This document discusses Bring Your Own Device (BYOD) policies and practices in education. It notes that BYOD refers to students and staff using their personal devices for learning purposes. The document lists potential benefits of BYOD, such as developing 21st century skills. It also discusses considerations for BYOD policies, including ensuring equality, appropriate use, infrastructure support, and clarifying responsibilities. The document provides an example of BYOD policies and practices being adopted in Espoo, Finland, where all students will be allowed to use their own devices and the school will provide devices for those who need them. It concludes by asking attendees to share their BYOD questions and discuss where their school is in adopting related policies and practices.
Faculty Centric Online Learning- An old tradition in a new formatBrian Mulligan
Mulligan, B., Mulligan, B., Schroeder, R. "Faculty Centric Online Learning- An old tradition in a new format." EDUCA Online Conference, Berlin, Nov 30 - Dec 2, 2011
Faculty Centric Online Learning- An old tradition in a new formatBrian Mulligan
Mulligan, B., Mulligan, B., Schroeder, R. "Faculty Centric Online Learning- An old tradition in a new format." EDUCA Online Conference, Berlin, Nov 30 - Dec 2, 2011
Abstract
The iPad has significant potential to have a transformative effect upon teaching
and learning practices in a higher education context. As evidence of this claim, this paper presents a case study that examines the approach and resulting benefits experienced
when introducing the devices within the School of Computing and Mathematics at Plymouth University. The approach taken was a phased introduction of the devices, firstly amongst academic staff, then a subset of first year undergraduate students, leading to adoption across the whole School based upon the success of the earlier stages (with success in this case being judged on the basis of both user engagement – e.g. staff production and student use of materials – and positive user feedback). iPads have been provided to both staff and students, with a range of positive impacts upon the teaching and learning practices that can now be regarded as standard within the School (including podcasting, use of eBooks, and interactive services). The iPad has been key to supporting
and integrating the various applications, and has delivered a significant uplift in the technology enhanced learning practices of the staff, each delivering associated benefits in the resulting student experience.
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La mobilité s'impose et nous expose. Faut-il subir ou gérer ? L'évolution de la mobilité en entreprise présentée et agrémentée par des démonstrations d'attaque et par les moyens de ...
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Abstract
The iPad has significant potential to have a transformative effect upon teaching
and learning practices in a higher education context. As evidence of this claim, this paper presents a case study that examines the approach and resulting benefits experienced
when introducing the devices within the School of Computing and Mathematics at Plymouth University. The approach taken was a phased introduction of the devices, firstly amongst academic staff, then a subset of first year undergraduate students, leading to adoption across the whole School based upon the success of the earlier stages (with success in this case being judged on the basis of both user engagement – e.g. staff production and student use of materials – and positive user feedback). iPads have been provided to both staff and students, with a range of positive impacts upon the teaching and learning practices that can now be regarded as standard within the School (including podcasting, use of eBooks, and interactive services). The iPad has been key to supporting
and integrating the various applications, and has delivered a significant uplift in the technology enhanced learning practices of the staff, each delivering associated benefits in the resulting student experience.
The iGeneration - the Future of Education Today! - Are Post Secondary institu...Tom D'Amico
K-12 Districts are transitioning to Digital Learning Environments where digital learning and teaching are prevalent - are post-secondary institutions ready for these digital learners?
La mobilité s'impose et nous expose. Faut-il subir ou gérer ? L'évolution de la mobilité en entreprise présentée et agrémentée par des démonstrations d'attaque et par les moyens de ...
Id101 what's new in ibm lotus® domino® 8.5.3 and beyond finalSaurabh Calla
With IBM Lotus Domino 8.5.3 we continue to drive enhancements to help customers manage their Domino environment and improve end user experience. This LS12 session described the new features of Domino 8.5.3 and provided an early look at what is coming up in 2012.
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http://sandymillin.wordpress.com/iateflwebinar2024
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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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Bring Your Own Device - the answer or just more questions
1. Bring Your Own Device —
the answer or just more
questions
Esko Lius, MA
Digital Communications Manager,
Learning Solutions
2. Bring Your Own Device
Theme table at the learning cafe
"Learning On The Go"
arranged by InnoOmnia
at Oppi Festival 12th April 2014.
Table hosted by Esko Lius.
3. Bring Your Own Device
BYOD refers here to models in which
students or staff utilize their personal
technology or digital environments for
work or learning purposes.
(Esko Lius)
4. Bring Your Own Device
BYOX
CYOD
BYOD
BYOD refers here to models in which
students or staff utilize their personal
technology or digital environments for
work or learning purposes.
(Esko Lius)
5. Added value of BYOD?
• 21st century skills
• Working life competences
• Digital citizenship
• Supporting multiple intelligences
• Connecting formal & informal
• Meaningful and personalized
• … cost-effectively?
6. BYOD / mLearning policy
• Equality
• Appropriate use
• Infrastructure
• Responsibilities
• Support principles
7. BYOD / mLearning practices
• Pedagogy & methods
• Support for professional
development
• Extended and augmented
learning environments
• Flexible roles
8. Basic education & BYOD in Espoo
• City council on 9th April 2014: OK!
• Wifi coverage improvements
• Own devices allowed for every pupils
• School provides devices if needed
• Safe & appropriate use guidance
• Privacy and intellectual rights issues
• Social media guidelines
Case
9. InnoOmnia – an entrepreneurial ecosystem
Students
Staff
Multisector
entrepreneurs
Case
10. Bring Your Own Device
Discussion:
What are your topical BYOD questions?
Where is your school in the "BYOD cycle"?
padlet.com/wall/byod-cycle