This is a submission for EDUC 9F63. It is a plan for a potential assignment designed for Part 3 Integration of Information and Computer Technology in Instruction course participants.
This document provides tips and information for using MOOCs (Massive Open Online Courses) for corporate training. It discusses setting up study groups to make large online courses feel more connected. It also recommends "lurking and learning" to understand how MOOCs work before fully participating. Popular MOOC platforms like Coursera, edX, and Udemy are mentioned. The benefits of MOOCs for professional development, academic credit, and certifications are highlighted. Course aggregator websites that compile MOOCs from different providers are listed. Requirements for taking online courses and objectives of online learning are outlined. Contact information is provided for a MOOC mentor to learn more.
This document discusses how broadband internet access can benefit education and e-learning. It outlines how broadband allows for improved communication and interaction between educators and students. It recommends using a virtual learning environment (VLE) like Moodle, which is free and open-source, to help facilitate online and blended learning. The Tipperary Institute offers support and training to help schools and educators take advantage of these opportunities.
Slides from presentation made at the League for Innovation CIT 2006. Forgive the title-this is the first attempt at presenting this material. Feel free to leave constructive comments and/or suggestions
The document provides an overview of Module 2 which focuses on building an effective MSF team. It discusses the MSF team model and identifies six key foundational principles that guide team functioning: having a shared vision, focusing on business value, being agile to change, empowering team members, promoting open communication, and communicating openly with external stakeholders. The module will examine the different MSF role clusters and how teams can be scaled for various project sizes through distributed project management.
Jens Kaaber Pors proposes a virtual learning platform using PODIO to facilitate sharing of experiences and learning materials such as training manuals, evaluations, and case studies among organizations. The platform would allow collaboration on future learning and materials. Key benefits include easy access across devices, shared documents, and collaboration capabilities compared to traditional methods. Screenshots demonstrate how PODIO could be used to share and comment on training manuals.
This document discusses emerging learning technologies and their use in the classroom. It provides examples of technologies like blogging, podcasting, and wikis that teachers can use to engage students. It also addresses issues around integrating technology into the curriculum and choosing tools that will be useful for both teachers and students. Barriers to adoption are mentioned, along with the importance of communication, collaboration, and connecting through technology. Overall it focuses on moving from traditional teaching methods to making use of new online tools and resources.
Kwami Ahiabenu,Ii Elearning Africa Accra May 2008 Web 2.0 For Online Training...Penplusbytes
The document discusses using Web 2.0 tools to design and facilitate interactive online courses. It defines Web 2.0 and outlines some common Web 2.0 tools that can be used, including blogs, wikis, social bookmarking, social networking, podcasts and slidesharing. The presentation provides a step-by-step process for designing an online course using these tools, including analyzing objectives, designing content and structure, choosing a platform, creating media, adding discussion tools and evaluating the course. It also discusses opportunities and challenges of using Web 2.0 tools for online learning.
This document discusses using blogs as living portfolios for students in a classroom. The blogs streamline submission and evaluation of assignments while also developing basic web skills. All coursework, including written assignments, technical work, images, and videos, are presented on student blogs. This allows work to be easily submitted, evaluated, and revised. It also encourages students to write for an audience and take ownership of their work. While the blogs connect classroom work, students rarely engage with each other's blogs. Overall, blogs provide an effective way to curate digital work and integrate multimedia assignments into a course.
This document provides tips and information for using MOOCs (Massive Open Online Courses) for corporate training. It discusses setting up study groups to make large online courses feel more connected. It also recommends "lurking and learning" to understand how MOOCs work before fully participating. Popular MOOC platforms like Coursera, edX, and Udemy are mentioned. The benefits of MOOCs for professional development, academic credit, and certifications are highlighted. Course aggregator websites that compile MOOCs from different providers are listed. Requirements for taking online courses and objectives of online learning are outlined. Contact information is provided for a MOOC mentor to learn more.
This document discusses how broadband internet access can benefit education and e-learning. It outlines how broadband allows for improved communication and interaction between educators and students. It recommends using a virtual learning environment (VLE) like Moodle, which is free and open-source, to help facilitate online and blended learning. The Tipperary Institute offers support and training to help schools and educators take advantage of these opportunities.
Slides from presentation made at the League for Innovation CIT 2006. Forgive the title-this is the first attempt at presenting this material. Feel free to leave constructive comments and/or suggestions
The document provides an overview of Module 2 which focuses on building an effective MSF team. It discusses the MSF team model and identifies six key foundational principles that guide team functioning: having a shared vision, focusing on business value, being agile to change, empowering team members, promoting open communication, and communicating openly with external stakeholders. The module will examine the different MSF role clusters and how teams can be scaled for various project sizes through distributed project management.
Jens Kaaber Pors proposes a virtual learning platform using PODIO to facilitate sharing of experiences and learning materials such as training manuals, evaluations, and case studies among organizations. The platform would allow collaboration on future learning and materials. Key benefits include easy access across devices, shared documents, and collaboration capabilities compared to traditional methods. Screenshots demonstrate how PODIO could be used to share and comment on training manuals.
This document discusses emerging learning technologies and their use in the classroom. It provides examples of technologies like blogging, podcasting, and wikis that teachers can use to engage students. It also addresses issues around integrating technology into the curriculum and choosing tools that will be useful for both teachers and students. Barriers to adoption are mentioned, along with the importance of communication, collaboration, and connecting through technology. Overall it focuses on moving from traditional teaching methods to making use of new online tools and resources.
Kwami Ahiabenu,Ii Elearning Africa Accra May 2008 Web 2.0 For Online Training...Penplusbytes
The document discusses using Web 2.0 tools to design and facilitate interactive online courses. It defines Web 2.0 and outlines some common Web 2.0 tools that can be used, including blogs, wikis, social bookmarking, social networking, podcasts and slidesharing. The presentation provides a step-by-step process for designing an online course using these tools, including analyzing objectives, designing content and structure, choosing a platform, creating media, adding discussion tools and evaluating the course. It also discusses opportunities and challenges of using Web 2.0 tools for online learning.
This document discusses using blogs as living portfolios for students in a classroom. The blogs streamline submission and evaluation of assignments while also developing basic web skills. All coursework, including written assignments, technical work, images, and videos, are presented on student blogs. This allows work to be easily submitted, evaluated, and revised. It also encourages students to write for an audience and take ownership of their work. While the blogs connect classroom work, students rarely engage with each other's blogs. Overall, blogs provide an effective way to curate digital work and integrate multimedia assignments into a course.
This document evaluates the Edu 2.0 learning management system. It discusses features like class blogs, wikis, discussion forums and chat rooms that allow for collaboration. It emphasizes the importance of building community in online classes. While Edu 2.0 has many multimedia tools, it lacks text-to-speech and speech-to-text features for accessibility. However, instructors can create accessible courses. The tabs and navigation in Edu 2.0 make it easy to use. In conclusion, Edu 2.0 is deemed an effective online learning system because it fits curriculums, encourages interaction and supports different learning styles through technology.
The document discusses the University of Wales, Newport's strategy for adopting and supporting Web 2.0 technologies to enhance the student experience. It outlines how the university initially focused on using its virtual learning environment (VLE) to distribute course materials but has since recognized the importance of social technologies. The strategy updates the IT strategy to support emerging technologies like blogs and wikis and become a more agile service. It also discusses the technical, teaching, marketing, and legal challenges of implementing this new approach.
Instructional Technology Tools and Resources for Instructors and Program Mana...Vickie Maris
This document summarizes instructional tools, technology and resources that can be used by instructors and program managers. It discusses tools like SlideShare, wikis, blogs, podcasts and videos that can be used for online learning. It also provides examples of how these tools are being used for K-12 and higher education, professional development and executive education.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
SafeAssignment is a plagiarism detection tool within Blackboard that allows instructors to receive student assignments electronically, download them to grade offline, and view plagiarism reports. It also enables students to directly submit papers and instructors to create assignment descriptions outlining expectations. Tutorial videos and email support are available to help instructors and students use SafeAssignment features.
This document provides an overview and instructions for a workshop on leveraging Web 2.0 tools like Edmodo for teaching. It outlines a project for teachers to design a lesson plan using Edmodo and other tools to enhance a unit of study. The document reviews setting up an Edmodo class, including getting parent permission and establishing guidelines. It also provides tips on using Edmodo's features and embedding content from other sites into lessons. Teachers will receive support and feedback dates as they design and implement their projects using Web 2.0 tools to engage students.
This document outlines the design of a training module for employees of Gallup McKinley County Schools to learn how to use SharePoint. The training will include a series of video modules accessible online covering navigating and using SharePoint. Employees will practice skills on a training SharePoint site and discuss their learning on a Ning site where their responses will help build a knowledge base wiki. The goal is for all employees to learn how to access and collaborate on SharePoint for knowledge management and sharing.
This document provides an overview of a training unit that teaches compliance professionals how to use various Web 2.0 tools for professional networking and development. The unit is aimed at those new to compliance who want to build their network. It covers how to use Twitter, LinkedIn, SlideShare, screencasting, and wikis. For each tool, it provides examples, a demonstration by the instructor, and hands-on practice for students to create accounts and profiles. The overall goals are for students to learn how to engage with others in their field, share knowledge, and enhance their careers through social media.
The document discusses using social networking tools like Delicious and Flickr to enhance teaching and learning. It details a project where academic librarians tagged and shared educational resources on Delicious. Students were then assigned to search for tags, add bookmarks, and build on the curated resources. The social tools helped promote collaboration, knowledge sharing, and community building among distance learners.
The document provides tips and tools for making e-learning more effective. It suggests rethinking the definition of e-learning to focus more on informal learning and collaboration. Learning should improve productivity, not just be about completing courses. Tools recommended include using video sharing, podcasts, wikis, and social networking to encourage self-organized learning and sharing between employees.
Upside Learning is an eLearning solutions provider that has been in business for over 8 years, serving over 150 clients across 13 countries. They offer a learning management system (LMS), mobile learning solutions, and custom learning programs. This document discusses blended learning, which combines various learning modalities including self-paced eLearning, virtual classroom training, mobile learning, and social/informal learning. It outlines the key components of a blended learning approach and some of the challenges of implementing blended learning, such as gaining management buy-in, leveraging new technologies, and adapting to changes. The document argues that a learning management system can help organizations effectively implement blended learning by facilitating resource management, learner interaction, training administration, and cost
How to integrate and automatically issue Open Badges in MOOC platformsMartin Ebner
This document discusses how to integrate and automatically issue open badges in MOOC platforms. It presents a prototype for an automatic badge issuer implemented in the iMoox platform. The issuer allows for manual and automatic badge assertion triggered by user actions, displays badge awarding statistics, and supports two badge types. An evaluation of the issuer in iMoox found that 28.7% of enrolled users earned at least one quiz badge, and the issuer successfully generated 66% of theoretically earned badges. The document concludes that badge issuing can be implemented quickly and easily to improve certification in MOOC platforms.
Blackboard is a learning management system and courseware tool that allows instructors to create and manage online courses and content. It provides features like announcements, discussions boards, online assignments, quizzes, gradebook tracking, and other tools. Some benefits of Blackboard include increased availability of course materials online, quick feedback on assignments, and tracking of student usage and progress. However, some drawbacks are that it can be difficult to reach consensus online and not all experts may participate in discussions.
This document discusses different options for sharing presentations online, including Slideshare, Google Docs, and Prezi. It then introduces CoCoMa, a web-based collaborative platform for creating and editing presentations. CoCoMa allows lecturers to author presentations while students can create their own versions, with the lecturer maintaining authority. Benefits include alternative explanations, solving open questions, and optimizing presentations for individual preferences. CoCoMa uses standards and is accessible through a web browser.
Using microblogging in education. Case study: Cirip.roCarmen Holotescu
Presentation at Conference eLearning Applications, UAC, Cairo, 10-12 January 2009 - about the educational microblogging platform http://www.cirip.ro/?lg=en
Using iPads to Enhance Teaching and Learning by Joe DalePeggy George
Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html
The document proposes a social network platform for MBA students that would allow them to share course materials, projects, and organize social events. It would utilize existing social media and collaboration tools like Facebook, LinkedIn, Google Docs, SlideShare and others to create a mashup platform for networking and resource sharing among MBA students. The outline describes the proposed components and tools that would be integrated into the platform.
1. The document outlines an agenda for a workshop to train participants in developing WebQuest 2.0 scenarios using various Web 2.0 tools.
2. Participants will explore existing WebQuest examples, work collaboratively in groups, and individually create online networks, tutorials, and videos to share what they've learned.
3. The goal is to discuss how WebQuest 2.0 activities could be used in human resources management (HRM) contexts and have participants begin outlining their own WebQuest project ideas.
This document evaluates the Edu 2.0 learning management system. It discusses features like class blogs, wikis, discussion forums and chat rooms that allow for collaboration. It emphasizes the importance of building community in online classes. While Edu 2.0 has many multimedia tools, it lacks text-to-speech and speech-to-text features for accessibility. However, instructors can create accessible courses. The tabs and navigation in Edu 2.0 make it easy to use. In conclusion, Edu 2.0 is deemed an effective online learning system because it fits curriculums, encourages interaction and supports different learning styles through technology.
The document discusses the University of Wales, Newport's strategy for adopting and supporting Web 2.0 technologies to enhance the student experience. It outlines how the university initially focused on using its virtual learning environment (VLE) to distribute course materials but has since recognized the importance of social technologies. The strategy updates the IT strategy to support emerging technologies like blogs and wikis and become a more agile service. It also discusses the technical, teaching, marketing, and legal challenges of implementing this new approach.
Instructional Technology Tools and Resources for Instructors and Program Mana...Vickie Maris
This document summarizes instructional tools, technology and resources that can be used by instructors and program managers. It discusses tools like SlideShare, wikis, blogs, podcasts and videos that can be used for online learning. It also provides examples of how these tools are being used for K-12 and higher education, professional development and executive education.
IAAMA Presentation about Engineering Professional EducationVickie Maris
Brief overview of the lifelong learning solutions available through Engineering Professional Education at Purdue University for practicing engineers -- distance credit programs and non-credit short courses.
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
The document discusses personalizing learning tools in the age of Common Core standards. It outlines a presentation given by Jason Borgen, Dr. Lisa Gonzales, and Tim Landeck at an ACSA conference in January 2014. The presentation explored using web 2.0 tools to personalize learning, integrating tools that support anytime/anywhere learning, creating a model classroom and pilot program before scaling up, and discussing implementation challenges and strategies. The document provides examples of online tutorials, digital textbooks, multimedia creation tools, and mobile apps that can be used to personalize learning as well as tips for successful implementation.
SafeAssignment is a plagiarism detection tool within Blackboard that allows instructors to receive student assignments electronically, download them to grade offline, and view plagiarism reports. It also enables students to directly submit papers and instructors to create assignment descriptions outlining expectations. Tutorial videos and email support are available to help instructors and students use SafeAssignment features.
This document provides an overview and instructions for a workshop on leveraging Web 2.0 tools like Edmodo for teaching. It outlines a project for teachers to design a lesson plan using Edmodo and other tools to enhance a unit of study. The document reviews setting up an Edmodo class, including getting parent permission and establishing guidelines. It also provides tips on using Edmodo's features and embedding content from other sites into lessons. Teachers will receive support and feedback dates as they design and implement their projects using Web 2.0 tools to engage students.
This document outlines the design of a training module for employees of Gallup McKinley County Schools to learn how to use SharePoint. The training will include a series of video modules accessible online covering navigating and using SharePoint. Employees will practice skills on a training SharePoint site and discuss their learning on a Ning site where their responses will help build a knowledge base wiki. The goal is for all employees to learn how to access and collaborate on SharePoint for knowledge management and sharing.
This document provides an overview of a training unit that teaches compliance professionals how to use various Web 2.0 tools for professional networking and development. The unit is aimed at those new to compliance who want to build their network. It covers how to use Twitter, LinkedIn, SlideShare, screencasting, and wikis. For each tool, it provides examples, a demonstration by the instructor, and hands-on practice for students to create accounts and profiles. The overall goals are for students to learn how to engage with others in their field, share knowledge, and enhance their careers through social media.
The document discusses using social networking tools like Delicious and Flickr to enhance teaching and learning. It details a project where academic librarians tagged and shared educational resources on Delicious. Students were then assigned to search for tags, add bookmarks, and build on the curated resources. The social tools helped promote collaboration, knowledge sharing, and community building among distance learners.
The document provides tips and tools for making e-learning more effective. It suggests rethinking the definition of e-learning to focus more on informal learning and collaboration. Learning should improve productivity, not just be about completing courses. Tools recommended include using video sharing, podcasts, wikis, and social networking to encourage self-organized learning and sharing between employees.
Upside Learning is an eLearning solutions provider that has been in business for over 8 years, serving over 150 clients across 13 countries. They offer a learning management system (LMS), mobile learning solutions, and custom learning programs. This document discusses blended learning, which combines various learning modalities including self-paced eLearning, virtual classroom training, mobile learning, and social/informal learning. It outlines the key components of a blended learning approach and some of the challenges of implementing blended learning, such as gaining management buy-in, leveraging new technologies, and adapting to changes. The document argues that a learning management system can help organizations effectively implement blended learning by facilitating resource management, learner interaction, training administration, and cost
How to integrate and automatically issue Open Badges in MOOC platformsMartin Ebner
This document discusses how to integrate and automatically issue open badges in MOOC platforms. It presents a prototype for an automatic badge issuer implemented in the iMoox platform. The issuer allows for manual and automatic badge assertion triggered by user actions, displays badge awarding statistics, and supports two badge types. An evaluation of the issuer in iMoox found that 28.7% of enrolled users earned at least one quiz badge, and the issuer successfully generated 66% of theoretically earned badges. The document concludes that badge issuing can be implemented quickly and easily to improve certification in MOOC platforms.
Blackboard is a learning management system and courseware tool that allows instructors to create and manage online courses and content. It provides features like announcements, discussions boards, online assignments, quizzes, gradebook tracking, and other tools. Some benefits of Blackboard include increased availability of course materials online, quick feedback on assignments, and tracking of student usage and progress. However, some drawbacks are that it can be difficult to reach consensus online and not all experts may participate in discussions.
This document discusses different options for sharing presentations online, including Slideshare, Google Docs, and Prezi. It then introduces CoCoMa, a web-based collaborative platform for creating and editing presentations. CoCoMa allows lecturers to author presentations while students can create their own versions, with the lecturer maintaining authority. Benefits include alternative explanations, solving open questions, and optimizing presentations for individual preferences. CoCoMa uses standards and is accessible through a web browser.
Using microblogging in education. Case study: Cirip.roCarmen Holotescu
Presentation at Conference eLearning Applications, UAC, Cairo, 10-12 January 2009 - about the educational microblogging platform http://www.cirip.ro/?lg=en
Using iPads to Enhance Teaching and Learning by Joe DalePeggy George
Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html
The document proposes a social network platform for MBA students that would allow them to share course materials, projects, and organize social events. It would utilize existing social media and collaboration tools like Facebook, LinkedIn, Google Docs, SlideShare and others to create a mashup platform for networking and resource sharing among MBA students. The outline describes the proposed components and tools that would be integrated into the platform.
1. The document outlines an agenda for a workshop to train participants in developing WebQuest 2.0 scenarios using various Web 2.0 tools.
2. Participants will explore existing WebQuest examples, work collaboratively in groups, and individually create online networks, tutorials, and videos to share what they've learned.
3. The goal is to discuss how WebQuest 2.0 activities could be used in human resources management (HRM) contexts and have participants begin outlining their own WebQuest project ideas.
Use of weblogs in Higher Education. Something more than just technology. Considerations and examples of using blogs as a teaching and learning processes.
Professional networks and personal learning networks (PLNs) allow individuals to connect with others online to support ongoing learning. PLNs have expanded from local connections to include global communities on social media and websites where people can interact, share resources and learn from others with similar interests. Developing a PLN takes effort but provides opportunities for ongoing professional development, learning new skills, and staying up to date in one's field from connections around the world.
The document discusses the educational uses of blogs. It begins with an introduction about new teaching paradigms that are student-centered and competence-based. It then discusses how blogs can support knowledge building, reflection, and sharing. Blogs allow students to collaborate, provide feedback, and reflect on their learning process. The document concludes with tips for getting started with blogs, such as exploring different platforms and learning the technological and methodological aspects of using blogs.
This document provides an overview of online teaching and learning. It discusses key elements of online instruction including course design, student engagement, and assessment. The document outlines best practices for online teaching such as making learning active, using a variety of resources, having a visible instructor presence, and applying andragogical principles. It also discusses common course design problems like endless content, unintuitive navigation, unclear directions, low accessibility, and broken links. The goal is to build foundational knowledge for instructors new to online teaching on creating effective online courses and student-centered online learning experiences.
The document provides details about a portfolio submitted by a student for their course. The portfolio includes 10 artifacts that demonstrate how the student has developed their employability skills. The artifacts include a personal SWOT analysis, personal development plan, reading logs analyzing career-related resources, analyses of job hunting platforms and resources, examples of job descriptions, and a blog post about preparing for the future job market. The reflective summary explains how each artifact supported the development of the student's skills and prepared them for future employment.
from PLE to Professional Learning NetworksIvana Marenzi
The document discusses building personal learning environments (PLEs) and professional learning networks (PLNs). It defines PLEs as systems that help learners manage their own learning. PLE building lays the foundations for lifelong learning by supporting self-organized learning. As learners engage more with a topic, their PLE can transition to a PLN where they connect with experts and discuss professional interests. A model is proposed for PLE building to support students in developing social networks and expanding their learning within PLNs.
From Personal Learning Environment Building to Professional Learning Network ...Malinka Ivanova
The building of Personal Learning Environment (PLE) that supports learner to set learning goals and to manage learning is related to creative and innovative activities. But more challenging is the forming of Professional Learning Network (PfLN) that can be used for facilitation of knowledge absorption, assimilation and dissemination not only in formal and informal learning process, but also in one long-term learning plan when students transform in life-long learners.
This document summarizes the keynote speech given by the author at the 2012 ALDinHE annual conference. The keynote aimed to provide a vision of what e-learning means to the author and cross-reference this with a recent ALDinHE report. The author structured the keynote around their "Three Pillars of Digitally Enhanced Learning": administration and logistics, personal branding/networking, and teaching and learning. For each pillar, the author showcased free and open-source tools that attendees could use, such as Google Docs, Dropbox, and Skype. The keynote concluded by outlining how technology can be integrated into teaching and learning according to conceptual models.
This document outlines the requirements and rubric for a digital citizenship project in an elementary classroom. It provides guidance on the following key points:
The project should introduce a topic related to digital citizenship, technology integration, or education reform. It then needs to provide a workable plan and list of resources for moving the project forward. The project must be designed from the perspective of an educational technology coach, with teachers and administrators as the intended audience. Students are expected to get feedback from their professional networks and provide feedback to others. Finally, projects will be presented using web 2.0 tools and must align with specified educational technology competencies. A 15-point rubric is included to evaluate projects.
This 12-week course covers the use of digital technology in the classroom and its impact on teaching methodology. Over the course of the semester, students will learn how to create digital presentations, video tutorials, online assessments, and design a web-based learning environment. They will apply these skills in their teaching practice and receive feedback. The course aims to establish how technology changes classroom dynamics and enables independent learning outside of class. Students will be continuously assessed through class participation, assignments, and the development of their web-based learning environment.
This 12-week course covers the use of digital technology in the classroom and its impact on teaching methodology. Over the course of the semester, students will learn how to create digital presentations, video tutorials, online assessments, and design a web-based learning environment. They will apply these skills in their teaching practice and receive feedback. The course aims to establish how technology changes classroom dynamics and enables independent learning outside of class. Students will be continuously assessed through class participation, assignments, and the development of their web-based learning environment.
1. Students are to submit an e-portfolio by June 10th at 5pm that demonstrates their professional learning network (PLN) created throughout the semester. The PLN should show the student's affiliations, contacts, and the tools used to maintain their network.
2. The e-portfolio can be in any format such as a website, mind map, PowerPoint, or document, and must provide evidence of the breadth and depth of the student's PLN.
3. In addition to the PLN, students must complete a reflection on the module in uLink before the due date.
This document discusses various applications of the internet, with a focus on e-learning. It begins by introducing e-learning and describing it as learning facilitated through electronic means like online content, lectures, and tutorials. It then discusses e-learning processes, providing examples from IGNOU. MOODLE is introduced as a popular open-source learning management system. Advantages and disadvantages of e-learning are briefly covered. The document also mentions other electronic educational resources available online like journals, databases, and e-books. Finally, it discusses wikis as collaborative knowledge resources that allow users to easily edit and link pages.
This document summarizes a paper about how concepts from Web 2.0 have influenced e-learning. It discusses several core Web 2.0 technologies that are also relevant to e-learning 2.0, such as wikis, blogs, podcasts, and RSS. It provides examples of early e-learning tools from 2005 that incorporated collaborative aspects similar to Web 2.0 principles. The document also reviews surveys on the usage of Web 2.0 technologies among students and academics, finding that Wikipedia and discussion forums are commonly used for study purposes, while the usage of other technologies varies more by age. In general, familiarity with Web 2.0 remains relatively low.
The document discusses the use of blogs for teaching and learning. It introduces blogs as a tool of Web 2.0 that allows for knowledge sharing and collaboration. Blogs can support student reflection, knowledge building, and monitoring of the learning process. The document provides tips for educators on getting started with blogs and integrating them into the classroom, such as starting small and seeking help from other educators.
This document discusses personal learning environments (PLEs). It defines a PLE as a system that helps learners take control of and manage their own learning by setting goals, managing content and processes, and communicating with others. A PLE is a collection of tools and systems chosen by the individual learner, rather than a centralized system. It also discusses using start pages and web 2.0 applications to build a PLE by mashing up available data, and provides some free web services that can be used to implement a PLE, such as netvibes and pageflakes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
9. THE RUBRIC LEVEL 4 3 2 1 PLN REVIEW Each PLN site is described in detail. Explanation includes the types of participants and various features. There is variation in the types of PLNs selected for review. REFLECTION Reflection is truly reflective and demonstrates professional growth of the participant. PRESENTATION Power Point demonstrates leadership and knowledge of the implementation of PLNs. It is suitable for use in teacher in-service. TECHNOLOGY SKILL The reflection piece and presentation demonstrates a high level of technology skill. People will trust your knowledge and view point.