A presentation on how realistic it is, to integrate ICT into an Irish Classroom using the NCCA's (National Council for Curriculum and Assessment) ICT framework.
There are also some pointers to digital content.
A presentation on how realistic it is, to integrate ICT into an Irish Classroom using the NCCA's (National Council for Curriculum and Assessment) ICT framework.
There are also some pointers to digital content.
Educational Media & Technology in 2013: What’s Next? NYC Media Lab
Professor Chris Hoadley is a faculty member at NYU Steinhardt and director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. Hear his predictions for the future of educational technology.
Educational Media & Technology in 2013: What’s Next? NYC Media Lab
Professor Chris Hoadley is a faculty member at NYU Steinhardt and director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. Hear his predictions for the future of educational technology.
Quadrat conference 12122014 Thomas Fischer DISCUSSIDEC SA
Ευρωπαϊκή πλατφόρμα για Κοινότητες Πρακτικής στη Δια Βίου Μάθηση - Thomas Fischer, Hellenic Association for Education (HAEd).
Η παρουσίαση πραγματοποιήθηκε στα πλαίσια της ημερίδας "Συστήματα Διαχείρισης Ποιότητας σε οργανισμούς εκπαίδευσης και κατάρτισης" που διοργανώθηκε από την IDEC A.E. (www.idec.gr) στις 12 Δεκεμβρίου 2014 στον χώρο εκδηλώσεων του ALBA GRADUATE BUSINESS SCHOOL.
Η ημερίδα εντάσσεται στο πρόγραμμα QUADRAT (Υλοποίηση συστημάτων ποιότητας σε οργανισμούς μη τυπικής εκπαίδευσης) στα πλαίσια του οποίου αναπτύχθηκαν:
-βιβλίο
-εκπαιδευτικό πρόγραμμα
-software διαχείρισης συστήματος ποιότητας
Για περισσότερες πληροφορίες επισκεφτείτε το http://www.quadrat-project.eu
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
Future evolution of the learning technology ecosystemSimon Bates
Keynote presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"
this will test your knowledge on the latest trends and application of technology in the class that will enhance your knowledge and skills to the limit so that you would know the importance of integrating technology in the classroom as it is a prerequisite for students to be
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Methodological innovation for mathematics education researchChristian Bokhove
In this talk I will highlight how innovative research methods can help us in answering research questions for mathematics education. Some examples will be:
The use of social network analysis for communication networks of trainee mathematics teachers, as well as interactions in the mathematics classroom.
The use of sequence analysis for analysing data from an online mathematics tool.
The usefulness of open approaches to improve research transparency.
I will draw these projects together to sketch some interesting directions for mathematics education research.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Chapter 3 - Islamic Banking Products and Services.pptx
Blended learning design bmukk
1. CerOrganic Blended-Learning
Design
(Unit C531.1a,b&c)
CerOrganic European Conference:
Challenges in Training Advisors of
Organic Farmers
Dec 06th 2011 in Athens, Greece
ViS:AT IT – Systeme für Unterrrichtszwecke
2. Authors
David Smith is a learning technology analyst with a
PhD in the field of eLearning from Newcastle
University in Australia. In the last ten years, he has
specialised in the fields of learning pedagogy
(including technology) and learning analysis working
for education authorities in Australia and Austria.
Monika Moises has a masters degree in natural
science from the University of Vienna. She has worked
in international initiatives in the field of e-health and e-
education. She is interested in the implementation of
cooperative learning concepts in formal and informal
training in Europe and Latin America.
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
3. The concept of Blended-Learning
• “…combining established ways of learning and
teaching and the new opportunities offered by
technology in order to improve students' learning and
increase flexibility in how, when and where they
study”
Blended Learning Unit (CETL), University of
Hertfordshire, http://perseus.herts.ac.uk/
(05.03.2007)
• Pedagogical strategies should be combined with
technological tools to facilitate the learning
interchange (online and face-to-face activities)
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
4. TOOLS
DESIGN
MOTIVATION
COLLABORATION
INTERACTIVITY
MEDIA LEARNING
TARGET AUDIENCE
ASSESSMENT
COMMUNICATION
LEARNING
FEEDBACK PLATFORM
5. Aims & objectives
• To understand the various skills and practices
necessary to develop an eLearning course
• to design a blended learning course specifically for the
agriculture sector
• to utilise a learning management platform to effectively
store the materials and the desired communication
channels to deliver a blended learning course
• to illustrate the pedagogical underpinning for all
educational courses and specific to eLearning
courses
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
6. Learning outcomes
By the end of the course it is expected that
participants will
• have an understanding of the flexibility of eLearning
courses
• be competent in searching for resources appropriate for
eLearning courses
• be familiar with several problems and solutions
occurring in the field of eLearning
• be able to analyze critically and propose various
solutions to the design of various blended learning
courses
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
7. Methodology
• collaborative interactions based on PowerPoint
presentations, videos/podcasts and short activity
• web-based literature review
• textbooks, articles
• group interaction and discussion
• assignment writing
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
8. Learning/Technology tools
• WHAT CAN YOU USE?????????????????
Future of Screen Technology (TAT's Open Innovation
experiment)
• How do you define the parameters?
- It is essential to define the technology and the
capability of the participants. This can be done by
paper survey or telephone depending upon the
technology that is proposed for the course
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
9. Technology Tools
Personal page, know your participants-it is easier to create
groups and it may help in further communication
• Discussions
- Forums (social networking)
- Blogs (blogger)
- SMS
- SKYPE
- Chat
• Pod or Vodcasts
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
10. Content
• Design the content appropriate for the
participants. Do not try and put all the materials for
a face-to-face course in electronic format
• Use a variety of formats including print, image and
sound
• COPYRIGHT be careful that the material you use
is free of copyright and that you provide clear
instructions for participants about copyright
material they may submit
http://www.ict4lt.org/en/en_copyright.htm
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
11. Pedagogy
• What is the underlying learning strategy;
- Problem-based
- Case Study
- Project based… (G Salmon’s 5 stages)
http://tojde.anadolu.edu.tr/tojde8/reviews/etivities.htm
• Decide upon the collaboration that will involve the
whole group or smaller groups and the learning
activities they will be matched with.
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
12. Assesement
• It is vital that every learner has the opportunity to
present their learning (Yorke, M., 2003)
• Assessment should match the task and overall
course descriptor …portfolio, case based research…
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
13. Planning a Blended Course
• Course Overview and Introduction
• Learning Objectives
• Assessment and Measurement
• Resources and Materials
• Learner Interaction
• Course Technology
• Learner Support
• Accessibility
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
14. Planning a Blended Course
Organise your content into:
• Scope: what did you want the learners to achieve,
what is the purpose of the course
AND
• Sequence: the logical process of the learning
including the activities, support and assessment.
There are many tools that can be used from a
simple flow chart, story board or a grid
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
15. Planning Activity
• In groups of about 4:
Construct a scope and sequence to develop a guide
on how to make a bio-slurry
or
Construct a scope and sequence to develop a guide
on how to make a cup of herbal tea
ViS:AT IT – Systeme für Unterrrichtszwecke
BM:UKK, Monika Moises, David Smith Monika Moises, David Smith
17. Feedback
• We are all in the process of lifelong learning
(Pitman T., 2009)
• We can encourage communication from out
students by seeking feedback about the course
structure and delivery
• The feedback instrument as with everything else
should be appropriate for the course
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith
18. THANK YOU!
Monika Moises
moises.monika@gmail.com
Consultant of the Department IT-Systems for
Eductational Purposes of the Austrian Ministry of
Education
www.virtuelleschule.at/cerorganic
ViS:AT IT – Systeme für Unterrrichtszwecke Monika Moises, David Smith