"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamรฉrica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na Amรฉrica LatinaโPlano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
Using Twitter to build online learning communitiesOlivia Kelly
ย
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
Assessing ou language students on twitter olivia kellyOlivia Kelly
ย
This document discusses a study assessing how Open University language students use Twitter. The study found that most OU language students access Twitter daily and follow OU accounts. A content analysis of tweets found that students frequently discuss languages, courses, and express gratitude. A survey found that Twitter helps students feel part of a community. The document concludes that Twitter can help build social presence and community for distance learners.
Educational Technology - opportunities and pitfalls How to make the most use...Bart Rienties
ย
The keynote presentation covered opportunities and limitations of educational technology based on learning analytics research. It included three research exemplars: 1) a study that found students' self-reported internet searching skills did not match their actual online behavior, 2) a randomized study showing how internationalized course content can encourage participation in diverse groups, and 3) a project linking multiple datasets across 150+ modules to predict student outcomes. The talk concluded by emphasizing the need to consider ethics and standardization as more educational data becomes available and harvested for learning analytics.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
ย
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures studentsโ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
"DEI Project in Latin America: Plan and preliminary findings" by Carina Bossu and Viviane Vladimirschi was presented at the 2 March 2021 GO-GN webinar.
Blog posts:
Proyecto DEI en Latinoamรฉrica: Plan y resultados preliminares: http://go-gn.net/webinars/proyecto-dei-en-latinoamerica-plan-y-resultados-preliminares/
Projeto DEI na Amรฉrica LatinaโPlano e dados preliminares: http://go-gn.net/webinars/projeto-dei-na-america-latina-plano-e-dados-preliminares/
DEI Project in Latin America: Plan and preliminary findings: http://go-gn.net/webinars/dei-project-in-latin-america-plan-and-preliminary-findings/
Using Twitter to build online learning communitiesOlivia Kelly
ย
A presentation for OU Associate Lecturers given at a staff conference in April 2018. Looks at current research on how Twitter can be used as a tool to build an online learning community between ALs and students and among ALs.
Assessing ou language students on twitter olivia kellyOlivia Kelly
ย
This document discusses a study assessing how Open University language students use Twitter. The study found that most OU language students access Twitter daily and follow OU accounts. A content analysis of tweets found that students frequently discuss languages, courses, and express gratitude. A survey found that Twitter helps students feel part of a community. The document concludes that Twitter can help build social presence and community for distance learners.
Educational Technology - opportunities and pitfalls How to make the most use...Bart Rienties
ย
The keynote presentation covered opportunities and limitations of educational technology based on learning analytics research. It included three research exemplars: 1) a study that found students' self-reported internet searching skills did not match their actual online behavior, 2) a randomized study showing how internationalized course content can encourage participation in diverse groups, and 3) a project linking multiple datasets across 150+ modules to predict student outcomes. The talk concluded by emphasizing the need to consider ethics and standardization as more educational data becomes available and harvested for learning analytics.
The Student-Inquirer Identity During the Master Thesis in an Online UniversityAngelos Konstantinidis
ย
When students are conducting their research project as part of their studies, they can be better prepared for the societal and professional challenges of the future. This study contributes to the research of the inquirer identity by elaborating a model for the assessment of student-inquirer identity skills in light of the development of a master thesis in an education-related field in an online university. The model presents student-inquirer identity as a dynamic multiplicity of ten skills related to the five phases of the practice of inquiry (search and focus, understand and explore, design and implement, interpret/evaluate and reflect, write and present). Based on the model, a questionnaire that measures studentsโ inquiry skills during the development of the master thesis was constructed. The questionnaire is comprised of ten sub-scales with 42 Likert-type items in total. 154 students of the Universitat Oberta de Catalunya responded to the questionnaire. Findings revealed that, overall, online students develop inquiry skills to a moderate extent while conducting their master thesis.
Engaging with audiences early: the role of social media and networks in deve...ROER4D
ย
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
ย
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
ย
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
ย
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) โdeveloping the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligationsโ and (ii) โfostering and facilitating international cooperation [by] supporting international cooperation between stakeholdersโ.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Championing the Cause: Bridging State Policy and Practice in K-12 OER (Open E...Sara Frank Bristow
ย
This document summarizes a presentation on K-12 open educational resource (OER) champions and their role in driving policy changes. It profiles the work of David Wiley in Utah and the Washington Open Course Library as examples. OER champions drive policy changes by implementing pilots to build evidence, documenting processes for others, convening stakeholders, and advocating for policies that support OER adoption. They champion issues of cost, quality and access that are universally important. Their work removing barriers and leading by example through school programs can help increase OER usage and further policy changes.
This document discusses creating and using open educational resources (OER). It begins with introductions and questions about the reader's interest and experience with OER. It then provides information on OER quality standards and next steps. The document discusses thinking about OER and considers benefits such as reducing costs and increasing access. Challenges of OER like search and discovery, quality assessment, and copyright are presented. Details on copyright and open licensing models like Creative Commons are provided. The document concludes with guidance on using and adapting works with Creative Commons licenses.
This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishersโ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal studentsโ satisfaction or performance or lecturersโ pedagogical practices even though these benefits are widely touted.
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
ย
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Reflections on developing an evaluation and communications strategy for the ...ROER4D
ย
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
The Innovative Aspect of Open EducationRobert Farrow
ย
This document discusses the innovative aspects of open education. It begins by explaining that open educational resources (OER) were created in response to copyright, which was itself an innovation. People innovate to overcome challenges, but this often gives rise to new challenges. The document then discusses several OER projects and how they demonstrate innovation, such as replacing textbooks with open versions or facilitating exchange of ideas between open education communities. It emphasizes that adoption is needed for innovations to be sustained and discusses how OER adoption has grown. The document concludes by suggesting ways to support innovation with and through OER, such as raising awareness of open alternatives and empowering individuals.
The document summarizes a study on open educational practices (OEP) in higher education. It finds that while some academic staff use OEP, many perceive risks that discourage use. Open educators share four dimensions: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. Higher education institutions should support staff capacity building in these areas through open education strategies and policies that consider individual needs alongside institutional benefits.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
ย
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
ย
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
Bjoern Fisseler - keynote digital accessibilityEADTU
ย
This document discusses digital accessibility in higher education. It makes the following key points:
1) Around 15% of students in higher education report having a disability or health impairment that limits their studies. Common impairments include mental health issues, physical disabilities, and chronic health conditions.
2) Ensuring digital accessibility and inclusion is important for complying with legal requirements and allowing all students to access information and learning opportunities regardless of ability status.
3) Higher education institutions need to consider accessibility in all dimensions of their work, from teaching practices to policies and engagement with stakeholders. Emerging technologies like artificial intelligence could improve inclusion but also risk exacerbating existing inequities if not developed responsibly.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
ย
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
โIn what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? โ
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Engaging with audiences early: the role of social media and networks in deve...ROER4D
ย
Engaging with audiences early:
the role of social media and networks in developing a communications strategy for a global research project
Association of Business Communications (ABC) Regional Conference, Cape Town,
6-8 Jan 2016
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
ย
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
ย
The Potential Contribution of Open Educational Resources
to e-Learning and Distance Education.
A/Prof Patricia B. Arinto
3rd e-Learning and Distance Education Conference
Lahore, Pakistan, 14-15 March 2016
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
ย
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) โdeveloping the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligationsโ and (ii) โfostering and facilitating international cooperation [by] supporting international cooperation between stakeholdersโ.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Championing the Cause: Bridging State Policy and Practice in K-12 OER (Open E...Sara Frank Bristow
ย
This document summarizes a presentation on K-12 open educational resource (OER) champions and their role in driving policy changes. It profiles the work of David Wiley in Utah and the Washington Open Course Library as examples. OER champions drive policy changes by implementing pilots to build evidence, documenting processes for others, convening stakeholders, and advocating for policies that support OER adoption. They champion issues of cost, quality and access that are universally important. Their work removing barriers and leading by example through school programs can help increase OER usage and further policy changes.
This document discusses creating and using open educational resources (OER). It begins with introductions and questions about the reader's interest and experience with OER. It then provides information on OER quality standards and next steps. The document discusses thinking about OER and considers benefits such as reducing costs and increasing access. Challenges of OER like search and discovery, quality assessment, and copyright are presented. Details on copyright and open licensing models like Creative Commons are provided. The document concludes with guidance on using and adapting works with Creative Commons licenses.
This document discusses open educational resources (OER) and innovation in three parts. First, it provides context on how OER were an innovation in response to copyright. Second, it examines theories of innovation and how OER diffusion and adoption relates to these theories. Finally, it outlines several OER research projects and how they explored and supported innovation with and through OER in areas like textbooks, MOOCs, and policy development.
Open Educational Resources (OER) challenge the current storylines that steer higher education and publishersโ business models by providing students with access to alternative learning resources other than the traditional textbook or lecturer-generated teaching materials. To what extent students take up the opportunity to search for and find OER that are sufficiently authoritative and current to be considered worthwhile and suitably relevant to their context to be considered useful, is yet to be established in the Global South. Likewise it is also not fully understood to what degree lecturers take the time to explore the Internet to locate existing teaching materials to compare these to their own materials, to legally reuse, revise, remix and redistribute educational resources, and/or to contribute their original materials for others to reuse in specified ways. In fact it is not yet known to what extent students and lecturers are even aware of OER and how they are different from any other materials available on the Internet, let alone how they may practically access these materials in geographically remote or connectivity poor environments in countries in the Global South. Least of all, we have insufficient evidence about the actual impact of OER in the Global South on informal and formal studentsโ satisfaction or performance or lecturersโ pedagogical practices even though these benefits are widely touted.
Developing a communications strategy for ROER4D - insights for the South Afri...ROER4D
ย
Developing a communications strategy for ROER4D - insights for the South African Institute for Distance Education
Seminar presented by Sukaina Walji, 22 May, 2017, Johannesburg
Reflections on developing an evaluation and communications strategy for the ...ROER4D
ย
Reflections on developing an evaluation and communications strategy for the ROER4D project
Sukaina Walji and Sarah Goodier
ROER4D Communications and Evaluation Advisors
Presentation for DECI-2 workshop
Cape Town, 4 May 2016
The Innovative Aspect of Open EducationRobert Farrow
ย
This document discusses the innovative aspects of open education. It begins by explaining that open educational resources (OER) were created in response to copyright, which was itself an innovation. People innovate to overcome challenges, but this often gives rise to new challenges. The document then discusses several OER projects and how they demonstrate innovation, such as replacing textbooks with open versions or facilitating exchange of ideas between open education communities. It emphasizes that adoption is needed for innovations to be sustained and discusses how OER adoption has grown. The document concludes by suggesting ways to support innovation with and through OER, such as raising awareness of open alternatives and empowering individuals.
The document summarizes a study on open educational practices (OEP) in higher education. It finds that while some academic staff use OEP, many perceive risks that discourage use. Open educators share four dimensions: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. Higher education institutions should support staff capacity building in these areas through open education strategies and policies that consider individual needs alongside institutional benefits.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
ย
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
Researching Open Educational Resources and Open Pedagogical Practices: The RO...Cheryl Hodgkinson-Williams
ย
The document discusses the ROER4D project which researches the adoption and impact of open educational resources (OER) in the Global South. It provides an overview of key challenges facing education in developing countries and how OER can help address issues of cost, access, and relevance. The presentation outlines ROER4D's research questions, clusters, sites in Africa, and objectives to build the evidence base around OER use and influence education policy.
Bjoern Fisseler - keynote digital accessibilityEADTU
ย
This document discusses digital accessibility in higher education. It makes the following key points:
1) Around 15% of students in higher education report having a disability or health impairment that limits their studies. Common impairments include mental health issues, physical disabilities, and chronic health conditions.
2) Ensuring digital accessibility and inclusion is important for complying with legal requirements and allowing all students to access information and learning opportunities regardless of ability status.
3) Higher education institutions need to consider accessibility in all dimensions of their work, from teaching practices to policies and engagement with stakeholders. Emerging technologies like artificial intelligence could improve inclusion but also risk exacerbating existing inequities if not developed responsibly.
CCCOER Webinar: OER Research on Open Textbook adoption and LibrariansOER Hub
ย
"OER Research on Open Textbook adoption and Librarians" was presented by Beck Pitt on 10 December 2014 as part of a CCCOER webinar with Nicole Allen (SPARC) and Una Daly.
These slides were created by reversioning two previous presentations: Librarians Perceptions of OER and Open Access Week 2014: Open Textbook Research Overview (also available on Slideshare).
This document discusses trends in online learning and best practices for online teaching. It notes that online learning is growing rapidly and will disrupt traditional education systems. Quality online learning is interactive, collaborative, and inquiry-based. Effective online teachers promote learner autonomy, active participation, collaboration, and authentic assessment of 21st century skills. They use technologies and strategies like multimedia, reflection tools, collaborative projects, and feedback to support students' engagement and success in online environments.
โIn what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? โ
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Digital Natives: How to Engage the 21st Centuryaccording2kat
ย
This is the PowerPoint to a presentation I gave at the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD)'s 84th Annual Convention. It includes current terms of digital technology and how to integrate new and relevant technology avenues into health and physical education classrooms. Such avenues include but are not limited to social media, podcasts, blogs, and more!
Common sense media k 12 tech-librarians-teachers presentation -9-18-2011drmcgregor
ย
This document discusses Common Sense Media's digital literacy and citizenship curriculum for K-12 schools. The curriculum takes a comprehensive approach to media education by rating media, educating on issues, and advocating on policy. It is a free, teacher-tested curriculum that uses flexible, standards-aligned lessons to teach digital citizenship and safety skills. The curriculum can be integrated into various courses and with different technologies. Schools are encouraged to register to access curriculum materials and become demonstration sites to teach the full program and provide resources to parents.
Social Media Use in Teaching: Results from a questionnaire on use in HESHU Learning & Teaching
ย
The document summarizes the results of a questionnaire on the use of social media in higher education teaching. 333 instructors responded to questions about their use of social media both in general and for a specific course. Key findings include:
- The most useful social media tools for teaching reported were blogs, Twitter, YouTube, and Facebook.
- Social media is primarily being used to share content, facilitate discussion, organize course materials, and promote peer interaction/collaboration.
- Barriers to using social media in teaching included lack of time to learn/implement social media and ethical concerns around privacy and commercialization.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
The document discusses implementing an online Foundations of Technology (FOT) course for alternative education students. It provides details on:
1) 35 students enrolled in the FOT course through alternative programs, with instructors facilitating an online version;
2) The course being developed using various web 2.0 tools to encourage engagement, collaboration, and skills aligned with curriculum standards;
3) A wiki being used as the online platform to encourage communication, self-reflection, and collaboration between students.
Including educational technologies into teacher trainingGugulethu Mlambo
ย
The document discusses key concepts related to knowledge societies, including definitions of knowledge and information. It outlines the goals of developing a knowledge society, including lifelong learning and the role of information communication technology. The document also discusses national and international initiatives to achieve "Education for All" goals and broad strategic objectives for the future, including improving education quality, developing high-level skills, and ensuring accessibility of basic education. Teachers and learners are described as active participants in knowledge societies.
The document proposes implementing a virtual writing program to facilitate discussion of global issues between students from different nations. Students would discuss challenges facing their communities, such as healthcare, education, and poverty, to increase cultural understanding and form international relationships. Teachers would monitor students' discussions on platforms like email or Skype to collaborate on research projects celebrating various cultures. Proponents argue this global learning approach broadens students' knowledge and tech skills while promoting cooperation and insight into worldwide problems.
The document discusses participatory approaches to learning with digital technologies. It describes different levels of participation in design from children and teachers providing input as "native informants" to equal stakeholder roles in co-design. Key aspects of changing educational paradigms are also summarized, including personalization, learner voice, use of new technologies, and links to informal learning. Examples of participatory projects involving co-design with users are provided.
This document summarizes a case study on online learning communities for teachers' continuous professional development. It discusses:
1) An eTwinning Learning Event where teachers participated in online sessions focused on a theme.
2) How the online community supported teachers' competence and practice development through collaboration and learning. Increased facilitation and social interaction positively influenced critical thinking.
3) Applying ideas in practice and reflecting with peers reinforced competence development for teachers and motivated them. The online community provided opportunities for mutual support and learning.
Integrating digital literacy and inquiry learningJune Wall
ย
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
This document outlines Whitney Kilgore's portfolio for her PhD defense. It includes sections on her professional background, creative works, scholarly writing, and presentations. It highlights her experience developing online programs, facilitating communities on Twitter, and research interests in online learning communities, social media, video and presence, and micro-credentials. Her scholarly writing includes publications in journals and a book chapter. Upcoming presentations are listed on badges-first learning design and a MOOC she created.
The document proposes implementing a virtual pen pal program between students from different countries to discuss global issues. Students would communicate weekly using tools like email and Skype to learn about each other's cultures and communities. They would collaborate on research projects about global topics and develop solutions to challenges facing people in poverty. The goals are for students to gain cultural awareness and understanding, and to create international relationships that strengthen global bonds.
Gabrielle Nation's Diversity in Educational Technologygnation
ย
The document discusses several key topics related to global connections and cultural diversity in education. It notes that minority student populations are growing and more students speak other languages besides English. Effective teachers understand students' diverse backgrounds and experiences and use this diversity to promote achievement. Some strategies discussed include questioning techniques, peer interactions, and reflective journals. The document also addresses digital divide issues and how technology can be leveraged to increase equitable access for all students. Finally, it discusses how culture shapes perspectives and the importance of acknowledging differences while promoting respect among students.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
BARRIERS TO BL & AI ADOPTION IN AFRICA 14092023 RITA KIZITOB.pdfRita Ndagire Kizito
ย
In a world of rapid technological change, how can we ensure that the benefits of digital education are accessible to everyone?
Are we read to embrace these changes in African higher education? This presentation explores the role of diversity and inclusivity in shaping the future of digital learning in Africa
1. The document discusses strategies for engaging online learners through collaborative work, electronic tools, and following Robert Gagne's nine steps of instruction.
2. It advocates using a constructivist approach to teaching and learning online, as inspired by theorists like Dewey, Piaget, Siemens, and Downes.
3. New technologies will continue to provide more opportunities to engage online learners through varied formats and strategies.
This document discusses promising practices for engaging PK-20 learners, who are primarily digital natives and second generation digital natives. It recommends interactive learning environments that incorporate collaboration, project-based learning, partnering, authentic assessment, audience, and digital mediums. Specific strategies are proposed, such as flipped classrooms, personal learning networks, and the use of Web 2.0 tools. The document concludes by outlining seven strategies from Tapscott for how educators can better engage digital learners, including focusing on lifelong learning over teaching to tests.
Similar to AdvanceHE Curriculum Symposium 2021: Post-Pandemic Curriculum (20)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
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๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
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2. Acknowledgement of
Country
I acknowledge the Wurundjeri People of the Kulin
Nation, as the traditional owners of the lands in which I
live. I express my gratitude to the Wurundjeri People for
their guardianship of this unceded land. I pay my
respects to all elders of the Kulin Nation, past and
present and extend that respect to other Indigenous
Peoples.
3. Thanks for attending
this workshop!
Iโm Ameena
(she/her)
Instructor, Swinburne Online (Australia)
Fellow, Advance HE
Fellow, Higher Education Research and Development Society of
Australasia (HERDSA)
Student, Master of Education (Research Intensive)
AmeenaLPayne
#AHE_PPC21
7. โI completed high school 20
years ago and wanted a โlittle
breakโ before furthering my
study. That โlittle breakโ was
extended as my family grew.
Life happened, and I never
quite found the right time to
keep my promise to myself to
go to uni โ until now!โ
8. โThis is my first teaching period in uni. Iโm 36 years
old. I live with my wife and two very active kids. When
Iโm not being a chef, cleaner and taxi driver (you know
the list), Iโm working as a learning support officer at
our local school. I havenโt written an academic essay
in over 15 years!โ
9. Teaching and facilitation deficiencies are highlighted in digital learning environments
The most common area of complaint about online teaching and learning was that there
was insufficient engagement with teaching and tutoring staff and that much more
interaction with individual students was expected than had occurred.
10. Agenda
Community of Inquiry overview
Five elements overview
Cognitive presence
Social presence
Teaching presence
Strategies 1-5
Workshop
Debrief
12. This presentation will focus on three types of presence
- cognitive, social and teaching presence
13. Five elements:
โข Multi-media
โข Affiliative humour and storytelling
โข Socratic questioning
โข Reframes
โข Summarising and weaving
14. Cognitive presence
Initiate and shape triggering events - the focus remains on the attainment of intended educational
outcomes
Students shift between private reflection and social exploration (including information exchange)
Integration is characterised by constructing meaning from the ideas generated in the exploratory phase
Practical application requires opportunities to apply newly created knowledge.
Reflecting โhigh-order knowledge
acquisition and applicationโ, cognitive
presence is most associated with critical
thinking (Garrison et al., 2001, p. 6).
22. Strategy #1 โ Use of multi-media
Canva
Powtoon
GIPHY
Unsplash
23. Strategy #1 Use of multi-media
Contrast and colour use are vital to
accessibility. Please refer to the
Web Content Accessibility
Guidelines (WCAG
24. Strategy #2 Affiliative humour and storytelling
We all have a unique story to tell. When online instructors incorporate storytelling and โaffiliative
humourโ (Pundt & Herrmann, 2015), rapport can be more rapidly built. Personal narratives establish
human connection which students can more deeply appreciate.
Embracing the tension between vulnerability and credibility: โintellectual candourโ
(Molloy & Bearman, 2018)
25. Strategy #2 Affiliative humour and storytelling
Teacher immediacy is conceptualised as โnonverbal behaviours that
reduce psychological distance between teachers and studentsโ
(Rourke et al., 2001, p. 5).
26. Strategy #3 Socratic questioning
The Socratic technique is not used to intimidate,
nor to patronise students, but instead for the very
reason Socrates developed it: to scaffold critical-
thinking skills in students and empower them to
approach their learning with an academic lens
(Payne, 2021).
30. https://padlet.com/AmeenaLPayne/AHE_PPC21
Activity
1. Read the article Developing Online Discussion Boards to Increase Student Engagement During the COVID-19 Pandemic
(Rashtchi & Khoshnevisan, 2021)
2. Describe the challenges online instructors face in using discussion forums
3. Explore the opportunities in utilising discussion forums
In your response, provide a bit of context of your cohort and discipline
A. Create a reframe for the above
B. Respond to 2 and 3 above
C. Reply your peers using a strategy AND/OR
D. Identify a strategy a peer has used
Strategy #1 Use of Multi-Media
Strategy #2 Affiliative Humour and Storytelling
Strategy #3 Socratic Questioning
Strategy #4 Reframes
Strategy #5 Summarising and Weaving
31.
32. The creation of engaging, high trust spaces that are
rich with optimism, excitement, interactivity,
continuous streams of communication, rapid and
thorough responses, and two-way dialogue facilitate
and enrich the learning process (Payne, 2021).
34. References
Anderson, T., Rourke, L., Garrison, D. R., Archer, W. (2001). Assessing teaching presence in a computer conference environment. Journal of Asynchronous Learning Networks, 5(2), 1-
17. http://dx.doi.org/10.24059/olj.v5i2.1875
Boettcher, J. (2007). eCoaching tip 51: A garden of three presences โ Social presence, teaching presence and cognitive presence. Designing for Learning.
http://designingforlearning.info/ecoachingtips/ecoaching-tip-51/
Department of Education, Skills and Employment. (2020). Higher Education Statistics: 2019 Section 1 Commencing students. https://www.dese.gov.au/higher-education-
statistics/resources/2019-section-1-commencing-students
Dewey, J. (1997). Experience and education. Simon & Schuster Inc
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1),
7-23. https://doi.org/10.1080/08923640109527071
Intel. (2007). The Socratic questioning technique. Intel Teach Program: https://www.intel.com.au/content/dam/www/program/education/us/en/documents/project-design/strategies/dep-
question-socratic.pdf
Jarvenpaa, S. L., Knoll, K., & Leidner, D. E. (1998). Is anybody out there? Antecedents of trust in global virtual teams. Journal of Management Information Systems, 14(4), 29-64.
https://doi.org/10.1080/07421222.1998.11518185
Martin, L. (2020). Foundations for good practice: The student experience of online learning in Australian higher education during the COVID-19 pandemic. Canberra: Australian
Government Tertiary Education Quality and Standards Agency (TESQA).
Payne A.L. (2021). A resource for e-moderators on fostering participatory engagement within discussion boards for online students in higher education. A practice report. Student
Success, 12(1), 93-101. https://doi.org/10.5204/ssj.1865
Pundt, A., & Herrmann, F. (2015). Affiliative and aggressive humour in leadership and their relationship to leaderโmember exchange. Journal of Occupational and Organizational
Psychology, 88, 108-125. https://doi.org/10.1111/joop.12081
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous, text-based computer conferencing. Journal of Distance Education, 14(3), 51-
70.
Salmon, G. (2011). E-Moderating: The key to online teaching and learning (3rd ed.) Routledge.
The Social Research Centre. (2021). 2020 SES National Report. Canberra: The Social Research Centre. Retrieved from https://www.qilt.edu.au/qilt-surveys/student-experience
Vaughan, N., & Garrison, R. (2006). A blended faculty community of inquiry: Linking leadership, course redesign, and evaluation. Canadian Journal of University Continuing Education,
32(2), 67-92.
35. Thank you for viewing my presentation as part of the 2021 AdvanceHE Curriculum Symposium:
Post-Pandemic Curriculum.
As students continue to shift to
online learning, discussion forums
should cross the threshold from
superficial learning and participation
toward deep learning motivated by
engagement with questions,
experiences and people.
#AHE_PPC21