This document summarizes a presentation given by Prof. Dr. Claus Kaldeich and Prof. Dr. Karsten Wendland on their work developing skills training programs at the Technical Trainers College in Riyadh, Saudi Arabia. The presentation describes the college's objectives of training students in information and communication technologies to become teacher-trainers. It provides an overview of the current situation in Saudi Arabia regarding education and skills development needs. It then details the concepts and approaches used at the college, such as a hands-on, project-based learning model. Examples of student projects and results are also summarized, such as a library information system developed by students.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
Orison Carlile, Anne Jordon. Expecting the unexpected: A conceptual and practical framework for creativity in higher
WIT education.
Joe Coll, LKIT. Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue
between industry and education.
Presenters title
Creative peer and teacher led strategies that promote active learning and enhance the first
Carina Ginty & Evelyn Moylan, GMIT.
year experience.
Development Education; A Creative Paradigm For The New Challenges Facing Higher
Martin Fitzgerald, LIT
Education.
Bernard Goldbach, LIT. Blank screen creativity.
Phil O’Leary &
This document discusses challenges for developing teaching staff competency in using new technologies and an innovative approach using a virtual learning environment (VLE). It describes general constraints on continuing professional development (CPD) for teaching staff including contract types, staff turnover, and accessibility issues. Specific constraints for CPD in new technologies include the increasing need for technology in teaching and fast pace of digital changes. The document proposes addressing current fragmentation and "accidental privatism" in best practices by using a VLE for collaborative development and a one-stop shop for CPD resources and activities with flexible access. Participants are invited to discuss these issues and collaborate on practical approaches.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
The document discusses Open Educational Resources (OER) and their adoption in German higher education. It begins with examples of OER initiatives internationally and in Germany. It then discusses drivers for and impediments to OER adoption, noting the slow uptake in German-speaking countries compared to elsewhere. Key barriers identified include cultural practices around authoring one's own materials and a lack of national strategy or incentives. The document concludes that both top-down policies and bottom-up examples are needed to further OER adoption in Germany.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
The document discusses the development of Academic Professional Development (APD) modules through the Learning Innovation Network (LIN). It provides details on:
1. Three APD modules being developed for delivery in February 2009 focused on learning and teaching, assessment and evaluation, and engaging in educational research.
2. The modules are being designed collaboratively across institutions and will incorporate case studies, group work, and online elements.
3. It is hoped that the LIN partners will pilot and evaluate the modules to ensure they meet the needs of academic staff and support appropriate professional development in a cost-effective way.
The document provides an overview and outcomes report for the Learning Innovation Network (LIN) project from 2007-2012. It summarizes the two phases of the project, outlining the main outcomes which included establishing an academic professional development framework, validating a PG Diploma program, hosting successful national conferences, and enthusiasm to continue the work. It then details the specific outcomes and activities under each section - structure/management, brand, academic professional development, conferences, collaboration, publications, and impact. The conclusion discusses potential future activity to build upon what was achieved through LIN.
Orison Carlile, Anne Jordon. Expecting the unexpected: A conceptual and practical framework for creativity in higher
WIT education.
Joe Coll, LKIT. Transparent, playful and easy – identifying creative ways to facilitate and stimulate dialogue
between industry and education.
Presenters title
Creative peer and teacher led strategies that promote active learning and enhance the first
Carina Ginty & Evelyn Moylan, GMIT.
year experience.
Development Education; A Creative Paradigm For The New Challenges Facing Higher
Martin Fitzgerald, LIT
Education.
Bernard Goldbach, LIT. Blank screen creativity.
Phil O’Leary &
This document discusses challenges for developing teaching staff competency in using new technologies and an innovative approach using a virtual learning environment (VLE). It describes general constraints on continuing professional development (CPD) for teaching staff including contract types, staff turnover, and accessibility issues. Specific constraints for CPD in new technologies include the increasing need for technology in teaching and fast pace of digital changes. The document proposes addressing current fragmentation and "accidental privatism" in best practices by using a VLE for collaborative development and a one-stop shop for CPD resources and activities with flexible access. Participants are invited to discuss these issues and collaborate on practical approaches.
The document summarizes activities of the Learning Innovation Network (LIN) project. It discusses that LIN APD modules are now running in 6 institutes and over 60 academic staff have completed modules. It promotes the upcoming joint LIN/NAIRTL conference on flexible learning in October. It also introduces the new LIN APD Coordinator, Dr. Niamh Rushe, and outlines her responsibilities in leading the newsletter and liaising with institutes.
The document discusses Open Educational Resources (OER) and their adoption in German higher education. It begins with examples of OER initiatives internationally and in Germany. It then discusses drivers for and impediments to OER adoption, noting the slow uptake in German-speaking countries compared to elsewhere. Key barriers identified include cultural practices around authoring one's own materials and a lack of national strategy or incentives. The document concludes that both top-down policies and bottom-up examples are needed to further OER adoption in Germany.
The newsletter provides information on recent developments in academic professional development (APD) initiatives. DIT is validating two new 5 ECTS modules on reflection, action, and evidence as well as personal development planning that could be combined with other awards to obtain a PG Cert in learning and teaching. These modules and others developed by other institutions will be piloted in the coming academic year. The collaborative nature of developing these modules across institutions through the Learning Innovation Network has been a key success. The newsletter provides updates on the validation and piloting of various teaching and learning modules across different higher education institutions in Ireland.
The Learning Innovation Network subgroup continues developing 7 short courses at level 9 and 10 ECTS in academic professional development. Modules are progressing through the validation process at various institutes. The subgroup is investigating learning pathways that could lead to an overall award. Questions about the development of shared academic programmes can be directed to Dr. Noel Fitzpatrick. The subgroup is also working on a mentoring module and workshop to understand the role of an academic mentor.
The document discusses the development of Academic Professional Development (APD) modules through the Learning Innovation Network (LIN). It provides details on:
1. Three APD modules being developed for delivery in February 2009 focused on learning and teaching, assessment and evaluation, and engaging in educational research.
2. The modules are being designed collaboratively across institutions and will incorporate case studies, group work, and online elements.
3. It is hoped that the LIN partners will pilot and evaluate the modules to ensure they meet the needs of academic staff and support appropriate professional development in a cost-effective way.
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
The document summarizes news from LIN 2011, an annual learning conference, and from Waterford Institute of Technology.
It announces that LIN 2011 will now take place at the Ashling Hotel in Dublin on October 27th. Registration is open online. The conference theme is "Enhancing the Learning Experience" and will include keynote speakers and workshops on topics like the first year experience, diversity, and staff development.
It also provides an overview of developments at Waterford Institute of Technology, including the School of Education's new flexible online masters program called FLAME; an initiative where local schools work towards an excellence award; and WIT's annual teaching awards that recognize excellence and innovation.
The document discusses academic professional development at the Learning Innovation Network (LIN). It provides an update on the validation process of seven special purpose awards in learning and teaching at level 9. It discusses the development of these awards into a shared academic development programme between various higher education institutions. It also provides contact information for questions about the development of these shared programmes.
2010 Conference Book of Abstracts - Flexible Learninglinioti
The document provides information about the 2010 NAIRTL conference on Flexible Learning taking place on October 6-7 at the Royal College of Surgeons in Ireland in Dublin. The conference will explore themes of technology enhanced learning, integrative learning, and innovation in integrating research, teaching and learning. Keynote speakers will address topics such as the open education revolution and flexible learning in a European context. Participants can choose from parallel paper presentations, workshops, and poster sessions over the two days.
Architectural Technologist as a BIM Information ManagerStephen Donoghue
This document is a dissertation submitted by Stephen Donoghue in partial fulfillment of the requirements for a BSc in Architectural Technology from IT Carlow in April 2015. The 8940-word dissertation examines the role of an Architectural Technologist as a BIM Information Manager in an Irish design team context. It establishes the BIM learning outcomes expected of Irish Architectural Technology graduates, compares them to UK graduates and industry expectations, and examines the roles and responsibilities of a BIM Information Manager in Ireland versus the UK. The study reveals differences between Irish and UK graduate BIM capabilities and a need to establish standardized, up-to-date BIM learning outcomes across Irish institutions of technology.
The Up2University project aims to bridge the gap between secondary schools and universities by providing a Next Generation Digital Learning Environment (NGDLE) for European schools. The NGDLE will help high school students develop skills like critical thinking, communication, and digital literacy to prepare them for success at university. The Up2U consortium includes 18 partners from 12 countries. The presentation provided an overview of the Up2U toolbox of applications, such as the learning management system, collaborative tools, and learning analytics. It also described several ongoing pilot programs that are having students use the Up2U NGDLE to develop key skills.
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
This document outlines an 8-week MOOC on strategic innovation led by Professor David A. Owens through Coursera. In week 1, the course context and objectives are introduced. In week 2, participants explore capturing corporate expertise through MOOCs. In week 3, the group converges on a concept to develop virtual reality welding training. Constraints assessments occur through weeks 4-7. In week 8, the course addresses leading innovation strategies, and the document reflects on lessons learned in developing and challenging innovative ideas over the 8 weeks.
This document discusses learning structures of industry-driven projects conducted through Demola, an open innovation platform connecting students, universities, and companies. Demola provides a structured process for multi-disciplinary student teams to work on innovative projects proposed by industry partners.
The document describes the Demola process, which involves three phases of conception, design, and implementation. Students spend 200 hours over 15 weeks developing projects through iterative workshops and feedback sessions. Demola aims to foster innovation through cross-disciplinary collaboration.
The document examines how Demola projects align with the Conceiving-Designing-Implementing-Operating (CDIO) framework for engineering education. It finds Demola contributes to several CDIO standards and learning outcomes by providing
The document summarizes the ATLEC curriculum piloting process across multiple countries. It states that pilots took place in the UK, Belgium, Greece, and Italy to test the appropriateness and usefulness of the curriculum. Feedback was collected from trainers and learners. In the UK, pilots involved persons with disabilities and focused on foundation level units. Feedback indicated the content and lessons were clear but could incorporate more community aspects. Overall, piloting demonstrated that the curriculum was engaging learners and helping them understand ICT and ICT-AT applications.
Introduction to e-Portfolios from JISC's Lisa GrayJISC Netskills
An introduction to e-portfolios from Lisa Gray (JISC Programme Manager) that formed part of a programme of workshops facilitated by JISC Netskills. It discusses a number of aspects of e-portfolios and explores experiences gained through the JISC e-portfolios programme of projects.
DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQue...Maria Perifanou
Keynote presentation at the European Congress for Technology Enhanced Learning in Business: "Digital Learning Congress", Copernicus Center, Warsaw, Poland http://dlcongress.pl/
Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use;
Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.
A report on the activities of the Academic Development Open Virtual Hub (ADOVH) as of 28 February 2022 (University of South Africa). Presenter: Denzil Chetty
Enabling and Empowering Staff and Students to Flourish in the Digital Age: Bl...CONUL Teaching & Learning
This document summarizes a presentation given by Liz Dore and Blaneth McSharry at the CONUL Teaching and Learning Annual Seminar in 2015. It discusses the National Forum project team that is developing a digital skills framework for Irish higher education. The framework is intended to be flexible and informed by existing models while addressing skills needed by students, staff, and for employment. It will be created through collaboration and input from the educational community.
Liz Dore along with Blaneth McSharry from NUIG presented this at the CONUL Teaching & Learning Seminar at TCD in November 2015. It summarises the work to date on the digital literacy work undertaken by the All Aboard consortium.
Edtc6340 Connection with Administrators - Multimedia PresentationSylviaReza
James Pace High School aims to shift from a teacher-centered to a student-centered model through extensive professional development training teachers to integrate technology into the curriculum. This will empower students to become creative, collaborative problem solvers prepared for 21st century careers. The school also aims to create learning communities and define clear goals to guide research-based instruction and activities to improve student achievement.
Bournville College in the UK unveiled a new £66 million campus to provide 21st century education and skills training to help the local community following major job losses. The college implemented a Cisco Borderless Network for secure, reliable connectivity along with Cisco Collaboration tools. This allows students and staff anytime, anywhere access to information and tools. Cisco Capital provided financing, allowing the college to fund needed video and learning technologies while spreading costs over multiple years. The new technologies have improved how lecturers teach and how students learn, engage, and access educational content from anywhere using mobile devices.
An adaptation of Anthony Camilleri's presentation, delivered in the frame of this year's European Distance Learning Week on 6 November 2018. The recording of the webinar is available from http://www.eden-online.org/eden_conference/edlw-2018/. https://www.slideshare.net/anthonycamilleri/open-credentials-for-open-education-moving-the-needle-forward
Digital education challenges for development are rarely related to the lack of technological solutions, but rather to the management of disruptive innovations among different organisational stakeholders.
This document provides an overview and introduction for a computer engineering orientation at ULAB. It includes the following key points:
- The 4-year bachelor's degree program in computer science engineering requires 140 credits across general education, core major, elective, project, and optional/minor courses.
- The department is committed to modern technologies like high-speed internet, campus-wide WiFi, software and computer labs, and online registration.
- The department aims to provide quality teaching, industry collaborations, research partnerships, and course curricula focused on industry requirements.
- Program outcomes include applying math and computing knowledge to solve problems, identifying and solving engineering problems, understanding ethics, effective communication, and
reputations, are:
The newsletter provides information about the 2nd annual LIN conference on "Motivating Learners through Creative Approaches to Assessment" to be held on October 15th in Athlone, Ireland. The keynote speakers will be Prof. John Biggs and Prof. Ranald Macdonald. The conference will focus on themes of integrating formative assessment, assessment in the 1st year curriculum, and project-based assessment. It will include presentations, workshops led by the keynote speakers and Dr. Marion Palmer, and a student perspective session. Registration is now open.
The document summarizes news from LIN 2011, an annual learning conference, and from Waterford Institute of Technology.
It announces that LIN 2011 will now take place at the Ashling Hotel in Dublin on October 27th. Registration is open online. The conference theme is "Enhancing the Learning Experience" and will include keynote speakers and workshops on topics like the first year experience, diversity, and staff development.
It also provides an overview of developments at Waterford Institute of Technology, including the School of Education's new flexible online masters program called FLAME; an initiative where local schools work towards an excellence award; and WIT's annual teaching awards that recognize excellence and innovation.
The document discusses academic professional development at the Learning Innovation Network (LIN). It provides an update on the validation process of seven special purpose awards in learning and teaching at level 9. It discusses the development of these awards into a shared academic development programme between various higher education institutions. It also provides contact information for questions about the development of these shared programmes.
2010 Conference Book of Abstracts - Flexible Learninglinioti
The document provides information about the 2010 NAIRTL conference on Flexible Learning taking place on October 6-7 at the Royal College of Surgeons in Ireland in Dublin. The conference will explore themes of technology enhanced learning, integrative learning, and innovation in integrating research, teaching and learning. Keynote speakers will address topics such as the open education revolution and flexible learning in a European context. Participants can choose from parallel paper presentations, workshops, and poster sessions over the two days.
Architectural Technologist as a BIM Information ManagerStephen Donoghue
This document is a dissertation submitted by Stephen Donoghue in partial fulfillment of the requirements for a BSc in Architectural Technology from IT Carlow in April 2015. The 8940-word dissertation examines the role of an Architectural Technologist as a BIM Information Manager in an Irish design team context. It establishes the BIM learning outcomes expected of Irish Architectural Technology graduates, compares them to UK graduates and industry expectations, and examines the roles and responsibilities of a BIM Information Manager in Ireland versus the UK. The study reveals differences between Irish and UK graduate BIM capabilities and a need to establish standardized, up-to-date BIM learning outcomes across Irish institutions of technology.
The Up2University project aims to bridge the gap between secondary schools and universities by providing a Next Generation Digital Learning Environment (NGDLE) for European schools. The NGDLE will help high school students develop skills like critical thinking, communication, and digital literacy to prepare them for success at university. The Up2U consortium includes 18 partners from 12 countries. The presentation provided an overview of the Up2U toolbox of applications, such as the learning management system, collaborative tools, and learning analytics. It also described several ongoing pilot programs that are having students use the Up2U NGDLE to develop key skills.
The document discusses several topics:
1. A workshop was held to train participants in developing reusable learning objects (RLOs) for online academic development programs. The goal is to share content across institutions in line with best practices.
2. The validation process is underway for 7 new online academic development programs. It is hoped all will be validated soon to build sustainability.
3. Development of online content for the programs is ongoing. The workshop on creating RLOs aims to facilitate the online aspects of the blended programs.
The document provides information on recent developments at the Institute of Technology Tallaght Dublin (ITT Dublin) which is celebrating its 20th anniversary. It discusses the expansion of ITT Dublin over the past 20 years and its leadership in research. It also summarizes the establishment of the Centre for Learning and Teaching (CeLT) and some of the supports it provides students and staff, including learning and teaching modules. Finally, it outlines some learning and teaching projects and initiatives underway at ITT Dublin, including the introduction of a Learning to Learn module for first year students and the development of reusable online teaching resources.
This document outlines an 8-week MOOC on strategic innovation led by Professor David A. Owens through Coursera. In week 1, the course context and objectives are introduced. In week 2, participants explore capturing corporate expertise through MOOCs. In week 3, the group converges on a concept to develop virtual reality welding training. Constraints assessments occur through weeks 4-7. In week 8, the course addresses leading innovation strategies, and the document reflects on lessons learned in developing and challenging innovative ideas over the 8 weeks.
This document discusses learning structures of industry-driven projects conducted through Demola, an open innovation platform connecting students, universities, and companies. Demola provides a structured process for multi-disciplinary student teams to work on innovative projects proposed by industry partners.
The document describes the Demola process, which involves three phases of conception, design, and implementation. Students spend 200 hours over 15 weeks developing projects through iterative workshops and feedback sessions. Demola aims to foster innovation through cross-disciplinary collaboration.
The document examines how Demola projects align with the Conceiving-Designing-Implementing-Operating (CDIO) framework for engineering education. It finds Demola contributes to several CDIO standards and learning outcomes by providing
The document summarizes the ATLEC curriculum piloting process across multiple countries. It states that pilots took place in the UK, Belgium, Greece, and Italy to test the appropriateness and usefulness of the curriculum. Feedback was collected from trainers and learners. In the UK, pilots involved persons with disabilities and focused on foundation level units. Feedback indicated the content and lessons were clear but could incorporate more community aspects. Overall, piloting demonstrated that the curriculum was engaging learners and helping them understand ICT and ICT-AT applications.
Introduction to e-Portfolios from JISC's Lisa GrayJISC Netskills
An introduction to e-portfolios from Lisa Gray (JISC Programme Manager) that formed part of a programme of workshops facilitated by JISC Netskills. It discusses a number of aspects of e-portfolios and explores experiences gained through the JISC e-portfolios programme of projects.
DLC12 Transfer of Innovation: Collaborative Blended Learning model and WebQue...Maria Perifanou
Keynote presentation at the European Congress for Technology Enhanced Learning in Business: "Digital Learning Congress", Copernicus Center, Warsaw, Poland http://dlcongress.pl/
Secondo CDIO, conoscenze Techniche e capacità di analisi , abilità e caratteristiche Professionali e Personali , capacità Interpersonali (teamwork & comunicazione) costituiscono le fondamenta sulle quali costruire le conoscenze, abilità e caratteristiche ingegneristiche necessarie alle attività di ideazione, progettazione, realizzazione e gestione operativa di prodotti e sistemi, nell'impresa e nel contesto sociale.
L’ambiente di apprendimento Technology-Enhanced deve essere basato su: Integrazione disciplinare (Integrated Course Block); Project-based learning; Learning by thinking-doing-use;
Realizzazione di progetti, per il mondo reale, sperimentando le varie fasi del ciclo di vita di un prodotto/sistema dalla ideazione alla gestione operativa.
A report on the activities of the Academic Development Open Virtual Hub (ADOVH) as of 28 February 2022 (University of South Africa). Presenter: Denzil Chetty
Enabling and Empowering Staff and Students to Flourish in the Digital Age: Bl...CONUL Teaching & Learning
This document summarizes a presentation given by Liz Dore and Blaneth McSharry at the CONUL Teaching and Learning Annual Seminar in 2015. It discusses the National Forum project team that is developing a digital skills framework for Irish higher education. The framework is intended to be flexible and informed by existing models while addressing skills needed by students, staff, and for employment. It will be created through collaboration and input from the educational community.
Liz Dore along with Blaneth McSharry from NUIG presented this at the CONUL Teaching & Learning Seminar at TCD in November 2015. It summarises the work to date on the digital literacy work undertaken by the All Aboard consortium.
Edtc6340 Connection with Administrators - Multimedia PresentationSylviaReza
James Pace High School aims to shift from a teacher-centered to a student-centered model through extensive professional development training teachers to integrate technology into the curriculum. This will empower students to become creative, collaborative problem solvers prepared for 21st century careers. The school also aims to create learning communities and define clear goals to guide research-based instruction and activities to improve student achievement.
Bournville College in the UK unveiled a new £66 million campus to provide 21st century education and skills training to help the local community following major job losses. The college implemented a Cisco Borderless Network for secure, reliable connectivity along with Cisco Collaboration tools. This allows students and staff anytime, anywhere access to information and tools. Cisco Capital provided financing, allowing the college to fund needed video and learning technologies while spreading costs over multiple years. The new technologies have improved how lecturers teach and how students learn, engage, and access educational content from anywhere using mobile devices.
An adaptation of Anthony Camilleri's presentation, delivered in the frame of this year's European Distance Learning Week on 6 November 2018. The recording of the webinar is available from http://www.eden-online.org/eden_conference/edlw-2018/. https://www.slideshare.net/anthonycamilleri/open-credentials-for-open-education-moving-the-needle-forward
Digital education challenges for development are rarely related to the lack of technological solutions, but rather to the management of disruptive innovations among different organisational stakeholders.
This document provides an overview and introduction for a computer engineering orientation at ULAB. It includes the following key points:
- The 4-year bachelor's degree program in computer science engineering requires 140 credits across general education, core major, elective, project, and optional/minor courses.
- The department is committed to modern technologies like high-speed internet, campus-wide WiFi, software and computer labs, and online registration.
- The department aims to provide quality teaching, industry collaborations, research partnerships, and course curricula focused on industry requirements.
- Program outcomes include applying math and computing knowledge to solve problems, identifying and solving engineering problems, understanding ethics, effective communication, and
This document provides an overview of the computer engineering program at ULAB. It includes:
- The 4-year degree program requires completion of 140 credits across general education, major core/elective, project, and optional/minor courses.
- The Department of CSE is committed to providing quality education through modern technologies, industry partnerships, research opportunities, and nurturing creativity.
- Program outcomes include applying technical knowledge to solve problems, identifying and solving engineering issues, understanding ethics, effective communication, and teamwork skills.
This document is a curriculum vitae for Adel Salem Ba-Rayan. It outlines his objective of seeking a challenging position, personal information including his date of birth and education qualifications. It then details his work experience as a computer science trainer at King Saud University from 2014 to present, as a technical support engineer from 2010 to 2012, and as a computer science teacher and ICDL instructor from 2008 to 2009. It also lists his professional certificates, projects, conferences attended, skills, languages, and references.
Strengthening the Institutional Capacity of the PVTD within the Vocational T...Timo Rainio
Strengthening the Institutional Capacity of the PVTD within the Vocational Training System in Egypt - Mission 5, CONCEPTUALIZATION OF THE 21ST CENTURY LEARNING DEVELOPMENT SHOWCASES
Colorado Online Energy Project TAACCCT Round 2 Kick-Off PresentationOPEN4Us
This document summarizes a conference for a DOLTAACCCT grant focused on developing energy programs and redesigning developmental education. The grant's goals are to create online/hybrid energy programs, provide career coaching, develop contextualized developmental curriculum in energy fields, and redesign developmental education. The conference covered topics like clean energy technologies, career services and advising for students, sharing curriculum and training materials between colleges, and developing common course documents and training for developmental education redesign across 15 colleges.
Case study Presentation as part of my Mahara presentation during imoot 2010
http://www.imoot.org
Presented by Gavin Henrick, Enovation Solutions. Http://www.enovation.ie/
What Skills do we need for the Digital Age? The future of the digital adminis...jisc-elearning
This document summarizes a presentation about developing digital literacy skills. The presentation introduced current work by JISC to support digital literacy, discussed emerging findings from baseline studies of digital literacy projects, and gathered input from participants on their needs. Baseline studies found variation in digital strategies, support, and skills across institutions. Staff and students showed a range of expertise, from optimizing technologies to delegating digital tasks. Developing digital skills for all roles in universities remains a key challenge.
Workshop: Emerging Possibilities and Takeaways for KFUPMBrandon Muramatsu
The document summarizes a workshop presented at KFUPM on emerging educational technology possibilities and takeaways. The workshop agenda included an introduction of the presenters, developing personal education technology action plans, identifying KFUPM's core education principles, recommendations for KFUPM, and conclusions. Participants were asked to propose integrating edtech in their courses and advise KFUPM on online and digital learning strategies, resources, support, and institutional experiments. The workshop aimed to help understand edtech, examples of possibilities, and how KFUPM can implement online education.
What Skills do we need for the digital age? The future of the digital adminis...mylesdanson
The document discusses a workshop on digital literacy skills needed for the digital age. It provides an overview of JISC's Developing Digital Literacies programme, including emerging findings from baseline studies of various projects. Baseline studies found that while support for digital literacy exists, it is often varied and dispersed. There is also a range of expertise and attitudes toward digital literacy among staff and students. The document discusses recommendations from associations to better develop digital literacy at all levels of organizations. It aims to identify how digital literacy can be supported in a digital university environment.
HEA STEM seminar-2013 Embracing employability in HEIsEISLibrarian
This document outlines the agenda and participating institutions of a seminar on embracing employability in higher education institutions. The seminar featured keynote speeches from industry professionals and academics on engaging employers in curriculum delivery and the role of stakeholders in curriculum development. Breakout sessions discussed approaches to embedding employability skills at different institutions, including through volunteering, core skills training, and work placements. Employability frameworks like the CBI guidelines and SFIA were mapped to curriculum delivery and modules in science and technology programs. Collaboration between academic departments, language centers, and libraries integrated employability support into coursework and assessments.
Globalization is causing changes in the ICT industry that require engineering students to work collaboratively in virtual teams across borders. This project aims to prepare students for global work environments through problem-based learning involving virtual international student teams guided by universities and industry partners. The goals are to develop global mindsets in students and make engineering education more adaptive to 21st century work realities. Current work involves fundraising and establishing partnerships with universities and businesses in the Nordic-Baltic region.
The document discusses models of technology adoption in education. It describes 5 stages of teacher adoption: familiarization, utilization, integration, reorientation, and evolution. It then discusses Toledo's (2005) model which includes pre-integration, transition, development, expansion, and system-wide integration stages. Next, it covers traditional and contemporary roles of technology, from product technologies to idea technologies. Finally, it discusses emerging models that are pushing tech adoption, such as online learning, blended learning, flipped classrooms, and competency-based learning.
Enhancing Digital Capacity in Teaching and Learning in Ireland: a national ap...Sharon Flynn
This document summarizes the Enhancing Digital Capacity in Teaching and Learning in Ireland project led by the Irish Universities Association. The project aims to enhance digital skills among university students and staff through a national staff development program. It establishes a baseline of existing digital teaching training opportunities across Irish universities. The project conducted pilot programs at 7 universities in its first phase from September to December 2019 to test approaches. Challenges included recruitment delays and engagement. The second phase from January to May 2020 will build on lessons learned. The project uses the DigCompEdu and NFETL frameworks and builds an online community of educational developers to share resources.
BMCC, City College of New York, LaGuardia CCJiyeon Lee
The document summarizes the Borough of Manhattan Community College's experience with implementing ePortfolios in their teacher education program. It discusses initial goals of conducting an assessment of the current ePortfolio program to provide feedback and advance student learning. It describes challenges faced such as low survey response rates. Lessons learned include the benefits of collaboration and that the program has room for improvement, especially regarding transfer students. Future plans include refining the program based on feedback and exploring using ePortfolios for additional assessment and transfer purposes.
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The document summarizes a workshop presented by M.S. Vijay Kumar and Brandon Muramatsu at KFUPM in Dhahran, Saudi Arabia on using educational technology to enhance learning opportunities. The workshop covered MIT's approach of using technology to support pedagogical goals like active learning, hands-on experiences, improving mastery of concepts, and sharing teaching practices. Examples of educational technologies at MIT were discussed, including virtual labs, simulations, visualizations, and OpenCourseWare. Participants identified teaching issues at KFUPM and how educational technologies could help address them. The workshop aimed to help participants understand how technology supports learning and identify opportunities to innovate using these approaches at KFUPM
Similar to Baku_Workshop_presentation_14May29_v4_with_photos (20)
2. 29.11.12 Seite 2
May 2014
Slide 2
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Overview
1. Objectives
2. Current Situation
3. Concept
4. Way to Go
5. Some Results
6. Discussion
7. ICT Exhibition‘13: Photo gallery
3. 29.11.12 Seite 3
May 2014
Slide 3
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Objectives
To define and offer Information & Communication
Technologiy (ICT) programs to graduate Bachelors of
Engineering Technology (BET) to be future Teacher-
Trainers at the Colleges of Excellence (CoE):
TTC Study Programs
Regular Courses
Company Field Practice
Vocational Field Practice
Further programs
e-Learning/Blended-
Learning
Projects & Project
Management
Continuing
Education/Distance Learning
4. 29.11.12 Seite 4
May 2014
Slide 4
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Alignement with the goals of National
Occupational Skills Standards (NOSS)
Labour-market oriented training & education
Supporting sustainable social & industrial
development
Combining best practices, latest technologies
and innovation
International accreditation
Continuing Education oriented programs
Objectives
Criteria for the Overall Concept
!
!
5. 29.11.12 Seite 5
May 2014
Slide 5
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Alignment to the Saudi Skills Standards
Saudi Skills Standards (SSS)
• National Occupational Skills Standards (NOSS)
SSS
Ensure consistent outcomes from
vocational programs across KSA
public and private sector
Provide transparency to employers
on outputs from the vocational
system
Create a common understanding of
the skills required for different
occupations
NOSS
Programmer
Graphics Designer
System Administrator
Computer Network Technician
Computer User's Support Technician
Website Designer
6. 29.11.12 Seite 6
May 2014
Slide 6
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Alignment to the Saudi Skills Standards
Example of a SSS Qualifiaction Outline:
7. 29.11.12 Seite 7
May 2014
Slide 7
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Current Situation
1. Objectives
2. Current Situation
3. Concept
4. Way to Go
5. Some Results
6. Discussion
8. 29.11.12 Seite 8
May 2014
Slide 8
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Current Situation
The Kingdom of Saudi Arabia spends more on education than
the OECD Saudi Arabia age pyramid
Source: World Bank/TVTC
Estimated growing tendecies
Source: TVTC0
100000
200000
300000
400000
500000
600000
2007
2009
2011
2013
2015
2017
NumberofStudents
Male Female
9. 29.11.12 Seite 9
May 2014
Slide 9
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Current Situation:
Where the students are coming from
Eligibility of the Applicant:
1. Being a Saudi national
2. Having graduated from one of the following institutions:
3. During the studies at
TTC, it is prohibited to
hold down a job, which
is subject to social
insurance contribution
4. Passing the English
language intensive
skills program provided
by TVTC or having
passed IELTS with 4.00 out of 9.00 at least or other adequate proof
of sufficient English language skills
5. Passing the admission test
Kind of Institution GPA·
Requirement
Degree
College of Technology (CoT)
College of
Telecommunication
and Information (CTI)
At least 3.75
out of 5.00
CoT-degree/diploma CTI-
degree/diploma
Institute of Public Administration
(IPA)
At least 3.75
out of 5.00
IPA-degree with at least a
"one year plus 1.5 years"
training program
Royal Commission: Jubail
Industrial College (JIC)
At least 2.75
out of 4.00
JIG-degree/diploma
Royal Commission: Yanbu
Industrial College (YIC)
At least 2.75
out of 4.00
YIC-degree/diploma
University At least 3.75
out of 5.00
At least Associate Degree,
i.e. foundation year plus 1.5
years studies
10. 29.11.12 Seite 10
May 2014
Slide 10
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Current Situation
6. Passing the interview.
7. Not having been dismissed
from TTC.
8. Good conduct certificate.
9. Good health conditions.
10. Not having been involved
in any Bachelor Program in
the past, including
King Abdullah Scholarship
Program for Technical
Trainers (KASPTT).
Department at TTC Specialization
Information and
Communication
Technology (ICT)
Application Development
(AD)
Networking & System
Administration
(NE)
11. 29.11.12 Seite 11
May 2014
Slide 11
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Overview
1. Objectives
2. Current Situation
3. Concept
4. Way to Go
5. Some Results
6. Discussion
7. ICT Exhibition‘13: Photo gallery
12. 29.11.12 Seite 12
May 2014
Slide 12
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Concept
Qualifying the Students
Well-founded technical
competences thru a „Hands-On“
approach: Cognitivist approach
with a strong Behaviorist
component (heading towards
Constructivism...)
The goals of the learning process
are: i) to acquire the ability to
handle complex (practical)
problem situations; ii) to “solve
problems”; iii) to be able to teach
future ICT-professionals according
the NOSS; ...
Cognitivist/Behaviorism
Team working (collaborative
approach)
Project work (collaborative
approach)
Results
Understanding the
fundamentals
Exemples/exercises (+) Homework/Assignments
Motivation thru „sense of
achievement“
13. 29.11.12 Seite 13
May 2014
Slide 13
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
The line of action
„Hands-On“ approach: the „right balance“ between Theory
and Praxis
Theoretical part
(based on/related to previous
courses)
Practical part
- Examples and exercises in class:
strong students participation
Work-group approach in class:
- Strong students participation
Homework/Assignments:
- To motivate the students to work
outside the classroom
Checking the results:
- Review topics and clarify the links to
previous topics
- Next related topic
14. 29.11.12 Seite 14
May 2014
Slide 14
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Overview
1. Objectives
2. Current Situation
3. Concept
4. Way to Go
5. Some Results
6. Discussion
7. ICT Exhibition‘13: Photo gallery
15. 29.11.12 Seite 15
May 2014
Slide 15
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
The way to go: The new ICT Curriculum
16. 29.11.12 Seite 16
May 2014
Slide 16
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
To piece together
(heading towards „Project-Driven Constructivism“)
From “Programming” to “Web Application Development” towards a Bachelor Project
JAVA (Object Oriented Programming Language)
Using SQL (Database Design and Query Language)
To create a Web-Application (with PHP, HTML,...)
Some more technical sophistication (interfaces, ...)
Requirement's analysis, teamwork, set up project phases,..., Results
17. 29.11.12 Seite 17
May 2014
Slide 17
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
The Way to Go: Blended-/e-Learning
Systematic Overview
Maturity Level Software Solutions
5 advanced and proven blended learning
strategies
specialized tools, advanced settings
4 learning management system,
online applications
CommSy OLAT moodle Blackboard ...
3 collaborative work, shared documents CommSy OLAT moodle Blackboard ...
2 annotated, clustered material CommSy OLAT moodle Blackboard ...
1 common storage location network file sytems, dropbox, ...
0 unsystematic disorder local file sytems, data sticks
18. 29.11.12 Seite 18
May 2014
Slide 18
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
The Way to Go: Blended-/e-Learning
Accessing TTC‘s BL/e-L Infrastructure - Logical Framework
Student
Lecturer
TTCBLWebPortal
CommSy
OLAT
Mobile: Know-
ledgePulse
Wiki-
spaces
Wee-
bly
Storage
authentification
Act.Dir.
Acad. 5grades
academic
editorial
work
external
additional
services
internal
services
19. 29.11.12 Seite 19
May 2014
Slide 19
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
The Way to Go: Producing own material
Video – training films and pre-produced lectures
mobile settings
on-site film production,
e.g. in class/workshop situations
20. 29.11.12 Seite 20
May 2014
Slide 20
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Some Results
1. Objectives
2. Current Situation
3. Concept
4. Way to Go
5. Some Results
6. Discussion
7. ICT Exhibition‘13: Photo gallery
21. 29.11.12 Seite 21
May 2014
Slide 21
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Some results: Library Information System (LIS)
22. 29.11.12 Seite 22
May 2014
Slide 22
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Some Results
Project Management with Agile
Requirements analysis/
Customer’s needs
Planning, Analysis,
Definition of the development platform
Programming and CodingImplementation
Maintenance & Support
Milestone Meeting & Quality Control
23. 29.11.12 Seite 23
May 2014
Slide 23
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Some results: The Library Information System
The requirements/goals:
i. Build a user-friendly web-interface;
ii. Provide the college with the Library Information System;
iii. Follow up book acquisitions and procurement requests;
iv. Provide an easy book-user tracking process;
v. Control and organize the book lending/borrowing process;
...
ix. Provide an interface to send SMS to the users;
...
xiv. Allow easy data maintenance;
xv. Provide book-reservation-list for the users;
xvi. Define management/statistical reports;
xvii.Provide a recent acquirement of new books;
xviii. Provide a social media bar for each new acquisition;
xix. Provide a stock report for available books.
24. 29.11.12 Seite 24
May 2014
Slide 24
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Some results: Example of Site-Map
The Site-Map and the related
processes were developed
attending the Requirement
Analysis
25. 29.11.12 Seite 25
May 2014
Slide 25
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Some results: Example of Database Design
The Entity-Relationship Model for the Library Information System (LIS)
26. 29.11.12 Seite 26
May 2014
Slide 26
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Some results: Example of Code
27. 29.11.12 Seite 27
May 2014
Slide 27
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Overview
1. Objectives
2. Current Situation
3. Concept
4. Way to Go
5. Some Results
6. Discussion
7. ICT Exhibition‘13: Photo gallery
28. 29.11.12 Seite 28
May 2014
Slide 28
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Discussion
29. 29.11.12 Seite 29
May 2014
Slide 29
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
Thank you for your attention!
30. 29.11.12 Seite 30
May 2014
Slide 30
Technical
Trainers
College-
Riyadh
by Prof. Dr.
C. Kaldeich
ICT Exhibition‘13: Photo gallery