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Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
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Keynote presentation on Beyond Blended to COHERE 2014 conference. See cohere.ca for archived video. Focus is on multi-access learning and supporting learners through personalization, assessment for learning, openness, connected, and access.
In 2015 the School of Nursing at Otago Polytechnic implemented Pathbrite, an ePortflio platfrm. Over the course of
the past two years hundreds of Bachelor of Nursing students have evidenced, showcased and reflected on their work
through these portflios. This implementation was formally evaluated through a research study which employed a
mixed methods sequentil explanatory design. The research demonstrated many positie and some not so positie
aspects of the implementation. A number of recommendations also arose from the project. This presentation will discuss the recommendations that arose from the research such as more support and feedback for staff and students.
This presentation will also discuss a number of infinities that arose and extend from the research. These include extending the capability of staff and students in evidencing work through a portflio through utiising other features of
the platform. Emma Collins Senior Lecturer School of Nursing, Otago Polytechnic Emma began working for OP in 2011 and holds a
Master of Nursing, specialising in Child Health. Her background is in paediatric nursing and community child and family health, in
particular, school nursing and public health. In recent years Emma has developed a passion for Nursing Informants, which stemmed
from her implementing the inaugural ePortflio into the curriculum at Otago Polytechnic.
Connecting and engaging learners in blended/online learningCirculus Education
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Winning the LOTTO: The Ticket to Success in Online Faculty Course DevelopmentMariann Hawken
As the oldest Historically Black College (HBC) in Maryland, Bowie State University (BSU) found nearly 90% of students were interested in taking an online or hybrid course. Although 74% of faculty expressed interest in teaching online, their overwhelming challenge was finding time to attend all-inclusive training and to develop comprehensive materials. In response to the urgent need, BSU began the Learning Online, Teaching with Technology Online (LOTTO) Institute, a week-long faculty development experience featuring a collegial environment for exploring both Blackboard(R) technologies and the pedagogy of online teaching and learning. During this presentation, we will describe the process of conducting a needs analysis to assess the knowledge gaps among the faculty related to the design, development, implementation and evaluation online courses; explain how those results are then applied to the process of designing the content of a faculty development program; and explain the process of planning and implementing the program. Presented at Bb World 14 on July 16, 2014.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This presentation was part of the eLearn 2015 conference in Waikaloa, Hawaii. The presentation goes through the high level findings from a Spring 2015 research study on UVa student perceptions and behaviors of MOOCs.
Are we wasting our time? An exploration of the pedagogic benefits of e-learni...Amanda Poulton
Presentation for Lilac 2013 This session was an exploration of the interlinked dynamics of shifting from resource-intensive face-to-face teaching to an approach where technology-enhanced information literacy learning was integrated within a module with a consequent reduction in contact hours for teaching. It considered what are the IL and pedagogic losses and gains from taking this approach: Is this a more sustainable and resilient way of developing IL across the curriculum?
Giving students a voice in Blackboard policy and practice developmentBlackboardEMEA
Student engagement has become a high priority for many Higher Education Institutions with a wide variety of activities being adopted to encourage student participation and contribution.
At the University of Worcester decisions on how Blackboard should be implemented and developed have traditionally been made by the central Learning Technology Team with input from academic staff, however feedback during a strategic conversation as part of the Changing the Learning Landscape programme highlighted a range of issues from the student perspective and prompted the initiation of a student partnership project to investigate student views on the use of Blackboard and seek feedback on potential improvement.
This session will present the project findings and report on the resulting actions. Participants will also be invited to discuss similar initiatives and further developments in student engagement in the field of learning technology.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
The rapid and continuous changes in technology place lecturers using web 2.0 and web 3.0 technologies in their online courses in a predicament. The question uppermost is how to determine which tool will suit the circumstance of the students and lecturers and the teaching model adopted by the institution the best. This is an important question because every lecturer adopting technology as part of their teaching strategy is confronted with the question whether the tool they are using will enhance their pedagogy, incorporate different learning strategies and ultimately improve the performance outcomes of the entire qualification. Incorporating technology into teaching for the mere purpose of using technology, without considering the pedagogical implications, will cause a lot more harm than good.
The research reported on in this paper relates to providing an initial quantitative perspective on the use of Virtual Learning Environment (VLE) tools towards effective teaching and meaningful learning of Computer Programming in an Open and Distance Learning (ODL) context. More specifically, the main research question addressed in this paper relates to the use of specific VLE tools by first year programming students and their effectiveness towards teaching and meaningful learning.
Elaine Beans presentation 'Bridging the gap between 2nd and 3rd level education' from #asl2015 'Inside out library: collaboration, inspiration, transformation' delivered February 27 2015
Tips for introducing active learning activities using OER and sharing your own content, shared by Jason Rhode @jrhode during Northern Illinois University's Teaching Effectiveness Institute, January 10, 2014
Twitter is widely used by undergraduate students, and this presentation offers a case study of its adoption to support students on three undergraduate modules. It considers the use of Twitter in-class to facilitate discussion, feedback and collaboration, particularly in large-group teaching, where discussion can be difficult to initiate and make inclusive. It also shows how Twitter provides great opportunities to extend traditional classroom boundaries, considering two ways in which this is so. First, it offers a replacement to email communication that promotes more collaborative, dialogue-based interaction, closer to that which occurs within the face-to-face classroom environment. Second, in so doing, it provides enhanced opportunities for continuous student feedback and intervention-based support. In short, we will see how Twitter encourages student engagement within and between classes, promoting students’ self-led, peer-supported learning.
Beyond Blended: Realigning Higher Education for the 21st Century Learner Thro...Valerie Irvine
Keynote presentation on Beyond Blended to COHERE 2014 conference. See cohere.ca for archived video. Focus is on multi-access learning and supporting learners through personalization, assessment for learning, openness, connected, and access.
In 2015 the School of Nursing at Otago Polytechnic implemented Pathbrite, an ePortflio platfrm. Over the course of
the past two years hundreds of Bachelor of Nursing students have evidenced, showcased and reflected on their work
through these portflios. This implementation was formally evaluated through a research study which employed a
mixed methods sequentil explanatory design. The research demonstrated many positie and some not so positie
aspects of the implementation. A number of recommendations also arose from the project. This presentation will discuss the recommendations that arose from the research such as more support and feedback for staff and students.
This presentation will also discuss a number of infinities that arose and extend from the research. These include extending the capability of staff and students in evidencing work through a portflio through utiising other features of
the platform. Emma Collins Senior Lecturer School of Nursing, Otago Polytechnic Emma began working for OP in 2011 and holds a
Master of Nursing, specialising in Child Health. Her background is in paediatric nursing and community child and family health, in
particular, school nursing and public health. In recent years Emma has developed a passion for Nursing Informants, which stemmed
from her implementing the inaugural ePortflio into the curriculum at Otago Polytechnic.
Connecting and engaging learners in blended/online learningCirculus Education
ways to connect and engage your learners in online learning. Find out what students want from their online experience. Best practice for creating an online learning course. What does you LMS need to engage and connect with learners
Winning the LOTTO: The Ticket to Success in Online Faculty Course DevelopmentMariann Hawken
As the oldest Historically Black College (HBC) in Maryland, Bowie State University (BSU) found nearly 90% of students were interested in taking an online or hybrid course. Although 74% of faculty expressed interest in teaching online, their overwhelming challenge was finding time to attend all-inclusive training and to develop comprehensive materials. In response to the urgent need, BSU began the Learning Online, Teaching with Technology Online (LOTTO) Institute, a week-long faculty development experience featuring a collegial environment for exploring both Blackboard(R) technologies and the pedagogy of online teaching and learning. During this presentation, we will describe the process of conducting a needs analysis to assess the knowledge gaps among the faculty related to the design, development, implementation and evaluation online courses; explain how those results are then applied to the process of designing the content of a faculty development program; and explain the process of planning and implementing the program. Presented at Bb World 14 on July 16, 2014.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
This presentation was part of the eLearn 2015 conference in Waikaloa, Hawaii. The presentation goes through the high level findings from a Spring 2015 research study on UVa student perceptions and behaviors of MOOCs.
Are we wasting our time? An exploration of the pedagogic benefits of e-learni...Amanda Poulton
Presentation for Lilac 2013 This session was an exploration of the interlinked dynamics of shifting from resource-intensive face-to-face teaching to an approach where technology-enhanced information literacy learning was integrated within a module with a consequent reduction in contact hours for teaching. It considered what are the IL and pedagogic losses and gains from taking this approach: Is this a more sustainable and resilient way of developing IL across the curriculum?
Giving students a voice in Blackboard policy and practice developmentBlackboardEMEA
Student engagement has become a high priority for many Higher Education Institutions with a wide variety of activities being adopted to encourage student participation and contribution.
At the University of Worcester decisions on how Blackboard should be implemented and developed have traditionally been made by the central Learning Technology Team with input from academic staff, however feedback during a strategic conversation as part of the Changing the Learning Landscape programme highlighted a range of issues from the student perspective and prompted the initiation of a student partnership project to investigate student views on the use of Blackboard and seek feedback on potential improvement.
This session will present the project findings and report on the resulting actions. Participants will also be invited to discuss similar initiatives and further developments in student engagement in the field of learning technology.
Designing an Online Curriculum ~ What can go wrong. Includes addressing the problem with a hesitant instructor & adding interactivity to a static curriculum.
The rapid and continuous changes in technology place lecturers using web 2.0 and web 3.0 technologies in their online courses in a predicament. The question uppermost is how to determine which tool will suit the circumstance of the students and lecturers and the teaching model adopted by the institution the best. This is an important question because every lecturer adopting technology as part of their teaching strategy is confronted with the question whether the tool they are using will enhance their pedagogy, incorporate different learning strategies and ultimately improve the performance outcomes of the entire qualification. Incorporating technology into teaching for the mere purpose of using technology, without considering the pedagogical implications, will cause a lot more harm than good.
The research reported on in this paper relates to providing an initial quantitative perspective on the use of Virtual Learning Environment (VLE) tools towards effective teaching and meaningful learning of Computer Programming in an Open and Distance Learning (ODL) context. More specifically, the main research question addressed in this paper relates to the use of specific VLE tools by first year programming students and their effectiveness towards teaching and meaningful learning.
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Application of social media in the business department of ict by dr manishankar chakraborty
1. Takeaways from the implementation of Social Media in the
Business Studies Department of Ibra College of Technology
Dr. Manishankar Chakraborty
&
Mr. Fahad Humood Al-Rashdi
Ibra College of Technology, Sultanate of Oman
9/10/2014 Dr. Manishankar Chakraborty 1
3. Contents
• Audience Insight
• Fact file-Facebook
• Facts and Figures-YouTube
• The Brainchild
• Tools used for Convergence
• Snapshot of Social Media Tools
• Positioning
• Challenges-Lecturers
• Feedback-From the Horses Mouth
• Conclusion
• Reference
9/10/2014 Dr. Manishankar Chakraborty 3
4. Audience Insights
• A lot has been discussed till date in all the
workshops on SM in Teaching-Learning.
• Nicknamed even by my pals…..
• Can I request you all to share your
observations on the basis of your
understanding/experimentation of SM in your
academic delivery process?
9/10/2014 Dr. Manishankar Chakraborty 4
5. Fact file-Facebook
(as on 4th September 2014)
• 57% women, 43% Men Fans/Likes in Facebook Page
• Organic (Direct) Reach- 52% women and 48% men
comprised of the audience
• 60% of audience in 18-24 years age bracket, 13% in
25-34 years age bracket, 25% in the 35-44 years age
bracket and 2% in 13-18 years age bracket for both
genders
• Engagement with 97% of the audience
• Semesters- Spring 2013-2014 and Summer 2013-2014
• Sections- 1 in Spring and 2 in Summer
• Levels-Advanced Diploma and Bachelor
• Source- https://www.facebook.com/DrManisPage/insights and internal records
9/10/2014 Dr. Manishankar Chakraborty 5
6. Facts and Figures-YouTube
(as on 4th September 2014)
• 6 subscribers
• 694 views
• Source- http://www.youtube.com/user/drmanishankar12/about
9/10/2014 Dr. Manishankar Chakraborty 6
7. The Brainchild
• Motivation from the College Administration
• Free hand to innovate by the Department
Administration
• Experiential Learning on the part of lecturers and
students
• Value Added Learning Takeaways both by the students
and the lecturers
9/10/2014 Dr. Manishankar Chakraborty 7
8. Tools used for Convergence
• Facebook
• YouTube
• Personal Blogs
• Personal Micro-blog
• Slideshare
• Whatsapp (Occasional)
• MOODLE
• White Board
• Classroom Lecture
9/10/2014 Dr. Manishankar Chakraborty 8
9. Snapshot of
Social Media Tools
• https://www.facebook.com/DrManisPage
• http://www.youtube.com/user/drmanishanka
r12/videos
• http://manishankarthetrainer.blogspot.com/2
014/05/performance-appraisal-and-productivity.
html
• http://manishankarscribbles.wordpress.com/
2014/05/24/nuances-of-teamwork-management/
• http://www.slideshare.net/DrManishankar/
• https://twitter.com/manitwitts
9/10/2014 Dr. Manishankar Chakraborty 9
10. Positioning as part of
Teaching-Learning Plan
• Lecturing through Case/Situation Analysis
• Classroom/Home-task Video Analysis
• Reinforcement Tool
• Assignments
• Round the Clock Interaction and Doubt Clarification
• Announcements and Awareness
• Tool for motivation
• Comparison of online behavior with that of the
classroom behavior
• Evaluate student Involvement in the learning process
• Track the convenience of using technology as part of
the teaching-learning process
• Knowledge Sharing
9/10/2014 Dr. Manishankar Chakraborty 10
11. Challenges-Lecturer
• Resistance to change
• Blending with the right positioning vis-a-vis other
teaching-learning tool
• Perennial Motivation
• Nullifying distraction while being used during
classroom hours
• Identity related issues especially for girl students
• Channelizing the active online behavior within the
classroom for the introverts
• Tracking responses and responding even after college
hours
• Increased level of commitment and involvement by
lecturer-student duo
• Tight deadlines and limited time within the semester
9/10/2014 Dr. Manishankar Chakraborty 11
12. From the Horses Mouth-
Positives
• Motivates to study during relaxation
time
• Learning as fun
• Smart phones to better use
• Organized revision and follow-up
• Doubt clarification faster
• Easier way to understand and retain
• Takes care of the missed sessions
9/10/2014 Dr. Manishankar Chakraborty 12
13. From the Horses Mouth-
Challenges
• New learning method-Resistance to
change
• Poor/No Internet connectivity at times
• Unavailability of vacant computers in
the institution
• Balancing with other course/academic
schedules
• No motivation from fellow students
• Needs more learning resources online
9/10/2014 Dr. Manishankar Chakraborty 13
14. From the Horses Mouth-
Opportunity for Improvement
• Awareness should be increased
for all
• Level of motivation should be
enhanced
• Participation mandatory through
marks
• Providing time and internet
9/10/2014 Dr. Manishankar Chakraborty 14
15. Conclusion
• Social Media in Teaching and Learning enhances the
value both for the Learner and the Lecturer.
• The key to success lies in INNOVATION,
PERSEVERANCE, RIGHT POSITIONING & CONTINUOUS
MOTIVATION.
• Once the appetite of the learner increases they want it
more.
9/10/2014 Dr. Manishankar Chakraborty 15
16. References
• Chakraborty, M. (2005). Blog. Retrieved 4th September 2014, from
http://www.manishankarthetrainer.blogspot.com/
• Chakraborty, M. (2005). Blog. Retrieved 4th September 2014, from
http://manishankarscribbles.wordpress.com/
• Chakraborty, M. (2005). Micro-Blog. Retrieved 4th September 2014, from
https://twitter.com/manitwitts
• Chakraborty, M. (2013). Facebook Page. Retrieved 4th September 2014, from
https://www.facebook.com/DrManisPage
• Chakraborty, M. (2009). Slideshare. Retrieved 4th September 2014, from
http://www.slideshare.net/DrManishankar/
• Chakraborty, M. (2007). YouTube. Retrieved 4th September 2014, from
http://www.youtube.com/user/drmanishankar12/videos
• Administrator (n.d.). Ibra College of Technology. Retrieved 4th September 2014,
from www.ict.edu.om
9/10/2014 Dr. Manishankar Chakraborty 16