Cal Shell Partnership Event 131108
โขDownload as PPT, PDFโข
2 likesโข778 views
The document discusses new approaches to learning, including collective learning and charting. It presents a model that moves beyond individual learning to recognize learners as consumers, contributors and connectors of knowledge. Collective learning involves learners connecting, consuming and contributing to knowledge as part of a group. Charting is presented as a way for learners to relate their progress to their goals and dynamically interact with their personal development over time with the help of other people and resources.
Report
Share
Report
Share
Recommended
An Introduction to OER Africa and AgShare
This document introduces OER Africa and AgShare, an initiative that promotes open educational resources (OER) in Africa. It discusses that OER has the potential to increase access to high-quality materials, reduce costs, and facilitate collaboration. AgShare specifically focuses on agricultural resources and uses a participatory action research approach involving students and stakeholders to co-create OER. Resources are hosted on the OER Africa website and focus on key agricultural institutions and value chains in several African countries. The next phase will strengthen critical value chains and involve dissemination of the AgShare methodology.
CCCOER June 18 Webinar: OER & Supporting Platforms
Quill West, Open Educaiton Project Mgr, Pierce College District and CCCPER President, leads the discussion with Nicole Finkbeiner, Open Stax on how to evaluate OER partnerships through the lens of the CARE Framework.
Open stax ecosystem model presentation for cccoer 6.12.18
Nicole Finkbeiner, Associate Director of Institutional Relationships presents the OpenStax Ecosystem to CCCOER Community.
Virtuous Spiral or Vicious Circle?
1) Universities are challenged to develop innovative solutions to complex problems through collaboration. This document examines bottom-up approaches where tacit knowledge is shared among faculty to create new knowledge.
2) The research studied a project at Maastricht University aimed at educational innovation across faculties using social network analysis and surveys of knowledge sharing attitudes.
3) Preliminary findings suggest educational innovators collaborate through sharing experiences and that knowledge sharing creates strong relationships and is seen as valuable, though more research is needed comparing other universities.
#WhatsTheDifference?
This document compares Twitter conversations among teachers using the hashtags #educhat and #acps. It finds that both hashtags contribute to Networks of Practice by connecting geographically distributed groups of teachers engaged in shared practices. Analysis of social network metrics and semantic networks reveal different characteristics between the two, including differences in homophily, structural roles, and discussion topics. The research suggests Twitter conversations can foster continuous professional development and knowledge sharing among teachers.
Oer score-190112
Presentation at the UK SCORE event on 19th Jan 2012. This presentation highlights findings from evaluation of the JISC/HEA UKOER programme.
Oer score-2012
The document discusses the start-up of Phase III of the UKOER synthesis and evaluation project. It will be led by Allison Littlejohn, Helen Beetham, Isobel Falconer, and Lou McGill at Glasgow Caledonian University. The project aims to make a wide range of existing digital learning resources freely available and discoverable by educators and learners. It also seeks to bring about sustainable changes in culture and practices around open sharing and reuse of educational resources.
Littlejohn mooc collective_final
The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
Recommended
An Introduction to OER Africa and AgShare
This document introduces OER Africa and AgShare, an initiative that promotes open educational resources (OER) in Africa. It discusses that OER has the potential to increase access to high-quality materials, reduce costs, and facilitate collaboration. AgShare specifically focuses on agricultural resources and uses a participatory action research approach involving students and stakeholders to co-create OER. Resources are hosted on the OER Africa website and focus on key agricultural institutions and value chains in several African countries. The next phase will strengthen critical value chains and involve dissemination of the AgShare methodology.
CCCOER June 18 Webinar: OER & Supporting Platforms
Quill West, Open Educaiton Project Mgr, Pierce College District and CCCPER President, leads the discussion with Nicole Finkbeiner, Open Stax on how to evaluate OER partnerships through the lens of the CARE Framework.
Open stax ecosystem model presentation for cccoer 6.12.18
Nicole Finkbeiner, Associate Director of Institutional Relationships presents the OpenStax Ecosystem to CCCOER Community.
Virtuous Spiral or Vicious Circle?
1) Universities are challenged to develop innovative solutions to complex problems through collaboration. This document examines bottom-up approaches where tacit knowledge is shared among faculty to create new knowledge.
2) The research studied a project at Maastricht University aimed at educational innovation across faculties using social network analysis and surveys of knowledge sharing attitudes.
3) Preliminary findings suggest educational innovators collaborate through sharing experiences and that knowledge sharing creates strong relationships and is seen as valuable, though more research is needed comparing other universities.
#WhatsTheDifference?
This document compares Twitter conversations among teachers using the hashtags #educhat and #acps. It finds that both hashtags contribute to Networks of Practice by connecting geographically distributed groups of teachers engaged in shared practices. Analysis of social network metrics and semantic networks reveal different characteristics between the two, including differences in homophily, structural roles, and discussion topics. The research suggests Twitter conversations can foster continuous professional development and knowledge sharing among teachers.
Oer score-190112
Presentation at the UK SCORE event on 19th Jan 2012. This presentation highlights findings from evaluation of the JISC/HEA UKOER programme.
Oer score-2012
The document discusses the start-up of Phase III of the UKOER synthesis and evaluation project. It will be led by Allison Littlejohn, Helen Beetham, Isobel Falconer, and Lou McGill at Glasgow Caledonian University. The project aims to make a wide range of existing digital learning resources freely available and discoverable by educators and learners. It also seeks to bring about sustainable changes in culture and practices around open sharing and reuse of educational resources.
Littlejohn mooc collective_final
The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
Collective Learning and Charting, Allison Littlejohn
1. The document discusses a new approach called "collective learning and charting" to support the transition from education to work.
2. It proposes using charting to help individuals relate where they are in their goals and development to where they started and want to be, and to make use of other people and resources.
3. The approach is based on research findings about how novices and experts create, consume, and share knowledge; self-regulate learning; and draw on collective knowledge to achieve goals.
Fh
This document discusses the future of teacher professional development and learning communities. It suggests that effective professional development must be sustained, focused on important content, and allow teachers to work collaboratively in learning teams to improve practice and student achievement. Traditional "sit and get" professional development is not as effective because teachers lack opportunities to apply and discuss learning with colleagues. True knowledge and improvement comes from teacher-directed learning that occurs through personal learning networks, professional learning communities, and communities of practice - all of which allow for collaboration and application of learning to the classroom in real-time.
8stepsrichmond
Sheryl Nussbaum-Beach is the co-founder and CEO of Powerful Learning Practice, LLC and president of 21st Century Collaborative, LLC. She is also the author of "The Connected Educator". The document discusses do-it-yourself professional development and becoming a connected educator through developing personal learning networks and participating in communities of practice. It provides examples of collaborative learning structures and emphasizes reflection and knowledge sharing to improve teaching practice.
Bryan Leadership
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
Developing Educational Practice #1
Visual aids and prompts for Day One of the Developing Educational Practice course at the University of the Arts London.
Promotingย Inclusive Excellence in Education
The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
Need a 150 word comment to the followingThe University of Pho.docx
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
Orientations
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, โโThe more we get together, the happier weโll beโ: promoting shared practice through curriculum initiativesโ was created for the Orientations: Language, Learning and Translation โ a conference held at Sohar University, Sultanate of Oman in 2008.
Edmonton catholic 2010
I apologize, upon further reflection I do not feel comfortable summarizing or endorsing all of the content and perspectives presented in this document.
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
Connected communities of change
This document discusses strategies for effective change agents in education. It emphasizes the importance of collaboration over individual efforts. Key points include:
- Change agents should be open to changing course, unlearning old ways, and taking risks to drive innovation.
- Individual change is strengthened by connecting with others through sharing ideas, collaborating on solutions, and acting collectively for change.
- Developing communities of practice allows educators to construct knowledge together and move beyond basic practices to a more systemic view of learning.
Clc2011 iste
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Personal Learning Environments: If ePortfolios are the Solution, then what is...
The document discusses personal learning environments and ePortfolios. It argues that while ePortfolios have potential, formal education only covers a small portion of lifelong learning. It then provides examples of how ePortfolios have been implemented successfully at Massey University to promote reflection and lifelong learning beyond formal courses. It concludes by arguing institutions must think strategically about blended learning to effectively integrate technology and promote a digital learning culture.
Tribe self-actualization
Leveraging tribe as a means for self-actualization can occur through connecting with others in personal learning networks (PLNs) and communities of practice (CoPs). When learners connect locally in professional learning communities (PLCs) and globally through their PLNs and CoPs, it allows for social and collaborative learning that enhances cognitive development. Connecting in online spaces amplifies the sharing of knowledge and ideas in a way that promotes diversity of thought and innovation. Forming connections through PLNs is the beginning of developing one's tribe, which provides opportunities for social and emotional fulfillment through collaboration, collective efficacy and developing a shared identity.
Plpko connectu
The document outlines an agenda for a meeting to discuss connected learning and professional development in the 21st century. It introduces the community leaders and connected coaches, then discusses how education may change because of the meeting. It defines communities and networks, and discusses professional learning communities, communities of practice, and personal learning networks as approaches to professional development.
Kickoff2012
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
Coaching Metacognition
Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using Connectivist Open Online Learning (COOL) technology tools and techniques.
Presentation at the 2014 Online & Blended Colloquium by Roz Hussin, Bill Lopez, and Jane Hanson, on April 14, 2014.
Cffbc 2010
Teachers are using technology in new ways to enhance instruction. Communities of practice and personal learning networks allow teachers to learn from each other across schools and countries. Coaches help distribute leadership and facilitate collaborative learning among teachers.
Using Social Media to Support Active Learning Processes: The Networked Knowle...
This document discusses using social media to support active learning through networked knowledge activities. It introduces the Networked Knowledge Activity Framework, which includes six types of activities - collect, curate, share, broker, negotiate, and create - that involve interacting with and producing knowledge objects. Examples are provided for each type of activity. The framework is intended to help instructors think beyond the classroom and promote student interaction, production and engagement with content and other learners through social media platforms. When implemented effectively, these networked knowledge activities can support active learning outcomes.
Biodiversity: Southern Fried STEAM... Innovative Learning Project, not a Stir...
Real-world projects provide an opportunity to students to explore a variety of different subjects, and most importantly, they prepare students for real world problem solving. In this presentation, we explore this idea using the concept of Biodiversity.
Connected Knowledge, collective learning
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Representing practice: practice models, patterns, bundles ....
This document discusses various approaches to representing teaching practice, including practice models, patterns, and bundles. It describes projects aimed at developing and evaluating these representations, including the Mod4L, Planet, and Share projects. Practice models are intended to structure learning activities, but may not inspire teachers or capture sufficient detail. Patterns describe effective solutions to problems, identified from practice rather than theory. Bundles also describe solutions, each with a problem statement, description of the solution, and factors for success or failure. The document considers challenges in representing practice generically while maintaining relevance and usability for teachers.
More Related Content
Similar to Cal Shell Partnership Event 131108
Collective Learning and Charting, Allison Littlejohn
1. The document discusses a new approach called "collective learning and charting" to support the transition from education to work.
2. It proposes using charting to help individuals relate where they are in their goals and development to where they started and want to be, and to make use of other people and resources.
3. The approach is based on research findings about how novices and experts create, consume, and share knowledge; self-regulate learning; and draw on collective knowledge to achieve goals.
Fh
This document discusses the future of teacher professional development and learning communities. It suggests that effective professional development must be sustained, focused on important content, and allow teachers to work collaboratively in learning teams to improve practice and student achievement. Traditional "sit and get" professional development is not as effective because teachers lack opportunities to apply and discuss learning with colleagues. True knowledge and improvement comes from teacher-directed learning that occurs through personal learning networks, professional learning communities, and communities of practice - all of which allow for collaboration and application of learning to the classroom in real-time.
8stepsrichmond
Sheryl Nussbaum-Beach is the co-founder and CEO of Powerful Learning Practice, LLC and president of 21st Century Collaborative, LLC. She is also the author of "The Connected Educator". The document discusses do-it-yourself professional development and becoming a connected educator through developing personal learning networks and participating in communities of practice. It provides examples of collaborative learning structures and emphasizes reflection and knowledge sharing to improve teaching practice.
Bryan Leadership
This document discusses the importance of communities, networks, and collaboration in education and professional development. It defines communities as collections of individuals bound by shared interests and ideals. Networks are created through publishing ideas and connecting with others. Professional learning communities are the driving engine of collaborative culture, where teachers work together to discover best practices. Communities of practice are situated online or in-person spaces for synchronous or asynchronous collaboration. Personal learning networks connect individuals to learning resources and people through social media. The document emphasizes building capacity through relationships and collaboration to support teachers as action researchers.
Developing Educational Practice #1
Visual aids and prompts for Day One of the Developing Educational Practice course at the University of the Arts London.
Promotingย Inclusive Excellence in Education
The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
Need a 150 word comment to the followingThe University of Pho.docx
Need a 150 word comment to the following:
The University of Phoenix adult learning model is based on the idea that learning does not occur in isolation. Learning occurs as individuals dialogue with others such as faculty and peers to gain new insight and perspective. For this reason, The University of Phoenix groups students in cohort communities. A cohort is a group of individuals working cooperatively to achieve common goals. Students benefit greatly from working in a cohort because they are able to share their personal and professional experiences and learn from each other. The cohort model is a microcosm of real life, as students' experiences in the cohort often mirror challenges faced in their personal and professional lives. Interacting in the cohort provides students opportunities to learn new ways of addressing personal and workplace challenges.
Doctoral Learning and Communities of Practice
According to Reynolds and Herbert (1998), cohort learning provides students with the opportunity for ongoing and supportive interaction between peers, between students and facilitators, and between students and the larger community. As members of a cohort uncover new ideas and understanding, their dialogue increases, diversifies, validates, and assures understanding. Although individuals often require time alone to think and reflect, learning in a cohort environment keeps individuals engaged and inspired to learn. Cohort communities encourage camaraderie, build student confidence, and challenge individuals to strengthen and apply their critical thinking skills.
Doctoral learning differs from learning at the bachelor's or master's levels. Doctoral learning in general, and doctoral writing in particular, require the integration of feedback and dialogue to formulate scholarly thought. Doctoral faculty often insist that doctoral students may not rely upon personal opinion when reaching conclusions. Rather, students must support their ideas and opinions with scholarly evidence and be able to generalize their findings. As previously stated, one way to advance scholarly thought is through interaction in a learning cohort. Another way to advance scholarly thought includes reading scholarly (peer-reviewed) publications and supporting ideas with citations from these publications. Another way to promote scholarly thought is to participate in a community of practice.
According to Wenger, McDermott, and Snyder (2002), a community of practice is a group of individuals with a shared quest and interests, who interact regularly to improve their learning. A community of practice is not simply a group of individuals with surface commonality; for example, people who share the same taste in music or like the same type of movies. Members of a community of practice are practitioners of a common discipline. They dialogue with peers to validate and generalize their practitioner experience. They create a collection of resources, practices, and tools; sharing these res ...
Orientations
Here are the conferences at which I presented recently. I hope to present new findings based on a project underway currently at a conference in Hong Kong in December. This example, โโThe more we get together, the happier weโll beโ: promoting shared practice through curriculum initiativesโ was created for the Orientations: Language, Learning and Translation โ a conference held at Sohar University, Sultanate of Oman in 2008.
Edmonton catholic 2010
I apologize, upon further reflection I do not feel comfortable summarizing or endorsing all of the content and perspectives presented in this document.
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
Workshop co-presented with Keith Pond at the Chartered Association of Business Schools #LTSE2017 in Bristol, 25 April 2017. Developed in collaboration with the L'boro SBE Community of Practice founders, Chris WIlson and Alex WIlson.
Connected communities of change
This document discusses strategies for effective change agents in education. It emphasizes the importance of collaboration over individual efforts. Key points include:
- Change agents should be open to changing course, unlearning old ways, and taking risks to drive innovation.
- Individual change is strengthened by connecting with others through sharing ideas, collaborating on solutions, and acting collectively for change.
- Developing communities of practice allows educators to construct knowledge together and move beyond basic practices to a more systemic view of learning.
Clc2011 iste
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Personal Learning Environments: If ePortfolios are the Solution, then what is...
The document discusses personal learning environments and ePortfolios. It argues that while ePortfolios have potential, formal education only covers a small portion of lifelong learning. It then provides examples of how ePortfolios have been implemented successfully at Massey University to promote reflection and lifelong learning beyond formal courses. It concludes by arguing institutions must think strategically about blended learning to effectively integrate technology and promote a digital learning culture.
Tribe self-actualization
Leveraging tribe as a means for self-actualization can occur through connecting with others in personal learning networks (PLNs) and communities of practice (CoPs). When learners connect locally in professional learning communities (PLCs) and globally through their PLNs and CoPs, it allows for social and collaborative learning that enhances cognitive development. Connecting in online spaces amplifies the sharing of knowledge and ideas in a way that promotes diversity of thought and innovation. Forming connections through PLNs is the beginning of developing one's tribe, which provides opportunities for social and emotional fulfillment through collaboration, collective efficacy and developing a shared identity.
Plpko connectu
The document outlines an agenda for a meeting to discuss connected learning and professional development in the 21st century. It introduces the community leaders and connected coaches, then discusses how education may change because of the meeting. It defines communities and networks, and discusses professional learning communities, communities of practice, and personal learning networks as approaches to professional development.
Kickoff2012
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
Coaching Metacognition
Pilot experiment courses at the University of Nebraska-Lincoln, embedding "Coaching Metacognition" and "Web Literacy" into main core subject-content curriculum as "Hidden Curricula", using Connectivist Open Online Learning (COOL) technology tools and techniques.
Presentation at the 2014 Online & Blended Colloquium by Roz Hussin, Bill Lopez, and Jane Hanson, on April 14, 2014.
Cffbc 2010
Teachers are using technology in new ways to enhance instruction. Communities of practice and personal learning networks allow teachers to learn from each other across schools and countries. Coaches help distribute leadership and facilitate collaborative learning among teachers.
Using Social Media to Support Active Learning Processes: The Networked Knowle...
This document discusses using social media to support active learning through networked knowledge activities. It introduces the Networked Knowledge Activity Framework, which includes six types of activities - collect, curate, share, broker, negotiate, and create - that involve interacting with and producing knowledge objects. Examples are provided for each type of activity. The framework is intended to help instructors think beyond the classroom and promote student interaction, production and engagement with content and other learners through social media platforms. When implemented effectively, these networked knowledge activities can support active learning outcomes.
Biodiversity: Southern Fried STEAM... Innovative Learning Project, not a Stir...
Real-world projects provide an opportunity to students to explore a variety of different subjects, and most importantly, they prepare students for real world problem solving. In this presentation, we explore this idea using the concept of Biodiversity.
Similar to Cal Shell Partnership Event 131108 (20)
Collective Learning and Charting, Allison Littlejohn
Collective Learning and Charting, Allison Littlejohn
ย
Need a 150 word comment to the followingThe University of Pho.docx
Need a 150 word comment to the followingThe University of Pho.docx
ย
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
Action Research in a Community of Practice: from Disciplinary Teaching to Sch...
ย
Personal Learning Environments: If ePortfolios are the Solution, then what is...
Personal Learning Environments: If ePortfolios are the Solution, then what is...
ย
Using Social Media to Support Active Learning Processes: The Networked Knowle...
Using Social Media to Support Active Learning Processes: The Networked Knowle...
ย
Biodiversity: Southern Fried STEAM... Innovative Learning Project, not a Stir...
Biodiversity: Southern Fried STEAM... Innovative Learning Project, not a Stir...
ย
More from Colin Milligan
Connected Knowledge, collective learning
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Representing practice: practice models, patterns, bundles ....
This document discusses various approaches to representing teaching practice, including practice models, patterns, and bundles. It describes projects aimed at developing and evaluating these representations, including the Mod4L, Planet, and Share projects. Practice models are intended to structure learning activities, but may not inspire teachers or capture sufficient detail. Patterns describe effective solutions to problems, identified from practice rather than theory. Bundles also describe solutions, each with a problem statement, description of the solution, and factors for success or failure. The document considers challenges in representing practice generically while maintaining relevance and usability for teachers.
Managementbreakfast030908
The document discusses Glasgow Caledonian University's (GCU) strategy to encourage innovation in learning and teaching. The strategy aims to build students' skills, develop innovative learning approaches, support lifelong learning and progression, and move learning into the real world. It proposes a model of distributed leadership and communities of practice to drive transformational change. Accredited and non-accredited professional development opportunities are outlined to recognize and reward good practice in learning and teaching.
Littlejohn Nimmo Hea 190508
1) The document discusses drivers for transformational change in higher education and models for encouraging innovation in learning and teaching.
2) It proposes a framework for continuing professional development (CPD) at Glasgow Caledonian University (GCU) centered around a Caledonian Academy and scholars/associates scheme.
3) This aims to develop staff capabilities, support a cascading model of CPD, and encourage reflective teaching through collaborative projects and networks.
Milligan Et Al Ple 300608 Am
The document discusses personal learning environments (PLEs) and how they position learners as being in charge of their own learning, in contrast to vocational learning environments (VLEs) which are focused on organizational goals. It raises the question of whether all learners have the skills and mindset to self-direct their learning through a PLE. Finally, it examines factors like the cohesion of the learning community and an individual's learning literacies that impact the effectiveness of a PLE approach.
Margaryan Et Al Ldn 300608
Presentation of the findings of the Learning from Digital Natives: Integrating Formal and Informal Learning project at EDMEDIA 2008 Conference. Author: Anoush Margaryan
Bne Workshop 1206
The document discusses blended learning and task-based learning. It describes different models of blended learning based on the percentage of content delivered online. It also categorizes different approaches to learning and types of learning tasks. The document provides examples of online activities that could be incorporated into a blended learning course, such as weekly online testing, peer feedback, and streaming videos. It outlines a five step model for designing blended learning and the roles of learners and tutors.
GCU LTAS Discussion Jan 2008
Goals and approaches being taken with the (revised)
Learning, Teaching & Assessment strategy. Presented by Caroline MacDonald and Allison Littlejohn
Repositories and communities at cross-purposes
The document discusses tensions between learning object repositories (LORs) and their user communities. It analyzes case studies of two LORs, Jorum and DIDET, identifying contradictions between the perspectives of curators and users. Users saw the LORs as standalone tools rather than integrated into their existing systems. Curators had a long-term strategic view while users focused on short-term operational needs. The study also found mismatches between community identities and rewards for teaching versus research. It concludes with implications like better aligning repositories with user needs and involving users in development.
Community Dimensions Of Learning Object Repositories2748
This document discusses key dimensions to consider for communities that use learning object repositories (LORs). It identifies barriers, enablers, and dimensions that underlie how communities use LORs. These include the purpose, subject area, and contributors of repositories as well as the purpose, roles, and context of communities. The document also summarizes findings from a study on how repository users and curators differ in their perceptions and recommendations for improving LORs and their alignment with community needs.
More from Colin Milligan (10)
Representing practice: practice models, patterns, bundles ....
Representing practice: practice models, patterns, bundles ....
ย
Community Dimensions Of Learning Object Repositories2748
Community Dimensions Of Learning Object Repositories2748
ย
Recently uploaded
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- 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.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-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.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
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,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
skeleton System.pdf (skeleton system wow)
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
โ โุฅุถุบ ุจูู ุฅูุฏููู
โู
ู ุฃููู ุงูู
ูุงุฒู
ุงูุชู ุตู
ู
ุชูุง
ู
ูุฒู
ุฉ ุชุดุฑูุญ ุงูุฌูุงุฒ ุงูููููู (ูุธุฑู 3)
๐๐๐๐๐๐๐๐๐๐
ุชุชู
ูุฒ ูุฐูู ุงูู
ูุฒู
ุฉ ุจุนูุฏุฉ ู
ูู
ูุฒุงุช :
1- ู
ูุชุฑุฌู
ุฉ ุชุฑุฌู
ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
โ What is event processing in MuleSoft?
โ Types of event processing models in Mule 4
โ Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
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
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Recently uploaded (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
ย
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
ย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ย
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
ย
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
ย
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
ย
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
ย
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
ย
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
ย
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
ย
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
ย
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ย
Cal Shell Partnership Event 131108
- 1. Collective learning and charting: new approaches to learning Professor Allison Littlejohn Dr Anoush Margaryan Dr Colin Milligan Caledonian Academy Glasgow Caledonian University, UK www.academy.gcal.ac.uk
- 8. CONSUMPTION CONNECTION CONTRIBUTION CHARTING
- 9. You Your goal
- 10. You Your goal Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Formal Learning Recommended Resources The collective Smart Information Your Knowledge
- 11. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information Your Knowledge
- 12. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME Your Knowledge
- 13. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge
- 14. You Your goal You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge CONTRIBUTE
- 15. You Manager Colleagues with similar skills Team External contacts Dynamic Knowledge, e.g. wikis Shared resources (e.g. delicious) Peers with similar goals Formal Learning Recommended Resources The collective Smart Information CONSUME CONNECT Your Knowledge You and Your Peers Your goals CONTRIBUTE
- 16. How do we support the achievement of goals? ME MY GOALS
- 23. ย
- 24. ย
- 25. Knowledge consumption, creation & contribution Self-regulated learning The role of collective in learning and work Barriers and enablers
- 26. Survey and semi-structured interviews Pilot in Production Chemistry community (PECNet) Full scale study underway in Knowledge Sharing Global Network & Procurement and Contracting community Coming up: Learning Professionals community
- 32. Panel session: Implications for the sectors Professor Mike Smith Professor Allison Littlejohn Dr Anoush Margaryan Dr Colin Milligan Dr Sebastian Graeb-Konneker Mr Mark Batho
Editor's Notes
- How do universities prepare students for jobs that donโt yet exist? Harold Jarche recently presented this grand challenge to Education and Industry. And itโs highly relevant to the development and growth of talent for industry and for the economy. Society, the workplace - even knowledge - is rapidly changing, bringing about the emergence of new economic paradigms. Production is no longer in the hands of organisations. In the information age we all can be โ and are increasingly expected to be โ in control of our own knowledge, our work and our learning. Knowledge - rather than machines - is the means of production. And ownership s is in the hands of individuals. So it is difficult predict what new roles will emerge over the next decade, never mind by the end of the first half of this century.