA2 Project.
http://www.impada.eu
The document summarizes insights into smart education in Romania. It discusses the necessary conditions for smart education including smart learning, smart technology, smart classrooms, and smart policies/strategies. It then provides examples of technologies facilitating smart learning and discusses Romania's digitalization progress in schools according to EU benchmarks. The document highlights examples of smart education initiatives in Romania and discusses the country's smart education strategy and goals for 2021-2027.
This document discusses challenges and lessons learned regarding education in Romania during the COVID-19 pandemic. It provides a 7-step approach for moving education online and emphasizes communicating with students, considering health and well-being, and guarding against disinformation. The pandemic is viewed as an opportunity to reset education by promoting digital skills, open educational resources, and connectivity. Resilient, quality education requires supporting teachers' continuous learning and adopting open, blended models at institutional, national, European and international levels through collaboration and sharing best practices.
The document describes an online educational platform called KlasnaOcinka that allows users to create and access educational resources, conduct online learning, and communicate within groups. It has over 3 million registered users across Ukraine, Russia, Belarus, and Kazakhstan. The platform seeks to address the need for a simple learning management system and social networking features within education. It aims to attract investors to help expand the platform internationally and develop additional services.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationCarmen Holotescu
This document summarizes a workshop on integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It defines MOOCs and Open Educational Resources (OERs), discusses major MOOC platforms, and provides examples of integrating MOOCs into blended courses at the University Politehnica Timisoara. The document outlines benefits like exposing students to high-quality online materials and global learning communities, and challenges like requiring new teaching skills in course design and facilitation of online learning.
The MyUniversity project launched its EU Super Portal, which serves as the main access point for higher education cross-border initiatives. Through this advanced platform, students and universities from Europe can get involved in an encouraging environment that promotes dialogue and democratic processes like voting and discussing issues related to higher education. The Super Portal contains e-participation tools that provide a space for discussion of cross-border initiatives in higher education. Initial topics for discussion include the value of distance learning and promoting sustainability, with future topics focusing on attracting students and financial resources.
This document describes a Xilinx FPGA-based multilevel PWM single-phase inverter. The inverter was constructed by adding bidirectional switches to a conventional bridge topology, allowing it to produce three or five different output voltage levels. Xilinx FPGA is used as a PWM generator to apply signals to the inverter switches. Matlab/Simulink was used to simulate the proposed circuit before implementation. Both simulation and experimental results showed close agreement. The FPGA generates PWM signals by comparing a sinusoidal wave to upper and lower carrier waves. It can control the inverter to produce three levels at a modulation index below 0.5 and five levels above 0.5.
Education is changing it is no longer about the 3Rs (Reading, wRiting and aRithmetic but the 5 Cs (Connectivity,Community,Collaboration, Creativity and Curation) and uses the principles of Universal Design for Learning (UDL) and Technology,pedagogy and Content (TPK)
ES-318: Advances in Communication TechnologySanjaya Mishra
1. The document discusses advances in communication technologies for distance education, including developments like interactive multimedia, the World Wide Web, wireless connectivity, social media, podcasting, and video streaming.
2. It examines directions for new developments in technological, social, and philosophical areas, such as satellite TV, mobile phones, blogs, wikis, and semantic web applications.
3. Emerging technologies that could impact distance education mentioned include virtual worlds, push technologies, miniaturized storage, open source/content, social tagging, and assistive technologies for inclusive education.
Este documento describe la muerte del líder ecuatoriano Eloy Alfaro y la reacción del dictador Leónidas Plaza. Plaza ordenó la ejecución de Alfaro y luego lanzó una campaña de difamación contra él. A pesar de los esfuerzos de Plaza por ensuciar la memoria de Alfaro, el tiempo y la historia lo han consagrado como un héroe nacional.
This document provides an overview of Greek art from the Archaic period through the Hellenistic period. It discusses how Greek artisans moved away from Egyptian influences to develop their own aesthetic based on naturalism, mathematical proportions, and the contrapposto pose. During the Classical period, the nude female form was introduced, as were depictions of deities performing human acts. The Hellenistic period saw a break from tradition with erotic figures and depictions of everyday people. The document defines naked, nude, and erotic to distinguish different types of representations.
This document contains profiles of several trainers from different organizations (CTI RGI - GW, CTI CWPRS - SW, CTI CTU - SW). Each profile includes the trainer's name, specializations, qualifications, organization, contact details, training received and provided. The trainers have specialized in areas like training needs analysis, curriculum design, training delivery and evaluation. They have provided training through various programs organized by their respective organizations on topics such as hydrometry, sediment sampling, computer skills and procurement procedures.
On 8 February 2013 the National Treasury and SARS confirmed that they are in negotiations with the Internal Revenue Service (IRS) in the United States regarding a proposed inter-governmental agreement (IGA) that will enable South African parties to comply with the US Foreign Account Tax Compliance Act (FATCA).
A rinaldi la logística antes de la teletransportación córdoba - 2015Seba Gelp
Este documento describe los conceptos clave de la logística antes de la teletransportación y su importancia para el comercio electrónico. Explica que la logística involucra organizar los flujos de mercancías, energía e información para colocar los productos correctos en el lugar y momento adecuados de manera rentable. También analiza datos sobre las preferencias de los compradores online en países como Argentina con respecto a la entrega y plazos de envío, e identifica áreas clave para la innovación logística que mejoren la experiencia del cliente
Setting up a Sourcing Function using Avature as the Customer Relationship Man...Marianthe Verver
Setting up a Sourcing Function using Avature as the Customer Relationship Management System (CRM)Presentation given at Talent Net Live Recruiting conference in Dallas, TX 2011
El examinado de 34 años manifiesta egocentrismo, deseo de ser el centro de atención y tendencia a alejarse de la realidad, originados por traumas en la infancia. Busca compensar sentimientos de vulnerabilidad e inseguridad a través de la atención de los demás. Presenta actitudes rebeldes, baja tolerancia a la frustración y dificultad para controlar impulsos. Es ambivalente, sensible, impaciente y con humor variable, con tendencia a la depresión y angustias por conflictos internos.
Este documento presenta los fundamentos de la generación de imágenes estereoscópicas. Explica que la visión estéreo se basa en las pequeñas diferencias entre las imágenes captadas por cada ojo y cómo el cerebro fusiona esta información para percibir la profundidad. También describe parámetros como la distancia intraocular, la paralaje y la convergencia de los ojos, así como problemas a tener en cuenta como la relación entre acomodación y convergencia. Finalmente, resume diferentes formatos y técnicas para generar imágenes estereoscó
Presentation on using agile approaches in service design and project management and the experience at Tunbridge Wells Borough Council. Presented by Ian Hirst, Business Delivery Unit Manager at Tunbridge Wells Borough Council, at Really Useful Day: Digital Service Design for Service Managers held in Folkestone on 17 September 2015.
Este documento presenta un temario sobre inteligencia colectiva y formación en empresas. Se divide en 4 partes que cubren identidad digital, comunidades online, creación individual y colectiva, modelos de aprendizaje, y difusión del conocimiento a través de recursos educativos abiertos y nuevos entornos de aprendizaje como PLE. El documento también propone dinámicas grupales y herramientas para la creación de comunidades online.
Este documento explora el uso de Twitter en la educación. Discuten cómo Twitter puede facilitar un cambio de paradigma hacia un mundo digital, fomentar la identidad digital y nuevos modelos de comunicación y aprendizaje. Presentan varios casos prácticos como crear guiones colectivos con hashtags y dinamizar comunidades de aprendizaje a través de Twitter. Concluyen reflexionando sobre cómo Twitter puede mejorar la educación en el futuro.
MuseoGrades: El Museo Virtual Inmersivo e Inclusivo. Aprendiendo e interpret...Miguel Gea
En Seminario eMadrid sobre Tecnologías y Aplicaciones para Personas con Diversidad Funcional Cognitiva.
UAM - 16 de diciembre de 2016
http://www.emadridnet.org/es/seminario-emadrid-sobre-tecnologias-y-aplicaciones-para-personas-con-diversidad-funcional-cognitiva-2016-12-16
Seminario
Diseño para la Web: WWW y HTML
Gestores de Contenido CMS: Blogs
Semiario dentro de grados
- bellas artes: Creación multimedia Interactiva
- Comunicacion audiovisual
Speech in the framework of DisCo Confernce
9th international Conference about Distant Education
Media literacy education from pupils to lifelong learning
Prague, Czech Republic, 22-25th June 2014
abiertaUGR: un modelo de MOOC en Universidades basado en comunidades de aprendizaje online,
Presentación en las Jornadas de la Sectorial TIC de la CRUE en Cáceres, 14 de Noviembre 2014
El documento describe los conceptos clave del modelado de negocios. Explica que el modelado de negocios permite identificar los casos de uso, actores, trabajadores y entidades de negocio. También describe cómo utilizar diagramas de UML como casos de uso, actividades y clases para modelar diferentes aspectos del negocio. El objetivo principal del modelado de negocios es comprender mejor el contexto y los procesos de negocio para desarrollar sistemas de información que brinden valor.
This document provides information about a MOOC on the history, art, and heritage of the Alhambra palace in Granada, Spain. It discusses using a transmedia approach, incorporating a MOOC course, YouTube web series, role-playing mobile app game, blog, and social media to engage learners. The goal is for participants to learn about and experience the Alhambra through these different interactive storytelling mediums while building an online community. Short video chapters were created for the MOOC course, characters and their narratives were developed for the web series and app game, and marketing promoted the various components of the Alhambra transmedia project across platforms.
Integrating MOOCs in Traditional Higher Education- eMOOCs15Diana Andone
This document discusses integrating Massive Open Online Courses (MOOCs) into traditional higher education. It notes that worldwide participation in higher education is expected to grow significantly by 2025. MOOCs can help address this growth by supplementing traditional courses. The document outlines several ways MOOCs have been integrated into existing university classes, such as having students participate in MOOCs and complete assessments. Student surveys found positive reactions to supplementing courses with MOOCs. MOOCs exposure increased students' interest in online learning.
Digital Education in Politehnica University of TimisoaraDiana Andone
Digital Education in Politehnica University of Timisoara, by Dr. Diana Andone, eLearning Center, Politehnica University of Timisoara, Romania
presentation as keynote to EDEN 2020 International Conference, 22 June 2020,
on Digitisation, Digitalisation and Digital Transformation, the projects that supported it , Virtual Campus of UPT, virtual mobilities, OERs and MOOCS, students as co-creators
Students Co-creators of Digital EducationDiana Andone
Presentation "Students Co-creators of Digital Education" by Dr. Diana Andone, Politehnica University of Timisoara, done at "ALTA’21 - Advanced Learning Technologies and Applications. From Distance to Hybrid Learning” on December 1st 2021 Lithuania, online Conference Conference organized by
Informatics Faculty at Kaunas University of Technology and National Association of Distance Education Lithuania.
The ECO project aims to demonstrate the potential of open educational resources and MOOCs through a European partnership. The project will create an open learning platform to provide online courses and resources and help teachers create their own materials. It involves 22 partners across 6 countries and seeks to improve access to education through innovative technologies. The project will design pedagogical models, develop technical platforms, run pilot MOOCs and courses, and evaluate results to continuously improve the learning experience for users.
Massive Open Online Courses (MOOCs) for Language Learning and CommunicationGabriela Grosseck
This workshop discusses integrating Massive Open Online Courses (MOOCs) into university language and communication courses. It begins with an overview of MOOCs and how they relate to Open Educational Resources (OERs). Examples of major MOOC platforms like Coursera, edX, and FutureLearn are provided. The document then outlines scenarios for incorporating MOOCs into courses, such as having students participate in MOOCs to supplement course material. Benefits include exposing students to high-quality online content and global learning communities, while challenges involve increased workload for designing blended courses. Examples from the University Politehnica Timisoara demonstrate blending MOOCs into existing courses.
This document discusses considerations around massive open online courses (MOOCs). It provides an overview of what MOOCs are, their history and current landscape. It examines potential pros and cons of MOOCs from the perspectives of students, faculty, universities and teaching/learning. It also addresses frequently asked questions around MOOCs and revenue/accreditation models. Overall, the document aims to inform decisions around whether and how an institution might engage with MOOCs.
Accessibility analysis in MOOC platforms. A case study: UNED COMA and UAb iMOOCFrancisco Iniesto
This document analyzes the accessibility of two MOOC platforms: UNED COMA and UAb iMOOC. Automatic accessibility tools and disability simulators were used to evaluate pages from each platform. Both platforms obtained average scores between 6-7 out of 10, indicating room for improvement in meeting accessibility guidelines. Negative results included issues like images lacking text alternatives and forms without labels. While the platforms enable open education, the study found they pose barriers for users with disabilities. Overall, the analysis reveals the need to prioritize accessibility in MOOC design to ensure inclusive learning opportunities.
Towards a crowd sourced open education strategy for employment in europeEADTU
1) The document proposes creating a "MOOCAgora", a virtual marketplace where educational institutions, industries, and governments can collaborate to develop "qualification-focused MOOCs (qMOOCs)" to address skills gaps in Europe.
2) It recommends that qMOOCs incorporate problem-based learning, communities of practice, and 3D virtual environments to promote deep and experiential learning.
3) The MOOCAgora would accelerate the production of high-quality, employment-focused MOOCs through a crowd-sourced model of open innovation and multi-partner development.
Digital Skills & Competences in TimisoaraDiana Andone
Digital Skills & Competences in Timisoara by Diana Andone
presentation at the A New Agenda for Competencies in Europe
O noua agenda pentru competente in Europa
10 October 2016, Bucuresti
This document summarizes Politehnica University Timisoara's efforts towards digital transformation since 2015. It discusses building competencies for digital education among academic and non-academic staff as well as students through training, support, mentoring and involvement of external stakeholders. It also describes the university's virtual campus, microcredentials program, participation in European projects like MODE-IT and ACADIGIA to develop online training and mentorship programs, and adoption of blended learning approaches. The goal is to develop life-long learning skills for students in the 21st century through open online resources and credentials.
Towards a Crowd-sourced Open Education Strategy for Employment in Europe with Qualification-focused MOOCs
by Stylianos Mystakidis , University of Patras & University of Jyväskylä, Finland and Eleni Berki University of Tampere & University of Jyväskylä, Finland
Europe has the opportunity to utilize Open Education to train specialized workforce and boost employment by increasing MOOC quantity, speeding-up MOOC delivery and improving MOOC quality. Authors propose a crowd-sourced open mechanism called MOOCAgora for the innovative design and agile development of qMOOCs. MOOCAgora is the heart of an 8-stage business circle that impacts the job market. An identified local, national or European skills shortage is addressed in MOOCAgora through massive certified delivery of skills and competences in qMOOCs. qMOOCs are a newly proposed quality-centered format of MOOCs that focuses on skills and qualifications construction. qMOOCs can use a modified version of the MOOC canvas framework for qualifications and competences that can be achieved through three educational components/paradigms: deep learning experiences, problem-focused education and 3d virtual immersive environments.
Presentation for a paper in the HOME MOOC Conference: Mapping the European MOOC territory, Porto Nov 27th 2014
Renewable Assignments as Open Education Practices for StudentsDiana Andone
Presentation of Renewable Assignments as Open Education Practices for Students, done by Dr. Diana Andone, Politehnica University of Timisoara on August 19, 2021 at the 2021 Global Smart Education Conference , online, Beijing Normal University, China
This document discusses digital education initiatives at Politehnica University of Timisoara. It describes creating open educational resources (OERs) through collaboration between students and faculty. Students research topics and use multimedia tools to create OERs that are peer-reviewed and published with Creative Commons licenses for reuse. The document also outlines virtual mobility programs that improve students' digital skills through international collaboration projects using virtual reality tools and blogging.
28_09_2018 eMadrid seminar on MOOCs by Pedro Plaza, UNEDeMadrid network
«Local MOOC solution for thight budgets or limited internet access», eMadrid seminar on «MOOCs as part of the future of digital learning» at UNED, as part of LWMOOCS Conference
CEMCA EdTech Notes: Massive Open Online CoursesCEMCA
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and explains their origins in the Open Educational Resources movement. There are two main types of MOOCs - cMOOCs which follow a connectivist pedagogy and xMOOCs which follow an instructivist model. xMOOCs are more common and make up the majority of current MOOCs. The document also summarizes research on how learners experience MOOCs and how they learn in open online environments through connecting to knowledge resources, other learners, and contributing new knowledge.
Similar to abiertaUGR: modelling online learning communities (20)
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La idea del proyecto es conectar personas de diferentes centros educativos y con diferentes capacidades para compartir historias y experiencias de aprendizaje en un mundo virtual con edificios y actividades similares a la de tu ciudad.
Este proyecto se desarrolla por ASPROGRADES y APROSMO dentro de la iniciativa #conecta2Xaccesibilidad: Proyectos seleccionado por la Fundación Vodafone para la Transformación y Exploración Digital 2018 (http://www.fundacionvodafone.es/premios/premios-transformacion-digital)
Transmedia Literacy applied as a learning framework for children with Intell...Miguel Gea
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Plena Inclusión y las TIC: una evolución convergenteMiguel Gea
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Ecosistema Digital y la experiencia usuarioMiguel Gea
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In: EDULEARN'16. 8th annual International Conference on Education and New Learning Technologies Barcelona (Spain). 4th – 6th of July, 2016.
Website (in construction). http://utopolis.ugr.es/eintegra
Twitter: @eIntegraTIC
Este documento presenta las nuevas tendencias en interfaces de usuario. Cubre temas como sistemas colaborativos y sociales, nuevas técnicas de interacción como gestos y realidad mixta, interfaces inteligentes y afectivas, y áreas de investigación como inteligencia ambiental y arte interactivo. También discute el desarrollo de sistemas web, software social y la gamificación de historias.
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Grado de Comunicación Audiovisual
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Universidad de Granada
http://utopolis.ugr.es/medialab
#medialabUGR
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Universidad de Granada, con objeto de motivar a los estudiantes
Material usado para el curso "Inteligencia Colectiva y la Formación en las
Empresas" dentro del Master de Gestión y Tecnologías de Procesos de Negocios.
UGR http://lsi.ugr.es/lsi/postgrado/mgtpn
Sitio web de los contenidos:
http://utopolis.ugr.es/ideapolis
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abiertaUGR: modelling online learning communities
1. abiertaUGR:
modelling online learning communities
Miguel
Gea,
Rosana
Montes
mgea@ugr.es,
rosana@ugr.es
Centro
de
Enseñanzas
Virtuales,
h8p://cevug.ugr.es,
Universidad
de
Granada
#EMOOCs2014
http://www.slideshare.net/mgea/abiertaugr-modelling-online-learning-communities
abiertaUGR: Modelling online learning communities
- 1 -
2. Learning Ecosystems
Analogic
Digital
University
X
Formal
EHEA
(Erasmus)
University
Prac4ce
Non-formal
University
X
University
Universidad
Universidad
Learning
Communi4es
OER
abiertaUGR: Modelling online learning communities
- 2 -
3. (the role of…) MOOC
Where
we
learn?
How
we
learn?
What
we
learn?
http://www.flickr.com/photos/mathplourde/8620174342/
- Quality
- Purpose
- Recognition
(How to measure: Attendees, Fees… )
(Replace VS complement formal learning)
(By whom?)
abiertaUGR: Modelling online learning communities
- 3 -
5. The past (?) eLearning at Universities
SWOT ANALYSIS!
PEDAGOGY
TECHNOLOGY
ORGANISATION
STRENGHT
e-learning is part of the Improve
access
to Unit of elearning in universities
mainstream learning
resources,
Better communication,
Support to the teacher
Students – more active as Accessibility
learner, use of ICT
Repositories sharing
WEAKNESS
Technology driven rather Different
learning Institutional strategies
(ICT
than pedagogy ?
solutions (LMS)
support, teach vs research)
Management&changes
Staff resistance of change
Plagiarism?
OPORTUNITIES
Internacionalisation
Scope for innovation National/International cooperation
(mlearning,
social
Need of good practices, and networks, gaming)
e-University
collaborations
Flexible programs
THREADS
Need of cultural change
(digital identity)
New skills for learning
ICT Obsolescence
Fast changes
Technology cost
Copyrights
Funding needs
abiertaUGR: Modelling online learning communities
- 5 -
6. The future (?) MOOC at Universities
WEAKNESS
STRENGTH
• 17 of Top30 Universities support MOOC
• Global learning strategy
• Large Market (english /spanish /
french) for learning
THREADS
OPPORTUNITIES
• Competitors with other non-formal
learning proposal (KhanAcademy, wikipedia,
youtube edu)
• University may loose visibility on
Internet as a learning academy
• Sustainable model of learning?
• Low Completion rate (<15%)
• Relationship with traditional learning
• Certification & QA? (University VS
external companies)
• Fundings
• Lifelong learning (extended online
elearning communities)
• Branding (reputation at Internet )
abiertaUGR: Modelling online learning communities
- 6 -
7. MOOC experience at UGR
Goal: Integration into University!
- General Skills !
!(i.e. digital competences)!
- Support/complementary to regular (F2F) degrees !
!(introductory courses)!
- Develop an open learning community!
!(online community = abiertaUGR )!
abiertaUGR: Modelling online learning communities
- 7 -
8. MOOC at UGR
3 MOOC during 2012/13!
!Digital identities !
!Ubiquity learning !
!Creative Commons and OER!
+ 3.000 users!
Own Platform !
abiertaUGR: Modelling online learning communities
- 8 -
9. MOOC at UGR
ICT competences and skills !
Enrolled
Completed
Rate
1.805
620
34'35%
Ubiquitous learning
992
403
40'60%
Creative Commons
&OER
752
250
33'20%
3.549
1.272
36'05%
Digital Identities
Community
abiertaUGR: Modelling online learning communities
- 9 -
16. abiertaUGR community
http://abierta.ugr.es
Satisfaction !
questionaire!
PlaPorm
4,2
4,1
4
3,9
3,8
3,7
3,6
3,5
3,4
3,3
3,2
3,1
Working
groups
The
community
(PLE)
Workspace
Contents
Twi8er
use
Course
planning
ParTcipaTon
availability
Tutoring
and
mentors
community!
Technical
support
course!
features
abiertaUGR: Modelling online learning communities
- 16 -
17. Conclusions
del?!
sinness moropa.eu/es/node/135096
Bus
neu
d u ca
http://opene
tio
MOOC = New model of learning
• Point of no return…
but it’s an evolution for
• Quality
teachers
learners
“courses”
institutions
• Future University (hybrid onCampus-online)
• One step towards OER, CC & Open Knowledge
• Focusing on users/learners/society
abiertaUGR: Modelling online learning communities
- 17 -
En este gráfico, cada vez se es más consciente de la importancia de “ocupar” el espacio digital en las universidades ante el peligro que “otro ocupe tu lugar” (instinto de supervivencia). También se comienza a ver “con otros ojos” el aprendizaje informal (ya sea en mundo físico o digital)
No podemos simplemente masivizar los modelos ya conocidos…
Por los años 90 las universidades comenzaron a adoptar el aprendizaje en internet de forma tímida. Se diferenciaba entre universidades “tradicionales” y “a distancia”. Esta hibridación no es sencilla y requiere de muchas adaptaciones en el profesorado y en la propia organización de la institución que ralentiza su viabilidad en muchos casos.
Por otro lado, el coste (de la puesta en marcha) y la obsolecencia tecnológica son los grandes frenos.
Sin embargo, estas tendencias vuelven cíclicamente, y siempre son las universidades de más prestigio las que lideran estas apuestas que podrían pensarse arriesgadas y que van contra el propio modelo de negocio
Tendencia hacia la propia construcción de tu conocimiento, que puede ser conectado y compartido digitalmente. Las universidades (el aprednizaje formal) serán agregadores de conocimiento y competencias, una de las múltiples facetas de tu espacio
Y en todo ese proceso un factor cada vez más importante es tu identidad digital, tu reputación y actividad.
Cabe preguntarse si esta revolución tiene un punto de no retorno o es una moda pasajera. Según como respondas, te ubicarás en el proceso de adaptación al este ecosistema.