Atelier D creating a Virtual Design Studio
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The document discusses innovations in course delivery and program delivery at the Design Atelier-D project at the Open University. In year one, six course delivery innovations were implemented including using Facebook, Compendium, Elluminate, Second Life, Flickr, and OpenDesignStudio. In year two, three program delivery innovations are being rolled out for the U101 Design Thinking course including Open Design Studio, Google Wave, and Ning. The project aims to sustain these innovations and tools by applying them to other design and non-design courses at the Open University and other universities.
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Feedback
The initial pitch for the story was too detailed and unrealistic for a fantasy genre targeted at young children. Feedback suggested simplifying the plot and focusing on conveying the message through cinematography rather than multiple characters. After adjusting to take inspiration from fairytales like Cinderella and reducing dialogue, a second draft received positive feedback for its lighter tone and use of visual clues without dialogue. The final opening sequence clip was well received for its smooth camerawork, steady pacing, and hints about the main character that create audience curiosity to watch more.
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This document provides an overview of emerging models of connected professional development for teachers in higher education. It discusses moving away from isolated professional development within institutions to more opened-up and connected models that involve collaboration across institutions. Examples are provided of open professional development opportunities and a "snowballing model" is proposed for scalable open cross-institutional professional development. The model progresses from initial individual collaborations to strengthened institutional collaboration with defined partners and facilitators.
Emerging models of connected professional development with chrissi nerantzi
Learning happens everywhere and all the time. It always did. It was and still is free-range and open. It is owned by the individual. Is education, particularly higher education, now moving into this direction too?
Spotting and seizing opportunities around us to learn, feeds our curiosity and gives our minds wings to explore, engage and experiment, create and grow. Today 'around us' has perhaps a different meaning for those who have access to the Internet and the distributed digital technologies. The affordances of digital tools and social media, transform us into connected active participants and imaginative creators. 'Around us' has gained a pan-geographical dimension and stretches across the globe, across societies and communities, across cultures. This new state of distributed togetherness creates new, exciting and often transformative learning and development opportunities we never had before.
https://showtime.gre.ac.uk/index.php/ecentre/apt2015/paper/viewPaper/758
Social media for learning
This document discusses the use of social media tools for educational purposes. It provides examples of popular social media platforms like Facebook, Twitter, LinkedIn, and Google Docs that can be utilized by students and educators. These tools allow for collaboration, communication, and information sharing. The document also outlines some of the benefits of using social media in education, such as enhancing the student experience, supporting distance learning, and facilitating research.
Iceri 2019 presentation shared on twitter
Using Teams for a COMP-PLETE distance learning experience
Cecilia Goria and Sally Hanford, University of Nottingham
In this contribution, a pedagogical model based on sense of community, participation and openness will be discussed as highly significant in shaping a distance learning educational experience and the role of Microsoft Teams as hub for communication, collaboration, and increased productivity will be presented.
The model, named COMP-PLETE, took shape inside a professional development programme designed following the guidelines delineated by the cognitive and experiential approaches to course design (Toohey’s (1999) typology); it promotes a combination of constructivist and experiential learning to define the role of content knowledge, teachers, learners and their interactions.
The outcome of COMP-PLETE is a highly participatory model for online education which, based on the synergy between community, openness, multimodality, participation, personalization, learning, experience and technological-enhancement provides an academic experience that empowers the learners to act as agents in determining personal learning goals, in shaping the community of practice within and beyond the boundaries of the programme and in informing the content and structure of their studies.
In this scenario, the functionalities offered by Microsoft Teams play a key role in supporting COMP-PLETE’s pedagogical goals. Teams bridges the geographical gap between our distance learners and the institution by creating a dynamic learning environment which fosters connections, communication and participation, strengthening, as a result, the learners’ commitment to the programme.
The development of COMP-PLETE will be outlined and discussed and suggestions will be advanced for building technology-enhanced strategies to ensure the sustainability and transferability of the model. The role of Teams in achieving COMP-PLETE’s goals will be illustrated.
Exploring Web 2.0 to support online learning communities: where technology me...
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
Leadership for connected and global learning: Session 1 Chinese
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
Cook edmedia 2016
Using the Participatory Patterns Design (PPD) Methodology to Co-Design Groupware: Confer a Tool for Workplace Informal Learning
Edmedia 2016, June, Vancouver, Canada: https://www.academicexperts.org/conf/edmedia/2016/papers/48568/
John Cook, CMIR, UWE Bristol & Learning Layers team
ATELIER-D Flyer
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The use of ICTs to facilitate work integrated learning in engineering educati...
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Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.Social media strategy for communication and dissemination
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Webinar held on June 26th, 2014 at 11:30 AM CET for the App4inno project
Innovating Pedagogy: ICOIE 2022
This document discusses innovations in pedagogy and education. It begins by proposing new educational terms, theories, and practices, and selects ten that could drive major shifts. These new pedagogies are then described in ten sketches. The document discusses how innovations are not just technologies looking for applications, but new ways of teaching, learning, and assessing. It examines challenges like future careers that require new skills and how education must change. Throughout, it provides examples of how technologies can enhance learning through connectivity, extension, inquiry, personalization, publication, and scale. The goal is to maximize flexibility and opportunities in hybrid models of education.
Planning for Online and Blended Learning June 2020 v3.pdf
Slides from summer 2020 workshops preparing staff for online and blended learning during the COVID 19 crisis
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Emerging models of connected professional development. No way back? Chrissi a...
Emerging models of connected professional development. No way back? Chrissi a...
Emerging models of connected professional development with chrissi nerantzi
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Exploring Web 2.0 to support online learning communities: where technology me...
Exploring Web 2.0 to support online learning communities: where technology me...
Leadership for connected and global learning: Session 1 Chinese
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Social media strategy for communication and dissemination
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Planning for Online and Blended Learning June 2020 v3.pdf
Planning for Online and Blended Learning June 2020 v3.pdf
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Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
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IT WILL BE HELPFULL FOR THE NUSING STUDENTS
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https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWalmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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Atelier D creating a Virtual Design Studio
- 1. Achieving Transformation, Enhanced Learning and Innovation through Educational Resources in Design Atelier -D
- 2. Year One Six Course Delivery Innovations (CDIs) 1 Social Networking of Design Learners ~ Facebook 2 Mapping of Design Thinking and Practice ~ Compendium 3 Conferencing to Support Collaborative Work ~ Elluminate 4 Collaborative Design in a Virtual Environment ~ Second Life 5 Peer-2-Peer Assessment ~ Flickr 6 Using an Online Design Studio Environment ~ OpenDesignStudio
- 3. Year One Six Course Delivery Innovations (CDIs) 1 Social Networking of Design Learners ~ Facebook > Ning 2 Mapping of Design Thinking and Practice ~ Compendium U101 3 Conferencing to Support Collaborative Work ~ Elluminate T307 4 Collaborative Design in a Virtual Environment ~ Second Life 5 Peer-2-Peer Assessment ~ Flickr 6 Using an Online Design Studio Environment ~ ODS U101
- 8. http://design.open.ac.uk/atelier-d/ Steve Garner, Principal Investigator [email_address] Jennefer Hart, Research Associate [email_address] Investigators Nicole Schadewitz n.schadewitz@open.ac.uk Theo Zamenopoulos t.zamenopoulos@open.ac.uk Georgy Holden, Project Manager and Investigator [email_address] Giselle Ferreira [email_address] Peter Lloyd [email_address] Emma Dewberry [email_address]