This document provides an overview of a training session on technology enhanced learning (TEL) methods and how they can support teaching and learning. It will include hands-on training with the underlying theory. The session will be led by staff from the Centre for Learning Innovation and Professional Practice (CLIPP) and Aston Media and cover the university's virtual learning environment (VLE), plagiarism tools, e-portfolios, and other digital tools. [/SUMMARY]
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Next steps for excellence in the quality of e-learning (EADTU Paris masterclass)Jon Rosewell
Overview of Excellence NEXT project for quality assurance in e-learning, presented as part of masterclass at EADTU conference, Paris, 2013. [http://conference.eadtu.eu/]
EMMA Summer School - C. Padron-Napoles - Choosing a MOOC approach that meets ...EUmoocs
This workshop will give a good opportunity to participants to get acquainted with the main concepts taken into account in the different existing MOOC approaches from pedagogical, technical and market perspectives. This hands-on session will allow participants to establish proper mappings between learning objectives and the choices for designing and developing their MOOC considering learning, human and budgetary resources. At the end of the workshop, participants will have a better overview of how their MOOCs would look like from the design perspective and initial plans for their implementation would be prepared.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
Connect More with peers in practice - Wrexham - Sian Edwardson-WilliamsJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
This document was part of the OERP Workshop; Methods & Processes held during the EE2010 conference (July 6th -8th 2010 @Aston University).
Please see the handout and presentation supporting this session.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include discussions, assessment, content delivery, and more. Course demonstrations included as well.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
Online Forum succesfully integrating MOOC in training environmentInge de Waard
This is the slide deck I will use for the Online Forum that is planned by the eLearning Guild in May 2014. In this presentation I offer suggestions on how to integrate the MOOC platform successfully into an overall training environment.
EMMA Summer School - E. Bruno, I. Merciai, M. Tizzani - MOOC Production autho...EUmoocs
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Campus-Wide Response to Captioning: Moving Towards Full CompliancePatrick Loftus
When it comes to video captioning in higher ed, one of the biggest questions on campus is, "Who’s going to own this?"
Is it the Disability Resource Center, the department creating or hosting the media, or the institution?
At the University of Arizona (UA), the answer is: All the above. UA is moving towards a fully captioned campus through a prioritization approach.
During this webinar, you'll learn how UA approaches captioning and the criteria used to determine allocation of funds for video captioning. Additionally, discover how successfully building trust and working closely with key personnel across campus units increases access to captioned media. Options for developing processes to ensure media are created accessibly across your campus will also be discussed.
Topics this session will cover include:
How UA approaches captioning and the criteria used to determine allocation of funds for captioning
How successfully building trust and working closely with key personnel across campus increases access
Options for developing processes to ensure media is created accessibly across campus
EMMA Summer School - O. Firssova, M. Laanpere - Workshop – Elaborating your M...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
Connect More with peers in practice - Wrexham - Sian Edwardson-WilliamsJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
This document was part of the OERP Workshop; Methods & Processes held during the EE2010 conference (July 6th -8th 2010 @Aston University).
Please see the handout and presentation supporting this session.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include discussions, assessment, content delivery, and more. Course demonstrations included as well.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
Buomarino, productos artesanales para el cuidado de la piel sigueme en http:/...★ Carlos L. Urbina
La línea de los productos BUOMARINO NATURAL de la artesana cosmética Vanessa Urbina, nace por la necesidad personal de cuidar y proteger la piel de productos abrasivos que usamos diariamente sin saberlo, lo que ha llevado a desarrollar productos naturales y ecológicos a base de aceites vegetales tales como almendra, jojoba, visón, argán, sésamo, semillas de uvas, rosa mosqueta y toda una gama de productos que la naturaleza ha colocado en nuestras manos utilizándolos en diferentes combinaciones y proporciones para consentir y cuidar de tu piel como tú sólo sabes hacerlo.
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
openSE – open educational framework for computer science Software EngineeringAndreas Meiszner
The openSE project brings together higher education institutions, open source projects and enterprises from different countries, from Europe and beyond, to collaboratively build up a common learning ecosystem.
The openSE framework is an open approach to computer science Software Engineering and aims at the continuous provision of up to date and relevant learning materials and opportunities that match students' interests and employers' demand; providing firms with better educated employees and allow learners to acquire an enhanced set of skills than traditional educational provision does. The openSE framework will be open to any type of learner: students of partnering universities, learners from the enterprise field, or 'free learners' outside of any type of formal educational context.
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
1. Technology Enhanced Learning
Centre for Learning Innovation and Professional Practice
This session will cover hands on training with
underpinning theory of how TEL methods can
support and enhance teaching and learning.
Aston Certificate: An Introduction to Learning and Teaching in Higher Education
2. Contacts
• Theory from CLIPP (Kevin Brace)
• F2F training by Aston Media (Tim Hooton)
• Additional support from CLIPP (Adam Massey)
Kevin Brace. Bsc (Hons), MSc, Ieng, CMALT, PDF-ELT
Associate Head of Technology Enhanced Learning
Centre for Learning Innovation & Professional Practice
Aston University
Birmingham B4 7ET
http://www1.aston.ac.uk/clipp/
http://clipp.blogs.aston.ac.uk/
CLIPP | October 2010 | Version 1.0 | Author: k.brace@aston.ac.uk
3. Theory and hands on training
How a TEL can support;
• Part time, full time students, and distance
• Lecturers
• Researchers and communities
We will cover;
• How a VLE support effective teaching and learning
• Basic Blackboard features
• Introduction to text matching (plagiarism tools)
• How an e-portfolio support effective teaching and learning
• Basic Pebblepad features
• Other digital tools centrally supported at Aston
• The potential of Web 2.0 tools
• Copyright issues and further advice
4. VLE: What is it? Robust, accessible, visible.
Resources
Video
Text
Audio
Flash
Package
Tools
Calendar
Wiki
Forums
Groups
Tracking
Dropbox
Feedback
Assessments
Multi choice
Conditional
Branching
Extending Bb
Readings library
Equella
Panopto
Turnitin
Elluminate
Links to the web
Pebblepad
5. Think differently, think active learning.
In order to use a VLE
effectively , i.e. not as a
storage area for old/dated
handouts, you should consider
using student centred methods
to promote active “learning”.
Problems/inquiry,
scenarios/case studies,
simulations, discussions, peer
teaching, group projects and
reflection are key student
centred approaches.
Effective practice is evident when:
• Learners are actively engaged in
the learning process
• Independent learning skills are
encouraged
• Learners skills and knowledge are
developed
• Motivates further (and deeper)
learning
Ref: http://www.jisc.ac.uk/whatwedo/programmes/elearning.aspx
6. How a VLE can support students?
• Provides a secure “walled garden”
• Promotes sense of belonging to a learning community
• Provides expected level of basic module information
• Links to other Aston learning services via single sign on portal (MAP)
• One place to access core resources (review, recap and reflect)
• Provides a suite of active/collaborative learning tools (forum, wiki)
• Mapping of the curriculum into elements (or ‘chunks’)
• Enables “knowledge” self checking (assessments and discussion)
• Flexible access with peers (improves motivation)
• 24/7 online access via familiar web browsers
Full/part time, and those at a distance
See also: http://www.jisc.ac.uk/whatwedo/programmes/elearning/slida.aspx
7. How a VLE can support lecturers?
• Provides a centrally supported robust platform (back-up/restore)
• Promotes a basic (minimum standards) format for your students
• One place to provide core resources (review, recap and reflect)
• Focus on F2F tutorials in a deeper discursive environment
• Track access and provide timely feedback
• Provide resources in various (accessible) digital
• Caters for alternative preferred learning styles
• Helps improve accessibility of resources (dyslexia)
• Helps support effective differentiation (readings, forums, wiki)
• Additional “plug-ins” and integrations extend it’s capabilities
• Improves IT competence and confidence
• Helps to support a more active (transactional) modes of learning
http://www.qaa.ac.uk/reviews/ELIR/learningFromElir/Info_Commi08.pdfSee also:
8. How a VLE can support research?
• Provides a password protected secure, collaborative area
• Reduces emails / centralised document control
• Provides a suite of collaborative project tools (e.g. forum, wiki)
• Grant access to designated project partners
• Can provide secure real time communication (Elluminate plug-in)
• Integration with Turnitin plug-in for plagiarism checking
• Flexible online access - 24/7
• Document version control (use a drop box)
• Community owned and moderated space
• Facilitates sharing of information and ideas (secure)
(Communities of practice)
See also: http://www.jisc.ac.uk/eresearch
9. Turnitin: a teaching/learning tool.
Turnitin 2 is a suite of 3 tools
Ref: http://www.submit.ac.uk
Suite of tools
•Electronic submission
•Instant electronic feedback
•Retained formatting
•Single interface
•Peer assessment
•Accessed via Bb modules
Image ref: : http://www.submit.ac.uk
10. What is it? A detection tool?
How Turnitin functions – the “big stick” approach
See also: http://www.plagiarismadvice.org/resources/plagiarism-detection
1. VLE (Blackboard) linked to Turnitin
2. Tutor sets up assignment drop box
parameters (in Bb module)
3. Student logs in & uploads assignment
4. Student receives receipt (attach to paper
version of assignment)
5. Assignment gets checked by Turnitin &
report generated
6. Tutor/support checks all originality
reports
One typical method
Why?How?
Image ref: : http://www.plagiarismadvice.org
11. What is it? A teaching tool?
How Turnitin functions – the “carrot” approach
See also: http://www.plagiarismadvice.org/resources/good-practice-guide
1. VLE (Blackboard) linked to Turnitin
2. Tutor sets up assignment drop box
parameters (in Bb module)
3. Student logs in & uploads draft
assignment
4. Student prints out originality report
5. Tutor and student discuss high matches
6. Student works on changes, and
resubmits final assignment (overwrites
draft)
One typical method
Why? How
Image ref: : http://www.plagiarismadvice.org
12. E-portfolio: a learning platform.
Assets
Video
Images
Text
Audio
Tools
Blog
Webfolio
Thought
Action plan
Experience
SWOT
Gateway
Links to the web
RSS
Personal Learning Environment (PLE)
see also: http://www.jiscinfonet.ac.uk/infokits/e-portfolios
Image ref: http://www.photoxpress.com/
Original image: 'http://www‘ by: ntr23
13. What is it? A learning platform.
Virtual Learning Environment Vs Personal Learning Environment
see also: http://www.microbiologybytes.com/tutorials/ple/index.html
Image ref: http://www.photoxpress.com/
VLE owned by
organisation , run by
staff, managed by
tutor, resources are
(usually) “consumed”
by learners.
Transmissionist Transactional
PLE owned by learner ,
scaffolded by tutor,
personal assets are shared
to specific audiences.
Secure
Secure
14. Why use it?
•Lifelong learning - potential
•Supporting the overall learning process
•Supporting transitions between
learning experiences or learning
organisations
•Assessing the learning process
•Presenting the outcomes of the
learning processes
Personal Learning Environment (PLE/e-portfolio)
See also: http://www.electronicportfolios.org/faq.html
But first .....define both the purpose
and the audience.
An e-portfolio offers a rich
reflective tutor/student feedback
loop, which promotes effective
learning.
15. What is it? A learning approach.
E-portfolio based Learning
Process Vs Product
See also: http://wiki.rscwmsystems.org.uk/images/e/e0/Eportfolio_based_learning_exploring_and_exploiting.pdf
Gateway
Image ref: http://www.jiscinfonet.ac.uk/infokits/e-portfolios (Elizabeth Hartnell Young)
employer
Assessor
Peers
Tutor
me
Tutor
16. How can e-portfolio can support students?
• Provides a secure place to store and organise experiences
• Promotes sense of ownership of learning
• Promotes higher order learning (creativity, reflection, synthesis)
• Links to other Aston learning services via single sign on portal (MAP)
• One place to store personal “assets” (record, recap, and reflect)
• Provides a suite of learning tools (thought, SWOT, experience)
• Allows presentation of learning to multiple audiences
• Promotes holistic approach to your education (lifelong)
• Flexible access with or without peers & tutors
• 24/7 online access via familiar web browsers
• Provides opportunities to provide continual assessed evidence
Full/part time, and those at a distance
See also: http://www.eportfoliopractice.qut.edu.au/information2/toolkit/index.jsp
17. How an e-portfolio can support lecturers?
• An opportunity to provide core (shared) resources
• Enables effective and timely feedback on learning
• Promotes autonomous learning (sharing, student owned)
• Review student assets in various (accessible) digital formats
• Promotes peer teaching/learning
• Helps support effective differentiation
• The gateway feature offers creative assessments
• Improves IT competence and confidence
• Helps to support a more active (transactional) modes of learning
• Develops graduate attributes holistically (employability)
• Effective if implemented as an assessed part of studies
See also: http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/eportfolios_JISC.pdf
18. How an e-portfolio can support research?
• Provides a password protected secure area
• Provides a space to store, plan, and present research
• Provides a method of collaboration (sharing assets)
• Enables continual reflection and synthesis on research
• Flexible online access - 24/7
• Gateway option allows opportunities to collaborate (securely)
• Facilitates sharing and co-creation of concepts
• Ability to present research to different audiences
• Add thoughts “on the move” to develop later (iphone app’)
(Communities of practice)
See also: http://www.jisc.ac.uk/eresearch
20. Other (web) tools available.
Web 2.0 – co-create & share
http://kev-brace.blogspot.com/search/label/web2.0
• Social networking for researchers
http://www.mendeley.com/ http://academia.edu/
• Share your web bookmarks
http://www.delicious.com/deliboy/
• Share your work
http://www.slideshare.net/kevinbrace
See also : http://kev-brace.blogspot.com/search/label/web2.0
22. Additional support
Using Blackboard VLE
https://behind.blackboard.com/
http://www1.aston.ac.uk/ict/staffguide/vle/
Effective practice
http://www.techdis.ac.uk
http://www.qaa.ac.uk/reviews/ELIR/learningFromElir/Info_Commi08.pdf
http://www.jisc.ac.uk/whatwedo/programmes/elearning/curriculumdelivery.aspx
http://www.jisc.ac.uk/whatwedo/programmes/elearning.aspx
http://wiki.rscwmsystems.org.uk/index.php/Introduction_to_pedagogy
http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs
http://www.excellencegateway.org.uk/page.aspx?o=case-studies-all
Use of images in a VLE
http://clipp.blogs.aston.ac.uk/2009/11/stock-photos-and-how-to-edit-them/
24. Additional support
Using Turnitin
http://www.submit.ac.uk/static_jisc/ac_uk_training.html
http://www.weblearn.bham.ac.uk/staff_tutorials/turnitin.htm
http://www.rsc-sw-scotland.ac.uk/case_studies/docs/UWS_Turnitin.pdf
Effective practice
http://www.plagiarismadvice.org/resources
http://bit.ly/cQ60ao (HEA subject specific resources)
http://wpacouncil.org/node/9
http://www2.surrey.ac.uk/cead/resources/
http://evidencenet.pbworks.com/Dealing-with-plagiarism-in-the-digital-age
http://www.rsc-ne-scotland.org.uk/mashe/?p=192
http://www.jisc.ac.uk/uploaded_documents/brookes.pdf
http://home.ched.coventry.ac.uk/caw/harvard/downloads.htm
http://www.brookes.ac.uk/services/ocsld/books/plagiarism.html
http://bejlt.brookes.ac.uk/article/the_role_of_turnitin_within_the_formative_process_
of_academic_writing/
http://www.jisc.ac.uk/whatwedo/programmes/elearningpedagogy/assessment.aspx
http://www.jiscinfonet.ac.uk/curriculum
25. Additional support
Using PebblePad
Aston University CLIPP Blackboard module (Learning Technologies )
http://www.pebblepad.co.uk/help.asp
http://www.qmu.ac.uk/eportfolio/howto.htm
Effective practice
http://www.pebblepad.co.uk/conference.papers.asp
http://www.recordingachievement.org/
http://www.electronicportfolios.org/ + http://blog.helenbarrett.org/
http://www.pebblelearning.co.uk/examples.asp
http://www.qaa.ac.uk/scotland/pdp/
http://eportfolio.lagcc.cuny.edu/introduction.html
http://www.jiscinfonet.ac.uk/infokits/e-portfolios
http://wiki.rscwmsystems.org.uk/index.php/Eportfolios
http://www.excellencegateway.org.uk/page.aspx?o=case-studies-all
http://www.qmu.ac.uk/eportfolio/index.htm
http://pre2009.flexiblelearning.net.au/flx/go/home/pid/494/
http://research.becta.org.uk/index.php?section=rh&catcode=_re_rp_02&rid=14007
http://digitalstorytellingsynthesis.pbworks.com/Examples-of-Digital-Storytelling-Use
26. COPYRIGHT & IPR
Be aware of IP and copyright issues – only use (media) that have granted
permissions. We have a University wide licence to cover certain types of digital
media, documents, books, journals, etc. LIS web pages covers our CRA
licence in greater depth:
• http://www1.aston.ac.uk/lis/usinglibrary/copyright/
Copyright “cleared” resources:
• http://library.aston.ac.uk/
• http://flickrcc.bluemountains.net/ (Creative Commons - check permissions)
• http://mediamilitia.com/250-free-stock-photography-sites/ (check permissions)