This document summarizes a presentation about how Fort Hays State University is leveraging social media and collaborative technologies to enhance learning in the 21st century. It discusses moving from an industrial age teaching paradigm to a "Wikinomics" paradigm focused on collaborative learning and knowledge creation. It then outlines FHSU's strategic plan to develop an institutional ecosystem using social media tools to foster collaboration across different university audiences and integrate decentralized uses into a shared learning commons. Some early action plans and tactics are described, along with critical success factors for managing the strategic plan in real-time.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Contextualization of Open Educational Resources in Asia and EuropeJan Pawlowski
The presentation shows current developments of OER in Europe and Asia - starting with barriers and analysis of the current status, we realized three case studies, looking at OER in Finland, Malaysia and Philippines. The results lead to 10 main recommendations to achieve successful, cross-border collaborations for learning and teaching using OER.
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Over the past decades, information technology has had a disruptive effect on adult education. Today, learners can access libraries from their pocket and shape their thoughts while socializing on networks. The position of educators as ‘knowledgeable others’ has been challenged as experts can be found online and learners can control their own learning. Social media are changing adult education, because they offer tremendous potential to enhance learning processes. But do they really?
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
Are Wikis and Weblogs an appropriate approach to foster collaboration, reflec...Christian Schmidt
Authors version of a paper about my PhD project and the work of my colleague Mathias Krebs. the final version was published in the proceedings of KCKS 2010.
Mobile devices have been the focus of a push in many nations and internationally as part of
efforts to achieve greater literacy and numeracy among students. Research has shown a strong
link between Internet usage, the spread of broadband in a country, and its GDP. Those countries
that are the highest performing educationally already integrate mobile devices in their
education. This paper synthesizes empirical research on mobile devices from 2010 to 2013 in
K-12 schools by focusing on studies that demonstrate emerging themes in this area. It is also
clear that the pedagogy needed to be successful in creating positive outcomes in the use of
technology has to be student-centered with the aim of personalizing the learning experience.
Research found that students could become collaborators in designing their own learning
process. As students become independent learners, they become more prepared in the skills
needed for college and in their careers.
The Social Media Use and the Study Habits of MillennialsAJHSSR Journal
Social media use and social networking poured internationally in the present that no academic
institutions could stop its impact on education. Researches were conducted on the impact of these technologies
and its effectivity to certain school conditions. Hence, this study aimed at describing the extent of the usage of
social media as a vehicle to the improvement of study habits of the Carolinians especially to the stratified
proportionate and randomly chosen 50 Grade Ten students of the University of San Carlos, Basic Education
Department – South Campus in Cebu City, Philippines. Descriptive survey research using simple percentage,
mean and standard deviation was done using an adapted survey questionnaire which was tested for face and
content validity. To obtain reliability, the tool was pilot tested and was proven to be reliable (α = 0.891) using
Cronbach‘s Alpha. Based on the gathered data, students spent most of their time in social networking sites
whether on a typical day (28%) or weekend (46%) and they usually do this inside their bedroom (46%) or in an
internet café (54%) outside. They usually use their mobile phones (76%) to visit social sites and the majority
(34%) received less parental support. In terms of the students‘ level of study habit, it was rated average ( x =
3.32, SD = 0.33). This means that the use of social media does not give a negative influence on the study habits
of the students in this study. Even if most of them utilized whatever available technology they have such as their
mobile phones and they spend most of their time on internet cafés, it was recommended that parental
involvement and teachers‘ wise use of technology, pedagogy, and content should be strengthened for these
partners still play a significant role in achieving success both in instruction and education.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Social Learning Analytics Introduction (draft)Grant Penny
A draft presentation on social learning analytics (SLA) based on the paper references below.
Please note, this paper does extract content directly from this paper and therefore is not my original content.
Ferguson, Rebecca and Buckingham Shum, Simon (2012). Social learning analytics: five approaches. In: 2nd International Conference on Learning Analytics & Knowledge, 29 Apr - 02 May 2012, Vancouver, British Columbia, Canada, pp. 23–33.
Faculty attitudes towards integrating technology and innovationIJITE
Technological innovation is an important aspect of teaching and learning in the 21st century. This article
examines faculty attitudes toward technology use in the classroom at one regional public university in the
United States. Building on a faculty-led initiative to develop a Community of Practice for improving
education, this study used a mixed-method approach of a faculty-developed, electronic survey to assess this
topic. Findings from 72 faculty members revealed an overall positive stance toward technology in the
classroom and the average faculty member utilized about six technology tools in their courses. The
opportunities, barriers and future uses for technologies in the higher education classroom emerged from
the open-ended questions on the survey. One finding of particular concern is that faculty are fearful that
technology causes a loss of the humanistic perspective in education. The university is redesigning ten of its
most popular courses to increase flexibility, accessibility and student success.
Enhancing School Community through Technology Professional Development for Te...Kendra Minor
This presentation provides an overview of the roles and responsibilities of each collaborative partner; narrative about the process used to analyze, design, develop, implement and evaluate the professional development workshop; and the tools and community generated by the collaborative.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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!
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Survey of Techniques for Maximizing LLM Performance.pptx
Building Empires of Collaboration
1. Building Empires of Collaboration: Aligning and Using the
Social Web to Enhance Higher Education’s Value
Proposition
Larry Gould
Stacey Smith and Chris Crawford
Fort Hays State University
Quality in Higher Education
NCA HLC Annual Conference
April 8-12, 2011
Chicago, IL 60601
2. Framing the Presentation’s Organizing Question
Based on the understanding that Fort Hays State
University’s (FHSU) primary value proposition remains the
advancement of learning:
WHY and HOW is FHSU moving forward on the opportunities provided
by “open educational resources, emerging technologies and
participatory pedagogies” to become a 21 st century university with
enhanced and innovative traditional and virtual learning environments,
improved logistics and more powerful business intelligence?
3. WHY move forward now?
The Answer is Simple: The Advent of the Internet
Both organizational and individual sources continue to
erode higher education’s role as the gateway and keeper
of knowledge
“Only the Paranoid Survive”
Andy Grove – Former CEO of INTEL
4. WHY Now?
New and More Powerful Change Drivers
Inside the Higher Education Industry: We Continue to
Transition from the Age of Competition to the Age of Brands
(FHSU is betting that “Quality is the Future”)
Outside the Higher Education Industry: Emerging and
Intensifying Social, Political, Global and Technological Pressures
(Seven Revs, networks as the organizing principle for society and
institutions, Middle East revs, from Gutenberg to Google to GPS)
5. The Value Proposition and Its Production Functions:
The Industrial Age Teaching Paradigm
Faculty-centered, lecture-centered, classroom-centered
Course content designed and selected by a lone-ranger/craftsman belonging to
an academic guild
Individual learning prevails/Collaboration the exception
Technology perceived as a static, neutral tool/just apply it
Faculty workload and engagement obligations are for course and program
responsibilities/not socially produced and distributed learning
* See Barr and Tagg, 1995, Nov-Dec., “From Teaching to Learning—A New Paradigm for
Undergraduate Education”, Change: The Magazine of Higher Learning, 27 (6), 12-25.
6. The Value Proposition and Its Production Functions:
The “Wikinomics” Paradigm*
Collaborative learning**
Dominant pedagogy: Socially-constructed/Discovery-driven
Self-paced personal learning environments (think Edupunks, Edupreneurs and
the Transformation of Higher Education by Anya Kamenetz, 2010)
Faculty as mid-wives of an emergent learning process
Content co-creation and collaborative process with the “intentionality” on
process and student engagement
*Tapscott and Williams, Wikinomics, 2008
*Surowiecki, The Wisdom of Crowds, 2005
**Tapscott and Williams, Educause Review, Jan-Feb, 2010
7. The Value Proposition and Its Production Functions:
The “Wikinomics” Paradigm
Collaborative knowledge creation (Tapscott and Williams, 2010)
Social media tools and processes provide an “accessible, empowering,
dynamic, communally constructed framework of open materials and
platforms” on which you can run the university (emphasis on logistical
processes, efficiency and effectiveness rather than student learning
outcomes)
Collaborative tools and processes serve as business intelligence generators
Drives content exchange, collaboration, co-innovation, collaborative
learning and connectivity locally, between institutions and on a global scale
Monitoring participation and use of social media analytics are essential
8. HOW is FHSU Taking Advantage of this Emerging Revolution
in 21st Century Learning and the Tidal Wave of Social Media
Networking Tools and Approaches?
By developing and implementing a real-time strategic plan driven by
two systemic trends/imperatives---
(1) the increased freedom of learners to access, create and
co-create content; and
(2) “the opportunity for learners to interact with each other
outside of a mediating agent.” (Siemens & Matheos, 2010)
9. A Real-Time Strategic Plan for the Institutional Use
and Leveraging of Social Media Networking Tools
Strategy is about direction. FHSU is moving in the direction
of developing an institutional ecosystem/platform of
collaborative processes and tools to enhance and leverage
learning, business intelligence and logistical operations
The organizing principles of the plan—collaborative
learning and collaborative knowledge creation—and the
associated social media tools---will be used to foster
entrepreneurial, innovative, and risk-taking behaviors in six
different audiences across campus and beyond (see excerpted
FHSU strategic plan pages)
10. A Real-Time Strategic Plan for the Institutional Use
and Leveraging of Social Media Networking Tools
Planning Audiences/Targets for Socially-Produced Learning
Potential On-Campus Students
Current On-Campus Students
Potential Online Students
Current Online Students
Alumni
Friends of FHSU
11. A Real-Time Strategic Plan for the Institutional Use
and Leveraging of Social Media Networking Tools
The vision of an institutional social media ecosystem/platform becomes one of
several devices to help FHSU realize the entrepreneurial potential of its brand
promise “forward thinking, world ready.” Strategic themes like undergraduate
research, internationalization and learning for democracy are facilitated by using
this digital mashup/platform of tools to create “empires of collaboration”
(eCitizenship initiative)
The institutional strategy, in addition to college and program tactics, is
essential because FHSU needs to integrate and leverage the social media tools
and collaborative knowledge creation (content) currently taking place in
strategic budget units throughout the organization (see Indiana and IIllinois
pages/also CUNY, NCSU and Bates).
12. The Dynamics of Engagement, Leverage and
Integration Drive the Strategy
Engage the social media usage preferences of six targeted
audiences (current on-campus, prospective on-campus, current
online, prospective online students, alumni and friends)
Leverage the information to address the learning mission of
FHSU and create knowledge for planning and operations
Integrate and aggregate (Google?) budget unit professional and
personal uses of the social web into an institutional learning
commons for further collaborative learning and knowledge
creation
13. A Real-Time Strategic Plan for the Institutional Use
and Leveraging of Social Media Networking Tools:
Some Early Action Plans and Digital Tactics
New Faculty Workshop: Integrating Emerging Technologies and
Pedagogies of Engagement into the Course/Learning Design Process
Creation of Reusable Learning Objects
Facebook Planning Guide for Departments
Rethinking and Recentering Mobile, Social and Local Digital
Tactics
eCitizenship and Service Learning for both traditional and
distance education students
14. Critical Success Factors for Leading and
Managing the FHSU Plan in Real-Time
CONTEXT
CULTURE
PROCESS
METRICS
PEOPLE
POLICIES
The Social Media
Management Handbook,
Smith, Wollan & Zhou, 2011
15. Some Final Observations and Points to Ponder
1. Institutions with Distance Learning Operations Should Be Able
to “Bridge” the Transition to Mass Collaboration Sooner and
More Cost-Effectively (there are declining costs in already
having experience with collaborative learning)
2. You Should Not Have to Throw Out the Baby With the Bath
Water (Multiple Models will work and Traditional Learning
Environments can be augmented with the Social Web)
16. Some Final Observations and Points to Ponder
3. There are “Paradoxes” to be Recognized (e.g. faculty will use
the technologies to continue their current approaches to
learning, Boyerization emphasizes individual work, etc.)
4. Need it be said? It’s about the re-imagination of learning; not
the technology!
17. Questions?
Thank You
For slideshow and more:
www.fhsu.edu/provost
Twitter.com@provost24
Teacher-Scholar Journal:
http://www.fhsu.edu/teacher-
scholar/volume2/Volume2.html