Capturing Learners' Experiences of a Video Tutorial WebsiteJulian Prior
This presentation highlights the different ways we are capturing learners' experiences of there Lynda.com video skills training website at Southampton Solent University.
This document discusses how MOOCs may change between now and 2020. It notes that while early MOOCs were scheduled like traditional courses, self-paced MOOCs now have advantages over scheduled models. It also explores revenue models for MOOCs, like charging for verified certificates, and how course development works in a cycle of semesters. Issues like discussion forums that don't last and needing clean content are challenges for self-paced courses. The role of teachers may also change as community TAs help lead discussions in various global locations. By 2020, MOOCs could evolve even further beyond the self-paced model currently used.
Faculty development presentation 13 14Laura Pickel
This document discusses the flipped classroom model of instruction. Some benefits noted are increased student engagement in class, ability for students to review videos multiple times to better understand challenging problems, and ownership over the instructional process when teachers create their own videos. Some challenges are that students may not watch the assigned videos and the format can still resemble a traditional lecture. The document also provides tips for creating effective instructional videos and next steps to further improve implementation of the flipped classroom approach.
The Computer Educator License (CEL) is an 18-credit hour add-on to existing teaching licenses that allows graduates to become technology coaches or teach computing classes in K-12 schools. The CEL program focuses on teaching technology skills, leadership, and putting learning into practice through field experiences. It provides opportunities to expand skills like designing computer labs, creating educational websites and apps, and customizing projects to interests and strengths. Earning a CEL increases opportunities as a technology specialist and fulfills requirements for an elementary education minor. Interested students should contact the program director and register for the introductory course.
This document provides information and instructions for setting up online assignment submissions in Blackboard at Regent's University. It discusses the differences between Blackboard and Turnitin assignments, how to create each type of assignment, and how students will submit assignments. The learning objectives are to understand Regent's expectations for online submissions, how to create Blackboard and Turnitin assignments, access student submissions, and view Turnitin originality reports. The session will also demonstrate creating an assignment in the staff testing area and conclude by discussing the benefits of online submissions.
Copy of a presentation given by Mary Schooneveldt & Sarah Phillips at Australian ConVerge08 e-learning conference on learning management systems, Melbourne Australia..
Pause & Rewind: simple techniques to build a MOOCBrian Mulligan
Brian Mulligan, Head of Online Learning Innovation at Institute of Technology Sligo, gave a webinar on simple techniques for building a MOOC with limited resources. He outlined principles like Pareto's 80/20 rule and agile development. Inspired by Salman Khan, he advocated for the power of short, simple video content using tools like PowerPoint, screen recording, and video editing software. The webinar covered topics like course design, team roles, planning, content creation, hosting on platforms like Moodle, automated assessment, and offering certificates to recognize learning. The goal is to make high quality online education accessible through free or low-cost MOOCs.
Capturing Learners' Experiences of a Video Tutorial WebsiteJulian Prior
This presentation highlights the different ways we are capturing learners' experiences of there Lynda.com video skills training website at Southampton Solent University.
This document discusses how MOOCs may change between now and 2020. It notes that while early MOOCs were scheduled like traditional courses, self-paced MOOCs now have advantages over scheduled models. It also explores revenue models for MOOCs, like charging for verified certificates, and how course development works in a cycle of semesters. Issues like discussion forums that don't last and needing clean content are challenges for self-paced courses. The role of teachers may also change as community TAs help lead discussions in various global locations. By 2020, MOOCs could evolve even further beyond the self-paced model currently used.
Faculty development presentation 13 14Laura Pickel
This document discusses the flipped classroom model of instruction. Some benefits noted are increased student engagement in class, ability for students to review videos multiple times to better understand challenging problems, and ownership over the instructional process when teachers create their own videos. Some challenges are that students may not watch the assigned videos and the format can still resemble a traditional lecture. The document also provides tips for creating effective instructional videos and next steps to further improve implementation of the flipped classroom approach.
The Computer Educator License (CEL) is an 18-credit hour add-on to existing teaching licenses that allows graduates to become technology coaches or teach computing classes in K-12 schools. The CEL program focuses on teaching technology skills, leadership, and putting learning into practice through field experiences. It provides opportunities to expand skills like designing computer labs, creating educational websites and apps, and customizing projects to interests and strengths. Earning a CEL increases opportunities as a technology specialist and fulfills requirements for an elementary education minor. Interested students should contact the program director and register for the introductory course.
This document provides information and instructions for setting up online assignment submissions in Blackboard at Regent's University. It discusses the differences between Blackboard and Turnitin assignments, how to create each type of assignment, and how students will submit assignments. The learning objectives are to understand Regent's expectations for online submissions, how to create Blackboard and Turnitin assignments, access student submissions, and view Turnitin originality reports. The session will also demonstrate creating an assignment in the staff testing area and conclude by discussing the benefits of online submissions.
Copy of a presentation given by Mary Schooneveldt & Sarah Phillips at Australian ConVerge08 e-learning conference on learning management systems, Melbourne Australia..
Pause & Rewind: simple techniques to build a MOOCBrian Mulligan
Brian Mulligan, Head of Online Learning Innovation at Institute of Technology Sligo, gave a webinar on simple techniques for building a MOOC with limited resources. He outlined principles like Pareto's 80/20 rule and agile development. Inspired by Salman Khan, he advocated for the power of short, simple video content using tools like PowerPoint, screen recording, and video editing software. The webinar covered topics like course design, team roles, planning, content creation, hosting on platforms like Moodle, automated assessment, and offering certificates to recognize learning. The goal is to make high quality online education accessible through free or low-cost MOOCs.
This document summarizes an online learning platform called Amar iSchool that aims to address issues with traditional offline education. It provides live, topic-based courses and certification. Key features include real-time interaction, low costs, quick responses from instructors, screen sharing, and employment opportunities after completing courses. Instructors can earn money by teaching online courses flexibly while students can enroll in courses, attend live sessions, give feedback, and earn rewards. The business model analyzes the potential student market in Bangladesh to estimate that with a 20% commission, annual revenue could be over 60 million BDT worldwide.
LVA Sakai CLE is a web-based course management system that allows faculty to add content and resources for students to access online. It enables presenting course materials, instructor-student interaction through assignments, quizzes, and posting grades. Key benefits are access anytime from anywhere with WiFi and 24/7 availability. Successful online learning requires self-motivation, discipline, organization, time management, word processing skills, email use, and ability to upload/download files. Students must take responsibility for their own work and contact instructors when needing assistance.
Tech Implementation with Limited Resources: How One Small School Hit the Grou...Teresa Potter
This document outlines strategies for implementing a new learning management system (LMS) at a small school with limited resources. It discusses:
1) The school context of 1,000 students, 100 faculty, and one instructional technologist to support a partially online program moving from Angel to D2L.
2) Five suggested implementation strategies: establish baseline LMS skills, provide tiered training, leverage existing training resources, create training focused on the most common 20% of topics, and minimize one-on-one training time.
3) Specific tools like WordPress, Camtasia and Vimeo that were used to create online training resources for faculty and students.
Short introductory level presentation showing how screencasting can be used as a tool in the classroom and the tools that you as a teacher need to get started.
Higher Ed 4.0 - Addressing the STEM shortage through new models of higher edu...Brian Mulligan
Higher Ed 4.0 is not just about technology to digitise existing approached to education. With technology we can now enable new models of higher education, that can be better, cheaper and easier to access.
This document discusses using screencasts for online and blended learning. It defines key terms like screencast and blended learning. A screencast is a digital recording of computer screen output with audio narration. Blended learning combines face-to-face and online learning. The flipped classroom model uses screencasts to deliver lectures as homework so class time can be used for inquiry-based learning. The document provides examples of how screencasts can be used and recommends free tools like Screencast-o-Matic for creating screencasts to deliver content, provide tutorials, and assess student understanding.
This document outlines the expectations and structure of an EDUC W200 course. It discusses grading policies, major projects including a digital story, case analyses, an e-book, and a teacher website. Expectations for class preparation, technology integration practices, and communication are also presented. The document directs students to resources for help, such as the course website, presentations, Google/YouTube tutorials, emailing the instructor, and the Teaching Technology Lab.
The document discusses creating a training plan for tutors who are hesitant about technology or "techno-phobic". It suggests that top-down, comprehensive technology-driven approaches do not work as well as bottom-up, tailored, and pedagogically-led approaches. The plan should acknowledge tutors' real fears and support them with context-specific just-in-time training, seeing peers' successes and difficulties, and addressing lack of support and vision through marketing the benefits of e-learning.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
A training toolbox for editors - Hilary CadmanTheSfEP
This document provides an overview of training tools for editors, including webinars, online courses, and screencasts. It discusses webinar platforms like GoToWebinar and Zoom, how to prepare and structure webinars, and using webinars for business opportunities. Online course platforms like Udemy, Thinkific and Teachable are presented, along with how to develop course content and modules. Screencasts are defined as video recordings of computer screens that can include audio narration, and tips are provided for creating and sharing them.
This document provides information about a Beginning Office class taught by Mrs. Wei. It includes her contact information, the class website link, textbook information, and an overview of Mrs. Wei's background and the classes she teaches. It outlines expectations for students, the grading policy, required materials, projects and assessments. It also details class rules, lab policies, and how to contact the instructor.
Migrating Course Info into KeLIP (Moodle) Lesson Plan
How to translate and create lesson plan in the KeLIP(Moodle) platform based on the course info document.
A presentation I gave in 2010 on the then current state of national education and what vendor opportunities were available.
Sadly I think that we will be losing some of this.
E-learning is designed to teach learners through self-paced, experiential learning based on adult learning principles. It is not simply classroom materials like presentations, notes or recordings converted to a digital format. E-learning uses instructional design models like ADDIE to facilitate learning through interactive online content and assessments to both reinforce learning and evaluate achievement of objectives. It is not virtual instructor-led training, but rather self-directed study meant to problem solve and apply knowledge to real work contexts through formative and summative assessments throughout and at the end of a course.
This document discusses using digital learning and 1:1 devices in math classrooms. It outlines advantages like meeting 21st century skills, engaging students, and ease of distributing information. Disadvantages include lack of computer literacy, reliability issues, and students forgetting devices. The author describes using flipped videos from Khan Academy, uploading practice and assessments for students to complete digitally and submit for feedback, and using online testing platforms. Instructions are provided on sharing files and folders with students so they can make copies to complete and return classwork digitally.
Enhancing a Modular Redesign with Enhanced WebAssignCengage Learning
Recording Date: 2/6/14
Presenter: Luke Walsh
A modular approach to redesign is a perfect fit for the tools and features found in Enhanced WebAssign (EWA). In this session, we will explore the powerful resources found in EWA, showing how simple they are to implement for instructors and keep students engaged and elevated in their thinking. Come learn how to harness the power of EWA and get your developmental math students learning math, not just doing math.
The Flemington Reading and Writing Program has merged with the Flemington Neighbourhood House to form the new Farnham Street Neighbourhood Learning Centre. The Centre offers various classes including computer skills classes which are popular. However, some students, especially women with young children, miss classes and fall behind, becoming discouraged. AccessACE provided funding and advice to help the Centre develop a plan to help retain these students. The plan included online tutorials accessible from the Centre's website, a separate virtual network for ESL students, selling refurbished Linux computers to students, different login levels for teachers and students, and setting up a VPN for remote student access. This helped the Centre better retain target students and support their success.
Talk at Brunel University, 7th October 2015.
We are in the midst of a time of change in higher education, it is hard to distinguish hype from innovation. Based on my own experience and the literature I will explore aspects of pedagogy, economics and data around the growing trend towards 'flipped class' teaching.
http://alandix.com/academic/talks/Stories-of-Flipping-Brunel-2015/
"From Making to Learning" : Dev Camps as a Blueprint for Re-inventing Project...Irene-Angelica Chounta
Dev Camps are events that enable participants to tackle challenges using software tools and different kinds of hardware devices in collaborative project style activities. The participants conceptualize and develop their solutions in a self-directed way, involving technical, organizational and social skills. In this sense, they are autonomous producers or " makers ". The Dev Camp activity format resonates with skills such as communication, critical thinking, creativity, decision making and planning and can be considered as a bridge between education and industry. In this paper we present and analyze experience from a series of such events that were co-organized between an industrial partner acting as a host and several university partners. We take this as an indication to envision new opportunities for project-based learning in more formal educational scenarios.
The document discusses using technology navigators and personal portals to integrate face-to-face and online students in "synchromodal" classes, going through different models used including shared portals, personal portals, and enhanced personal portals, and highlighting lessons learned and positive instructor feedback about how well the approaches allowed remote students to participate similar to in-person students.
This document summarizes an online learning platform called Amar iSchool that aims to address issues with traditional offline education. It provides live, topic-based courses and certification. Key features include real-time interaction, low costs, quick responses from instructors, screen sharing, and employment opportunities after completing courses. Instructors can earn money by teaching online courses flexibly while students can enroll in courses, attend live sessions, give feedback, and earn rewards. The business model analyzes the potential student market in Bangladesh to estimate that with a 20% commission, annual revenue could be over 60 million BDT worldwide.
LVA Sakai CLE is a web-based course management system that allows faculty to add content and resources for students to access online. It enables presenting course materials, instructor-student interaction through assignments, quizzes, and posting grades. Key benefits are access anytime from anywhere with WiFi and 24/7 availability. Successful online learning requires self-motivation, discipline, organization, time management, word processing skills, email use, and ability to upload/download files. Students must take responsibility for their own work and contact instructors when needing assistance.
Tech Implementation with Limited Resources: How One Small School Hit the Grou...Teresa Potter
This document outlines strategies for implementing a new learning management system (LMS) at a small school with limited resources. It discusses:
1) The school context of 1,000 students, 100 faculty, and one instructional technologist to support a partially online program moving from Angel to D2L.
2) Five suggested implementation strategies: establish baseline LMS skills, provide tiered training, leverage existing training resources, create training focused on the most common 20% of topics, and minimize one-on-one training time.
3) Specific tools like WordPress, Camtasia and Vimeo that were used to create online training resources for faculty and students.
Short introductory level presentation showing how screencasting can be used as a tool in the classroom and the tools that you as a teacher need to get started.
Higher Ed 4.0 - Addressing the STEM shortage through new models of higher edu...Brian Mulligan
Higher Ed 4.0 is not just about technology to digitise existing approached to education. With technology we can now enable new models of higher education, that can be better, cheaper and easier to access.
This document discusses using screencasts for online and blended learning. It defines key terms like screencast and blended learning. A screencast is a digital recording of computer screen output with audio narration. Blended learning combines face-to-face and online learning. The flipped classroom model uses screencasts to deliver lectures as homework so class time can be used for inquiry-based learning. The document provides examples of how screencasts can be used and recommends free tools like Screencast-o-Matic for creating screencasts to deliver content, provide tutorials, and assess student understanding.
This document outlines the expectations and structure of an EDUC W200 course. It discusses grading policies, major projects including a digital story, case analyses, an e-book, and a teacher website. Expectations for class preparation, technology integration practices, and communication are also presented. The document directs students to resources for help, such as the course website, presentations, Google/YouTube tutorials, emailing the instructor, and the Teaching Technology Lab.
The document discusses creating a training plan for tutors who are hesitant about technology or "techno-phobic". It suggests that top-down, comprehensive technology-driven approaches do not work as well as bottom-up, tailored, and pedagogically-led approaches. The plan should acknowledge tutors' real fears and support them with context-specific just-in-time training, seeing peers' successes and difficulties, and addressing lack of support and vision through marketing the benefits of e-learning.
Online Tests: Filling in the Gaps | Mary-Ann Shuker & Dr Suzzanne Owen - Grif...Blackboard APAC
Blackboard online tests are powerful, with multiple settings and multiple question types. So often test are created with only two question types - multiple choice and short answer - with the majority testing recall only. Academics are often confused or simply unaware of all the settings and steps in administering tests. We present a tool developed to: engage academics with the full range of automatically marking question types; explain how to create higher order thinking questions; and expose them to the full workflow of online test capabilities. This tool can be used in a class or as self-directed learning. Finally we share statistics and feedback on its success and a tricky method for enticing busy academics to fully engage in a class for two hours.
A training toolbox for editors - Hilary CadmanTheSfEP
This document provides an overview of training tools for editors, including webinars, online courses, and screencasts. It discusses webinar platforms like GoToWebinar and Zoom, how to prepare and structure webinars, and using webinars for business opportunities. Online course platforms like Udemy, Thinkific and Teachable are presented, along with how to develop course content and modules. Screencasts are defined as video recordings of computer screens that can include audio narration, and tips are provided for creating and sharing them.
This document provides information about a Beginning Office class taught by Mrs. Wei. It includes her contact information, the class website link, textbook information, and an overview of Mrs. Wei's background and the classes she teaches. It outlines expectations for students, the grading policy, required materials, projects and assessments. It also details class rules, lab policies, and how to contact the instructor.
Migrating Course Info into KeLIP (Moodle) Lesson Plan
How to translate and create lesson plan in the KeLIP(Moodle) platform based on the course info document.
A presentation I gave in 2010 on the then current state of national education and what vendor opportunities were available.
Sadly I think that we will be losing some of this.
E-learning is designed to teach learners through self-paced, experiential learning based on adult learning principles. It is not simply classroom materials like presentations, notes or recordings converted to a digital format. E-learning uses instructional design models like ADDIE to facilitate learning through interactive online content and assessments to both reinforce learning and evaluate achievement of objectives. It is not virtual instructor-led training, but rather self-directed study meant to problem solve and apply knowledge to real work contexts through formative and summative assessments throughout and at the end of a course.
This document discusses using digital learning and 1:1 devices in math classrooms. It outlines advantages like meeting 21st century skills, engaging students, and ease of distributing information. Disadvantages include lack of computer literacy, reliability issues, and students forgetting devices. The author describes using flipped videos from Khan Academy, uploading practice and assessments for students to complete digitally and submit for feedback, and using online testing platforms. Instructions are provided on sharing files and folders with students so they can make copies to complete and return classwork digitally.
Enhancing a Modular Redesign with Enhanced WebAssignCengage Learning
Recording Date: 2/6/14
Presenter: Luke Walsh
A modular approach to redesign is a perfect fit for the tools and features found in Enhanced WebAssign (EWA). In this session, we will explore the powerful resources found in EWA, showing how simple they are to implement for instructors and keep students engaged and elevated in their thinking. Come learn how to harness the power of EWA and get your developmental math students learning math, not just doing math.
The Flemington Reading and Writing Program has merged with the Flemington Neighbourhood House to form the new Farnham Street Neighbourhood Learning Centre. The Centre offers various classes including computer skills classes which are popular. However, some students, especially women with young children, miss classes and fall behind, becoming discouraged. AccessACE provided funding and advice to help the Centre develop a plan to help retain these students. The plan included online tutorials accessible from the Centre's website, a separate virtual network for ESL students, selling refurbished Linux computers to students, different login levels for teachers and students, and setting up a VPN for remote student access. This helped the Centre better retain target students and support their success.
Talk at Brunel University, 7th October 2015.
We are in the midst of a time of change in higher education, it is hard to distinguish hype from innovation. Based on my own experience and the literature I will explore aspects of pedagogy, economics and data around the growing trend towards 'flipped class' teaching.
http://alandix.com/academic/talks/Stories-of-Flipping-Brunel-2015/
"From Making to Learning" : Dev Camps as a Blueprint for Re-inventing Project...Irene-Angelica Chounta
Dev Camps are events that enable participants to tackle challenges using software tools and different kinds of hardware devices in collaborative project style activities. The participants conceptualize and develop their solutions in a self-directed way, involving technical, organizational and social skills. In this sense, they are autonomous producers or " makers ". The Dev Camp activity format resonates with skills such as communication, critical thinking, creativity, decision making and planning and can be considered as a bridge between education and industry. In this paper we present and analyze experience from a series of such events that were co-organized between an industrial partner acting as a host and several university partners. We take this as an indication to envision new opportunities for project-based learning in more formal educational scenarios.
The document discusses using technology navigators and personal portals to integrate face-to-face and online students in "synchromodal" classes, going through different models used including shared portals, personal portals, and enhanced personal portals, and highlighting lessons learned and positive instructor feedback about how well the approaches allowed remote students to participate similar to in-person students.
This document contains a summary of Demetra King's graduate coursework portfolio. It includes 14 sections summarizing 11 courses taken over 2 years, focusing on instructional technology, online learning, and instructional design. The courses covered topics like using Microsoft Office, integrating technology into teaching, virtual worlds in education, and online course design. Assignments included projects like wikis, blogs, and multimedia productions. The final section describes a culminating project and capstone portfolio where Demetra compiled and reflected on her work, demonstrating the knowledge and skills gained throughout her master's program in learning technologies and instructional design.
The Digital Practitioner in Context and PracticeJisc Scotland
The document outlines an event aimed at broadening understanding of the digital practitioner in the context of further and higher education. The event aims to engage participants in a practical approach to determining the skills and knowledge required to become an effective digital practitioner and give an overview of learning technologies. Through hands-on sessions, participants will gain experience using technologies like mobile devices. The document then provides examples of case studies highlighting innovative uses of technology for learning, outlining challenges of becoming a digital practitioner and strategies various institutions have implemented to support digital literacy.
This document evaluates the online learning environment "E-Learning Center" and its network course. It provides an overview of the goals of E-Learning Center, which are to increase users' opportunities, skills, and proof of achievements. The purpose of the evaluation is to assess student performance and the effectiveness of the learning environment. The evaluation standards cover quality, feedback, relevance, and appropriateness for the audience of learners studying from home at their own pace. The advantages include flexibility, free access, variety of courses, and self-paced learning. The limitations are poor design, ability to repeat assessments, lack of real certifications, and no communication tools.
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
Technology and learning_guest speaker notes_July 2018RouzbehVatanchi2
The purpose of this course was to examine the use of technology to enhance organizational learning. To help students get first-hand insight and learn about career opportunities, trends and industry practices, we were fortunate to have 2 guest speakers towards the end of the semester.
The slides are the questions and answered discussed.
The document discusses designing quality instruction for online learning. It notes that more students are taking online courses and outlines some benefits and challenges of online learning. It emphasizes the importance of instructional design principles like the ADDIE model and Quality Matters standards. Specifically, it stresses carefully designing learning objectives, facilitating student interaction and discussion, and ensuring technology enhances rather than dictates the course objectives. The key is embracing new approaches like connectivism while still recognizing the value of traditional learning theories. Overall, online learning requires innovative yet rigorous design to create quality instruction.
This is presentation of our booth @ Forum 2014 event Louvain-la-Neuve, Aula Magna, 6/11/14.
Particularily (but not only) for visitors who missed time to meet us. Some reflexions about E-Learning 2.0 and new learning challenges for HR ... and some details about our services portfolio. Hear from you later.
From marking in the park to grading in the garden, or at your office desk, Turnitin assignments can be marked offline or online. In this session we will demonstrate both the full web version of GradeMark, and the flexible iPad app that allows you to mark work wherever you may be.
This document summarizes Webinar 1 of the deMOOC course. It introduces the participants to Moodle and Mahara and encourages them to try out mood detector apps. It provides bios of the main designers and facilitators of the course, including Carole McCulloch and Stephan Schmidt who will be presenting in future webinars. Participants are guided on how to explore and engage with the various course elements in Moodle and Mahara, and are informed about the next webinar on preparing to participate in a Moodle course.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
The Digital Practitioner - UHI VC workshop Jisc Scotland
The session provided an overview of the skills and challenges required to become an effective digital practitioner. It explored key topics such as digital literacies, technologies that support learning, and the evolving role of educators. Participants engaged in hands-on activities using tools like VoiceThread and explored case studies highlighting innovative uses of technology in academic institutions. The session aimed to provide a practical understanding of digital practitioner skills through discussion and interactive exercises.
Dice Analytics is offering online interactive training courses led by industry experts. Their real-time online learning model combines content delivery, hands-on work, and project-based learning. Participants can apply their new skills to solve real-world problems. The training aims to be highly engaging through interactive case studies, problem-solving exercises, and social learning through peer interaction and global perspectives.
Authentic Assessment and Evaluation in the Fully Online Learning Community (F...rolandv
Participants will encounter Authentic Performance-based Assessment principles in order to backwards map the courses by working backwards from the learning outcomes.
Concepts discussed will include:
● Peer/Self Assessment
● Pass/Fail evaluation
● Designing Authentic Tasks
● Co-designing Learning Outcomes, including rubrics and other measurement tools
● Alternative Modes of Data Representation and Designing Equivalencies
● Using Visualizations as Modes of Student-centred Feedback
● Personal Learning Environments (PLEs) and Networks (PLNs)
● Process & Product-only Orientations
This document discusses using technology like Google Classroom, Google Sites, and Google Hangouts for online learning. It provides guidance on setting up virtual classrooms using these tools, including creating classes, inviting students, assigning tasks, and facilitating synchronous interactions. Synchronous interactions could involve check-ins, sharing, scheduling meetings, inviting students, and assessing students through speaking tasks. Asynchronous learning involves planning, designing, preparing, and participating in internet learning spaces and assessing students.
This document summarizes the key discussion points from a meeting to develop a 3-year digital learning integration strategy for NBC school. The meeting focused on determining the appropriate technologies for students in different year levels, the best model for technology integration, and how technology can be used to enhance teaching and learning. Small groups discussed these questions and shared their responses. The information from the meeting will be used to create a draft digital learning strategy document for the school. Feedback on the draft will be collected before the end of the term. The overall goal is to define the skills, tools, and devices students should have by 2018 with the guidance of this new strategy.
Similar to BlueBehavior and Virtual Classes - Seven Summary Slides (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
3. Multilayered Solution
Blended Learning towards New WoW
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Virtual Class Intro
3Se also the ABC of international program design...
LocationClassVirtualClassE-Learning
Tech Trial
Pre-requisite
foundation
Kick-off
Dialogue- and Exercise
Module(s)
Essential
Skills
Topic
Challenge
Project
Work
Final
Deliveries
Case- and
Networking
Brush-up
and Ad-hoc
New
WoW
4. Highly relevant “niche”
Ability to be personally, meaningfully
and effectively present as a trainer and
facilitator across physical barriers.
= the missing piece in truly blended learning
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5. Truly Virtual Classroom*
Tons of new opportunities
• Managing the mike
• Sharing webcam
• Raising hands
• Feedback chat
• Quick 1-page polls
• Taking tests
• Live whiteboard
• Sharing screens
• Receiving eval
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*in most CRD portals
6. Needed User Hardware
What they already have:
Sound, sight & speed: Headset, Camera & 700 kbps
+ ‘turtle” if working in groups
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7. Top10 Existing Classes
TAO Leadership – interpersonal time, agreements and observations
Giving and Receiving Feedback – appreciating gifts and keeping cool
4M Communication – message, motivation, media and manners
Distance Leadership – delivering leadership across all distances
Individual Efficiency – prioritization, planning, getting things done
Cross Cultural Collaboration – working and leveraging differences
Risk Management – identification, appreciation and mitigation
Stakeholders – matched and meaningful project reporting
Skill/Will – matching leadership to needs of specific tasks
AEM Cubes – personal insight in preferences and innovation
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Roughly 60 min each
8. Connect
resources
to learning...
... without
complexity
or cost
Virtual Class Summary
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Flexibility Efficiency Granularity
• Meet more often,
without travelling
• Fits daily schedule
• Instantly ready
• Facilitated dialogue
• Collaboration tools
• Monitored and
measurable
• Ideal for applied
learning / case work
• Topic focus rather
than long days