Presentation at Galway Symposium on Higher Education 2013
http://www.nuigalway.ie/celt/conference/conference13.html
Here, I offer to relate my learning story, about how I discovered Twitter as a tool for professional networking and development and how I subsequently went on to discover open education, take advantage of the new ways of learning online in networks and communities, and to develop as a digitally literate learner/practitioner.
It is thought that an autobiographical narrative, such as this, will serve to bring the lived experience to the discussion and make concepts regarding change and “thinking differently” within Higher Education real. This story encompasses a range of new theories and practices: social media/ social networking for teaching and learning, personal learning networks [PLNs],
digital literacies ‐ tools, practices and identity, blogging for reflecting and learning, MOOCs, open education, digital age learning theories ‐ connectivism, rhizomatic learning, heutagogy and open badges.
Biographical information:
Helen Crump is a literacies practitioner and a recent graduate of St. Angela’s College, Sligo where she completed an M.A. in Technology, Learning, Innovation and Change. Her dissertation, “To tweet or not to tweet?”, took a New LiteracyStudies perspective to position the use of Twitter as a social practice and enquire into the disposition of Higher Education lecturers towards the adoption of Twitter practices.
Helen can be found online at www.learningcreep.wordpress.com or @crumphelen (Twitter).
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
This document provides an overview of connected learning and professional development in the digital age. It discusses how learning is shifting from isolated to connected, from consumption to creation, and from individuals to networks and communities. Professional development also needs to change by focusing on participatory learning through communities of practice, personal learning networks, and professional learning communities. When educators adopt connected learning approaches and learner-first mindsets, it leads to more effective professional growth and improved student outcomes.
This document provides an overview of connected learning and the role of connected educators. It discusses how the world has changed with new technologies and how schools need to change in response. Connected learning involves learning anytime/anywhere through personal learning networks and communities of practice. It emphasizes learning as participatory and collaborative rather than passive. Connected educators model lifelong learning and see themselves as learners first. They leverage collective intelligence through their connections.
This document discusses the need for education to shift to meet the needs of 21st century learners. It notes that the world is changing rapidly due to technology and that schools need to change how they operate. Specifically, it argues that schools need to shift their focus from teaching to learning, move from teacher-directed to collaborative models, and view school improvement as a requirement rather than an option. The document highlights how the skills needed for the future cannot be clearly defined and discusses trends like the growth of mobile learning and an emphasis on lifelong learning.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
This document discusses connected learning and being a connected educator. It provides resources on topics such as collective intelligence, participatory culture, personal learning networks, and communities of practice. Key aspects of connected learning discussed include learning anytime/anywhere, teaching as a collaborative practice, learning in a networked community, and distributed knowledge. The importance of asking questions, being a learner first and educator second, collaboration, and leveraging networks and communities to strengthen learning is emphasized.
Presented at the Centre for Research in the Social Professions [CRiSP] Symposium, Friday 15th November 2013, IT Sligo: MOOCing about: digitised pedagogies – a point of no return?
Centre for Research in the Social Professions [CRiSP] Symposium; Friday 15th November 2013
Here, the presenter relates how she discovered Twitter as a tool for professional networking and development and how it opened up new ways of learning and new professional opportunities.
Using first hand experience, the presenter takes us on a tour that encompasses a range of new theories and practices including, social networking, personal learning networks [PLN], personal knowledge management [PKM], digital literacies and digital age learning theories - connectivism, rhizomatic learning and heutagogy
This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
This document discusses trends in education and learning in the digital age. It addresses how contemporary technologies and digital resources can best meet the needs of learning communities and personal learning. Key points discussed include the need to shift from isolated to connected learning, from consuming to creating, and from learning as individuals to learning in networked communities. Connected learning communities that leverage collective intelligence through participation, collaboration, and social action are emphasized. Professional development is reframed as occurring through communities and networks rather than traditional workshops. The document advocates becoming connected, DIY learners who are change agents through communities of practice.
This document provides an overview of connected learning and professional development in the digital age. It discusses how learning is shifting from isolated to connected, from consumption to creation, and from individuals to networks and communities. Professional development also needs to change by focusing on participatory learning through communities of practice, personal learning networks, and professional learning communities. When educators adopt connected learning approaches and learner-first mindsets, it leads to more effective professional growth and improved student outcomes.
This document provides an overview of connected learning and the role of connected educators. It discusses how the world has changed with new technologies and how schools need to change in response. Connected learning involves learning anytime/anywhere through personal learning networks and communities of practice. It emphasizes learning as participatory and collaborative rather than passive. Connected educators model lifelong learning and see themselves as learners first. They leverage collective intelligence through their connections.
This document discusses the need for education to shift to meet the needs of 21st century learners. It notes that the world is changing rapidly due to technology and that schools need to change how they operate. Specifically, it argues that schools need to shift their focus from teaching to learning, move from teacher-directed to collaborative models, and view school improvement as a requirement rather than an option. The document highlights how the skills needed for the future cannot be clearly defined and discusses trends like the growth of mobile learning and an emphasis on lifelong learning.
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
This document discusses connected learning and being a connected educator. It provides resources on topics such as collective intelligence, participatory culture, personal learning networks, and communities of practice. Key aspects of connected learning discussed include learning anytime/anywhere, teaching as a collaborative practice, learning in a networked community, and distributed knowledge. The importance of asking questions, being a learner first and educator second, collaboration, and leveraging networks and communities to strengthen learning is emphasized.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
1. The document discusses the shift from traditional professional development to connected, self-directed professional learning through online networks and communities.
2. Key aspects of connected learning mentioned include learning through collaboration and interaction, making connections to develop a learning network, and learning as a social process that occurs within communities.
3. Different types of online communities that can support professional learning are discussed, including personal learning networks for individual connections, communities of practice for collaborative knowledge-building, and professional learning communities for local, job-embedded collaboration.
The document discusses new directions in assessment that are shifting away from traditional summative assessments towards more formative assessments. Key shifts include moving from individual to collaborative learning, from teacher-driven to student-driven learning, and from memorization of facts to analysis and exploration of knowledge. Formative assessment is presented as a way to integrate assessment with instruction to deepen learning rather than just measure teaching. Technological changes are transforming learning from linear to distributed knowledge and requiring new literacies around skills like collaboration, networking, and navigating multiple media.
The Web We Need Students to Give Us: Pedagogy Toward the CommonsRobin DeRosa
This document discusses the idea of giving students ownership of their own domains and digital spaces on the web. It argues that this allows students to have public impact with their work, control their own data and online identities, and gain skills in using and understanding web technologies. However, it also notes some challenges, such as issues of access, sustainability, and the risk of certain students' work being exploited. The document advocates for building public digital infrastructure and a "web commons" with social and technical support structures to address these challenges.
The document discusses the emergence of online learning as the second strand of education alongside formal education. It argues that online learning enables a connection-centric model where learners are connected to mentors, content, and conversations. The role of parents is shifting to that of learner facilitators who understand learners' needs, curate appropriate online content, and help learners make sense of fragmented online information. With the rise of Web 2.0 technologies, the web is becoming the classroom where learners can learn from many knowledgeable others. When guided well, online learning can make learners more autonomous and self-directed.
The document summarizes new tools and approaches for e-learning, including blogs, wikis, video sharing, and web-based office applications. It discusses how these tools enable new forms of collaborative and social learning, based on theories of communities of inquiry, identity production, and the wisdom of crowds. Examples are given of how reflection, autonomy, and participation in learning networks can help people learn.
Knowledge Sommelier 101 - The Art of Curation in EducationAtul Pant
The growing abundance of quality learning resources available on the internet, in multiple formats to suit needs of different learners, implies that teachers need to become curators of content that they can use to enrich their teaching. This presentation, which I made at Allahabad University in India in Oct 2012, gives an overview of Art of Curation for teaching.
Engaging Digital Natives - BPET Sub-CommitteeJennifer Dorman
This document discusses the changing nature of education and literacy in the digital age. It notes that students today, known as "digital natives," have grown up with technology and process information differently than previous generations. Their brains have physically changed as a result of new technologies. The document also discusses the rise of participatory culture online and new forms of literacy, like collaboration and networking, that are important for students to learn. It argues that education must change to communicate in students' language and leverage new technologies and literacies to better engage and prepare students for the future.
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
This document contains the presentation slides for Kathleen Johnson's talk on innovations in school librarianship. The presentation discusses 7 areas of innovation: physical and virtual library spaces, the librarian's role as a learning specialist, transliteracy skills, embedded librarianship models, new opportunities for professional development, R. David Lankes' concept of a new librarianship focused on knowledge and learning, and developing personal learning environments centered on each student. The presentation provides examples and resources to illustrate changes in how libraries and librarians can better support student learning in the digital age.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Keynote at the Bruxelles SenseCamp held on 20 September 2014. Discussing emergence learning and social change, WikiQuals, solve the problem that annoys you most and social change and group genius.
This document discusses connected learning and professional development in a digital age. It emphasizes that effective professional development requires shifting from isolated learning to connected learning in communities. Connected learning communities allow educators to collaborate locally through professional learning communities, globally through personal learning networks, and in focused communities of practice. This represents a shift to more active, collaborative, and reflective knowledge building.
Engage. Excite. Empower. e-Learning as powerful learningKaren Spencer
This presentation accompanied my keynote at the Digital Daze one day conference on 17 August 2012.
This is part of the Blended e-Learning/ICTPD programme from Te Toi Tupu, on behalf of the Ministry of Education.
Kathleen Johnson presented on innovations in school librarianship at the WLMA Librarians conference. She discussed 7 areas of innovation: physical and virtual library spaces, the librarian's role as a learning specialist, transliteracy skills, embedded librarianship models, expanded professional development opportunities, personal learning environments centered on students, and redesigning library spaces through design thinking. The presentation was dedicated to advocating for school libraries.
This document discusses the concept of connected educators and connected learning. It defines connected learners as those who collaborate online and use social media to connect with others globally. It discusses how professional development needs to change to support connected learning through local learning communities, personal learning networks, and communities of practice. It also discusses different network types like communities, networks, and personal learning networks and how they can support self-directed and collaborative professional learning.
This document discusses the need for changes in education to better prepare students for the future. It notes that the world, students, and schools have all shifted significantly since the past. New literacies and skills are needed, like being multiliterate, active content creators, and able to collaborate globally. Learning is becoming more connected and less confined to the classroom. Teachers are encouraged to shift from a teaching focus to a learning focus and view themselves as curriculum designers. Technology should be used innovatively to transform learning rather than just be added on or used mechanically.
This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
1. The document discusses the shift from traditional professional development to connected, self-directed professional learning through online networks and communities.
2. Key aspects of connected learning mentioned include learning through collaboration and interaction, making connections to develop a learning network, and learning as a social process that occurs within communities.
3. Different types of online communities that can support professional learning are discussed, including personal learning networks for individual connections, communities of practice for collaborative knowledge-building, and professional learning communities for local, job-embedded collaboration.
The document discusses new directions in assessment that are shifting away from traditional summative assessments towards more formative assessments. Key shifts include moving from individual to collaborative learning, from teacher-driven to student-driven learning, and from memorization of facts to analysis and exploration of knowledge. Formative assessment is presented as a way to integrate assessment with instruction to deepen learning rather than just measure teaching. Technological changes are transforming learning from linear to distributed knowledge and requiring new literacies around skills like collaboration, networking, and navigating multiple media.
The Web We Need Students to Give Us: Pedagogy Toward the CommonsRobin DeRosa
This document discusses the idea of giving students ownership of their own domains and digital spaces on the web. It argues that this allows students to have public impact with their work, control their own data and online identities, and gain skills in using and understanding web technologies. However, it also notes some challenges, such as issues of access, sustainability, and the risk of certain students' work being exploited. The document advocates for building public digital infrastructure and a "web commons" with social and technical support structures to address these challenges.
The document discusses the emergence of online learning as the second strand of education alongside formal education. It argues that online learning enables a connection-centric model where learners are connected to mentors, content, and conversations. The role of parents is shifting to that of learner facilitators who understand learners' needs, curate appropriate online content, and help learners make sense of fragmented online information. With the rise of Web 2.0 technologies, the web is becoming the classroom where learners can learn from many knowledgeable others. When guided well, online learning can make learners more autonomous and self-directed.
The document summarizes new tools and approaches for e-learning, including blogs, wikis, video sharing, and web-based office applications. It discusses how these tools enable new forms of collaborative and social learning, based on theories of communities of inquiry, identity production, and the wisdom of crowds. Examples are given of how reflection, autonomy, and participation in learning networks can help people learn.
Knowledge Sommelier 101 - The Art of Curation in EducationAtul Pant
The growing abundance of quality learning resources available on the internet, in multiple formats to suit needs of different learners, implies that teachers need to become curators of content that they can use to enrich their teaching. This presentation, which I made at Allahabad University in India in Oct 2012, gives an overview of Art of Curation for teaching.
Engaging Digital Natives - BPET Sub-CommitteeJennifer Dorman
This document discusses the changing nature of education and literacy in the digital age. It notes that students today, known as "digital natives," have grown up with technology and process information differently than previous generations. Their brains have physically changed as a result of new technologies. The document also discusses the rise of participatory culture online and new forms of literacy, like collaboration and networking, that are important for students to learn. It argues that education must change to communicate in students' language and leverage new technologies and literacies to better engage and prepare students for the future.
The document discusses project-based learning (PBL) and compares traditional teaching methods to PBL. It notes that PBL engages students through hands-on exploration of real-world problems, allows students to investigate issues and topics through projects, and fosters abstract thinking. PBL uses authentic assessment, extends learning over time, and develops 21st century skills like collaboration. The roles of teachers and students shift, with teachers facilitating learning and students taking a more active role. PBL has roots in constructivist learning theories advocated by thinkers like Dewey, Piaget and Vygotsky.
This document contains the presentation slides for Kathleen Johnson's talk on innovations in school librarianship. The presentation discusses 7 areas of innovation: physical and virtual library spaces, the librarian's role as a learning specialist, transliteracy skills, embedded librarianship models, new opportunities for professional development, R. David Lankes' concept of a new librarianship focused on knowledge and learning, and developing personal learning environments centered on each student. The presentation provides examples and resources to illustrate changes in how libraries and librarians can better support student learning in the digital age.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Keynote at the Bruxelles SenseCamp held on 20 September 2014. Discussing emergence learning and social change, WikiQuals, solve the problem that annoys you most and social change and group genius.
This document discusses connected learning and professional development in a digital age. It emphasizes that effective professional development requires shifting from isolated learning to connected learning in communities. Connected learning communities allow educators to collaborate locally through professional learning communities, globally through personal learning networks, and in focused communities of practice. This represents a shift to more active, collaborative, and reflective knowledge building.
Engage. Excite. Empower. e-Learning as powerful learningKaren Spencer
This presentation accompanied my keynote at the Digital Daze one day conference on 17 August 2012.
This is part of the Blended e-Learning/ICTPD programme from Te Toi Tupu, on behalf of the Ministry of Education.
Kathleen Johnson presented on innovations in school librarianship at the WLMA Librarians conference. She discussed 7 areas of innovation: physical and virtual library spaces, the librarian's role as a learning specialist, transliteracy skills, embedded librarianship models, expanded professional development opportunities, personal learning environments centered on students, and redesigning library spaces through design thinking. The presentation was dedicated to advocating for school libraries.
This document discusses the concept of connected educators and connected learning. It defines connected learners as those who collaborate online and use social media to connect with others globally. It discusses how professional development needs to change to support connected learning through local learning communities, personal learning networks, and communities of practice. It also discusses different network types like communities, networks, and personal learning networks and how they can support self-directed and collaborative professional learning.
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
This document provides examples of time expressions in English organized by part of day (morning, afternoon, evening), night, seasons/months, years, periods, days of the week, and frequency words. It gives sample sentences using terms like "in the morning", "at night", "on Monday", "every Friday", and "last Saturday". The purpose is to illustrate different ways to indicate when events occur in English using time expressions. It was created by Alex Chacon Arrieta to teach these terms.
The document provides information about several thriller films that could provide inspiration for a new film project. It summarizes the plots, opening scenes, and visual techniques of Man on Fire, National Security, and Reservoir Dogs. These films establish suspense through music, editing, lighting, and characterization of criminal groups. Their techniques are discussed as influences that could attract young audiences and effectively portray criminal characters and planned crimes.
This document provides examples of vocabulary words that describe things and feelings. It lists adjective and adjectival phrases paired with nouns or verbs to convey states of being or emotional responses, such as "disgusting" paired with "food" to describe something, and "exhausted" paired with "she" to describe a person's feeling. Other pairs include boring/bored, annoying/annoyed, interesting/interested, surprising/surprised, worrying/worried, relaxing/relaxed, frightening/frightened, frustrating/frustrated, and embarrassing/embarrassed.
The document defines a series of legal terms related to criminal acts and the justice system. It provides definitions for crimes like murder, manslaughter, arson, blackmail, burglary, fraud, hijacking, kidnapping, rape, robbery, shoplifting, and theft. It also defines legal terms like arrest, charge, evidence, fine, guilty, innocent, hijack, jury, kidnap, life sentence, pickpocket, verdict, and witness.
This document contains a worksheet with exercises about participial adjectives ending in "-ed" and "-ing". [1] In a conversation between Pedro, Tomek, and Sally, they use words like "interested", "bored", "surprised", and "fascinated" to describe fish they saw. [2] Pedro and Tomek then go look at dinosaurs, which Tomek says will be "exciting". Sally goes for a drink in the cafe because she is "tired". [3] The rest of the worksheet contains exercises filling in blanks with participial adjectives and answering questions using participial adjectives to describe themselves.
This document discusses code quality and metrics tools that can be used to analyze code and detect code smells and anti-patterns. It introduces NDepend and Code Maat as tools that can measure code metrics, analyze code dependencies, detect code issues, and visualize changes over time. The document also provides examples of analyzing a codebase with these tools to identify hot files, module ownership, author contributions, and other insights that can help improve code quality.
This document defines common vocabulary terms related to different types of crimes including theft, robbery, burglary, shoplifting, hacking, and murder. It provides the verb, noun, and person forms for each crime type by listing terms such as steal/theft/thief, rob/robbery/robber, burglarize/burglary/burglar, shoplift/shoplifting/shoplifter, hack/hacking/hacker, and murder/murder/murderer.
This document discusses different narrative types and provides examples of how a crime story could be told using each type. An anachronic story uses flashbacks and flashforwards and repeats scenes from different perspectives. A forking-path narrative shows alternative outcomes that could result from a single changed event. An episodic narrative is a series of disconnected but related shorter tales, like focusing just on the passerby who discovered the body in the crime story.
The document discusses the five types of adverbs: manner, frequency, time, place, and intensity. Adverbs describe or modify verbs, adjectives, and other adverbs by indicating how, when, where, how often, or to what extent an action occurs. Examples are provided for each type of adverb to illustrate their usage. Readers are assigned to make their own example sentences using the five types of adverbs.
This document provides a vocabulary for describing people including their age, height, figure, shape, face, eyes, nose, mouth/lips, hair, character/personality, and clothing.
This document defines common vocabulary terms related to different types of crimes including theft, robbery, burglary, shoplifting, hacking, and murder. It provides the verb, noun, and person forms for each crime type by listing terms such as steal/theft/thief, rob/robbery/robber, burglarize/burglary/burglar, shoplift/shoplifting/shoplifter, hack/hacking/hacker, and murder/murder/murderer.
The document provides guidelines for writing effective headlines. It discusses that headlines should summarize the story, prioritize stories on a page, entice readers, and organize the page. It lists specific rules for headlines, such as using dynamic verbs, present tense, numerals, and avoiding double meanings. The document discusses headline punctuation and rules for splitting headlines across multiple lines. It also provides examples of poor headlines and discusses how headlines add value. Finally, it outlines the headline writing process and provides a chart on determining the appropriate number of lines for a headline based on its width.
The document discusses adjectives that end in -ed and -ing. It provides examples of how -ed adjectives describe how people feel (e.g. bored, excited) while -ing adjectives describe situations, people or things (e.g. boring, exciting). It then has students practice identifying the correct adjective form in sentences and questions.
This document provides examples of common phrases used to describe time in English. It includes phrases like "running out of time", "morning person", "time-consuming", "round the clock", "behind the times", "time flies", "turn back time", "time and time again", and "by the time". It also includes several multiple choice questions about using time expressions in sentences.
The document describes various emotions and feelings, including being relaxed, embarrassed, annoyed, frightened, surprised, worried, and excited. Situations and things like massages, flies, spiders, notes, problems, and slides can induce these different emotions in people.
The document discusses the present perfect tense in English. It explains the form of the present perfect, which is subject + has/have + past participle. It provides examples of how the present perfect is used to express actions that happened before now at an unspecified time, actions that have been repeated before now, and actions that began in the past and continue to the present. It also contrasts the uses of the present perfect and simple past tenses. The document recommends some online resources for further practice with the present perfect.
The document discusses adverbs and provides information on their form and function. It begins by explaining that adverbs modify verbs, adjectives, and other adverbs. It then discusses how most adverbs are formed by adding "-ly" to adjectives. Some exceptions are noted. The document also covers different kinds of adverbs including adverbs of manner, place, time, certainty, degree, and relative adverbs. Comparative and superlative forms of adverbs are explained. In summary, the document provides a comprehensive overview of adverb usage and structure in the English language.
Clement Coulston - Innovation in Thinking and Learning Think Tank ReflectionsClement Coulston
On December 3rd 2013, students, educators, administrators, parents, and individuals from throughout the community gathered at the University of Oklahoma’s K20 Center, to partake in a Dell hosted Innovation in Teaching and Learning Think Tank. The Think Tank explored two overarching topics
of inquiry-based learning and collaborative leadership. The
discussions enthused at the Think Tank, were further
developed online, through its live-stream, twitter participation
with the #DoMoreEdu hashtag and graphic recording. This document encompasses highlights from the discussions and questions for one to consider.
«Lets educate, learn and flourish: how can we open doors, light fires and rac...eMadrid network
In this lecture, professor Rebecca Strachan ( Northumbria University) ilustrates how we should be reimagining education to use technology in transformational ways
Conversations oct1 2014 ian gray at htaa confceIan Gray
Are students struggling to have conversations which involve dialogue and not just monologue? Why does this matter in History classrooms? What can we do about it? Can eLearning be part of the solution and not just the problem?
The first mistake of many online programs is that they try to replicate something we do in face-to-face classes, mapping the (sometimes pedagogically-sound, sometimes bizarre) traditions of on-ground institutions onto digital space.
We need to recognize that online learning uses a different platform, builds community in different ways, demands different pedagogies, has a different economy, functions at different scales, and requires different choices regarding curriculum than does on-ground education. Even where the same goal is desired, very different methods must be used to reach that goal.
This document discusses creativity and technology for lifelong learning. It notes that in the 21st century, illiteracy will refer to an inability to learn, unlearn and relearn. It advocates for building a community of global learners to connect and engage people in collaborative lifelong learning. Creativity and creative problem solving are seen as essential for sustaining lifelong learning. Various technologies and approaches are presented that can foster creative and collaborative learning, including blogs, Voicethread, Wikis, Moodle, Web 2.0 tools, and social networks. Connectivist learning theory is referenced as a guide for navigating the networked world. The importance of developing open educational resources on a global scale is also discussed.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various online and wireless technologies.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners today have greater access to information, can create and share digital content, and are expected to collaborate and contribute to collective knowledge. Finally, it discusses connecting learners inside and outside of classrooms through various online and mobile technologies.
The document discusses the Illuminating Learners District's focus on getting students and staff "plugged into" learning for the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses reinventing and reshaping the learning experience for students and all staff through connecting learners inside and outside of classrooms using various digital tools and resources.
1. The document discusses Sheryl Nussbaum-Beach's keynote presentation at the Connected Educator conference, where she emphasized becoming a connected educator and embracing change.
2. She talked about shifting to learner-centered approaches and letting go of strict curriculum in favor of students' interests and empowering self-directed learning.
3. Nussbaum-Beach argued that schools need to change their culture to better support connected learning models and focus on collaboration, community involvement, and leveraging technology as a tool for learning.
Slides of my presentation given at an EATAW conference in Tallinn in June 2015. The presentation reports on Mystory - Digital English project which suggests a creativity and visuality based approach to developing academic skills, in particular related to writing processes. Presentation abstract plus notes are available at: https://goo.gl/NdcLHf.
Any comments and questions are appreciated.
The document describes a professional development workshop for 21st century teaching and learning. It includes an agenda with topics on using various web tools, collaborating online, and examples of projects teachers have created. Participants discuss tools their schools use, what they want to learn, and how they think technology will change education. The workshop aims to help teachers advance in their skills and prepare students for a more digital world.
The document discusses the vision for the Illuminating Learners District to get students and staff "plugged into" learning in the 2010-2011 school year. It envisions learners today as creators, remixers, collaborators, and owners of their own learning. It also discusses how learners today have access to more information resources and can create and share digital content, and that collaboration and sharing knowledge is expected. Finally, it discusses connecting learners inside and outside of classrooms through various technologies.
As someone who has taught technical writing at the community college level since 1989, seeing it morph and move through various iterations nudged and guided by changes in technologies, settings/venues, politics, and pedagogy, I will present a discussion of the history and current challenges in eLearning modality and how we attempt to achieve those technical communication hallmarks. The goal is to strengthen and ‘repaint’ the bridge between education and professional practice, making the case that the seeming ‘pragmatism’ of technical writing enables its survival.
Blended EFL Clases at University Level LUZ 2013Doris Molero
This document discusses blended learning approaches for English language learners. It combines face-to-face classroom instruction with online components using tools like blogs, social media, and virtual worlds. Students collaborate online on projects, participate in discussions, and complete assessments. The approach aims to develop students' digital literacy and 21st century skills through multimodal learning, networking, and lifelong self-directed study.
The document discusses several topics related to education including:
1) Shifting the focus of literacy from individual expression to community involvement.
2) According to Clay Shirky, there are four steps to mastering the connected world: sharing, cooperating, collaborating, and collective action.
3) Findings from a study showed that increased technology use does not lead to student learning on its own, but effectiveness depends on the teaching approaches used with technology.
A presentation given to teacher-librarians at the Saskatchewan IT Summit, E-Merging Learning.
Supporting documentation can be found at http://teacherlibrarian20.wikispaces.com/pln
This document discusses the changing nature of teaching and learning from the 20th to 21st centuries. It notes that today's digital students learn differently than traditional students and that teachers need to adapt practices to the new digital landscape. Specifically, it advocates creating various learning spaces in the classroom to support different styles such as secret spaces for solitary work, group spaces for collaboration, and publishing spaces where students can document and share their learning. The document suggests that embracing technology, social media, and new approaches can help engage today's students and spark positive educational change.
How to Teach 21st Century Skills with TechnologyPenPalSchools
A quick presentation to learn how to teach 21st century skills (like creativity, collaboration and empathy) with educational technology tools like PenPal Schools. Learn more at www.penpalschools.com.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond the walled garden - the story of how one learner used social media for professional learning and development.
1. Beyond the walled garden.
The story of how one learner used social media for professional learning
and development.
Helen Crump
@crumphelen
7th June, 2013
#celt13
2. Introductions.
I live in Co. Leitrim in the North West of
Ireland.
I work in the community, supporting and
helping people with their literacy practices.
I’m a recent graduate of St. Angela’s College,
Sligo where I completed an M.A. in
Technology, Learning, Innovation and Change.
Literacy as a social and situated practice
Literacy as meaning making
Literacy as learning technology
I’m a literacies practitioner and a learner.
8. Open education.
Welcome!
The Program for Online
Teaching Certificate Class,
an open online class, will
begin again in September
2013.. The class is free,
offered by the Program for
Online Teaching (not an
accredited institution), run
by volunteer faculty and
participants, and open to
everyone. We offer a
certificate for those who
fulfil the syllabus
requirements, and open
participation for anyone
not interested in the
certificate.
Learningcreep is born, a blog to take my learning forward.
9. Communities of Practice [CoPs].
The Social Learning Centre is a joint initiative between the Centre for Learning & Performance
Technologies and Jarche Consulting.
A new Community of
Practice intended for
those interested in the
use of social media to
work and learn
smarter. This is a place
where you can join
discussions, ask
questions, share
links, experiences and
events with others about
social learning – whether
it be in education or in
the workplace. Jay Cross
calls it “the living room
for social learning
conversations”!
Jane Hart
Founder of the Centre for Learning &
Performance Technologies (C4LPT).
Harold Jarche
Co-author of The Working Smarter
Fieldbook.
a shared passion, and a desire to learn how to do it better.
10. MOOCs.
•
•
•
•
•
•
MOOC MOOC #moocmooc Jan 6th to 12th, an examination of the MOOC phenomenon offered by Hybrid Pedagogy.
Open Learning Design Studio’s MOOC – “Learning Design for a 21st Century Curriculum” #OLDSMOOC Jan 10th to Mar 13th, offered by JISC.
Educational Technology & Media #ETMOOC Jan 13th to Mar 30th, offered by Alex Couros @courosa and ‘conspirators’.
eLearning and Digital Cultures #EDCMOOC Jan 28th to Mar 3rd, offered on the Coursera platform by a team from Edinburgh University.
Social Media #CNSoMe Feb 25th to May 5th, offered on the Canvas Network.
Open Course in Technology Enhanced Learning #ocTEL April 3rd to June 21st, offered by The Association for Learning Technology (ALT).
my MOOCs (so far).
11. Classification of MOOCs.
Grainne Conole, “the current discourse
around the concept of xMOOCs and cMOOCs
is an inadequate way of describing the variety
of MOOCs and the ways in which learners
engage with them.”
many ways to engage in a…
https://twitter.com/audreywatters/status/314119610851008512
Suggested twelve dimensions of MOOCs:
1. degree of openness
2. scale of participation (massification)
3. amount of use of multimedia
4. amount of communication
5. extent to which collaboration is included
6. type of learner pathway (from learner centred
to teacher-centred and highly structured)
7. level of quality assurance
8. extent to which reflection is encouraged
9. level of assessment
10. how informal or formal it is
11. autonomy
12. diversity
14. Rhizomatic learning.
Deleuze & Guttari, 1980; Cormier,
2011
A rhizome has no beginning or end…
like the learning process
learn as a nomad, rhizomatically, growing and changing
ideas as you explore new contexts; making your own path.
15. Lurking and learning vicariously.
Lave and Wenger, 1991 ; Bandura, 1962
look and learn: lurk and learn.
16. Heutagogy.
Hase and Kenyon, 2000
“I’m convinced the best learning takes place when
the learner takes charge” – Seymour Papert
self-directed or self-determined learning.
20. Social learning.
Social learning - you’re
already doing it. It’s going on
all the time; it’s just that social
media helps enable it on a
much larger scale - Jane
Bozarth
learners are increasingly coming to expect a social experience.
21. Build your personal learning network [PLN].
You can use a PLN to:
•
•
•
•
organise links and sources
ask and answer questions
curate content
reflect on learning
A PLN is a filtering system to help you
to cope with ‘information overload’.
• technical algorithms (search
engines)
• personalised algorithms (RSS feeds)
• social algorithms (network
connections)
filter and collect knowledge through people.
22. Bring your learning together.
Learning as a narrative process.
(Clark and Rossiter, 2008)
When we learn something, we’re
essentially trying to make sense of
it, to discern its internal logic, and
figure out how it’s related to what
we already know.
In constructing a narrative we can
make diverse experiences cohere,
establish connections and make
sense out of chaos or complexity.
Narrative is how we make meaning.
It’s also how we craft our sense of
self, our identity.
make sense; narrate your learning by blogging.
23. #justsaying
Blogging makes learning visible; it’s
learning out loud.
Blogging is fun, but it’s not easy. Like
Seymour Papert says, the best fun is
often hard fun.
Every time I write a blog post I get
butterflies in my stomach. I type the
words and craft the sentences; I read
back over the post; I read again; I rephrase certain bits and change certain
words hoping that they convey my
precise meaning and tone, hoping
that I’m not saying anything too
stupid, too banal, inaccurate or
controversial before I finally hit the
publish button to experience the hard
fun that's like jumping off a zip-wire.
blogging – it’s hard fun; it’s zip-wire fun.
24. Present your learning and achievements (display badges).
a blog as portfolio and business card.
25. #justsaying
Open badges
(Belshaw, 2013)
Learning happens everywhere, but it's
often difficult to get recognition for
skills and achievements that happen
online or out of school.
[me] …or for skills that are embedded
in subjects and activities.
Badges are visual representations of
achievements, learning, skills,
interests and competencies. Open
badges can capture learning wherever
and however it happens.
?
Badges can be used for “stealth
assessment”. [me] Why assess by
stealth? It doesn’t half sound sneaky,
never mind “done to”. Why not be
more upfront? Why not call it “honour
assessment” instead?
open badges could be used to honour embedded skills.
26. #finally
It’s time to make
learning:
• learner-centred, or
self-directed
• connected
• social
• visible
• whole
learning practices are changing.
http://www.flickr.com/photos/fredcavazza/2564571564/sizes/o/customarily within education technologies have been regarded as “tools” (Papert 1980) however, with the advent of online social spaces and technology’s ability to blur the boundary of the classroom and alter the context of learning (Parry, 2008; Ebner et al., 2010), Goodfellow (Goodfellow and Lea, 2007) suggests that more accurately technologies should be viewed as “sites of practice” (p. 50), in acknowledgement that application and meaning making is shaped by social relations emanating from the wider social and institutional setting. Further, he cautions that identities within these sites must be taken account of, as they are likely to be contested.
Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.http://www.ewenger.com/theory/
http://www.flickr.com/photos/ergonomic/3477630208/sizes/o/http://www.teachthought.com/learning/the-difference-between-instructivism-constructivism-and-connectivism/ Connectivism: A Learning Theory for the Digital Age, International Journal of Instructional Technology and Distance Learning, Vol. 2 No. 1, Jan 2005
http://journeywithjohnsons.blogspot.ie/2011/04/meet-batbaatar-from-mongolia.htmlhttp://www.flickr.com/photos/26341279@N05/2473317114/sizes/l/in/photostream/A rhizome, sometimes called a creeping rootstalk, is a stem of a plant that sends out roots and shoots as it spreads. It is an image used by D&G to describe the way that ideas are multiple, interconnected and self-relicating. A rhizome has no beginning or end… like the learning process.The rhizome is, in a manner of speaking, a kind of network. It’s just a very messy, unpredictable network that isn’t bounded and grows and spreads in strange ways. The nomads make decisions for themselves. They gather what they need for their own path. I think we should be hoping for nomads.Nomads have the ability to learn rhizomatically, to ‘self-reproduce’, to grow and change ideas as they explore new contexts. They are not looking for ‘the accepted way’, they are not looking to receive instructions, but rather to create.