The document discusses a study that examined how social media, specifically Twitter, can be used to enhance students' museum field trip experiences. Students visited the Museum of London and used iPhones to tweet about their observations, opinions, and interactions. Analysis of the tweets found that social media facilitated interaction between students, engagement with exhibits, and sharing of different perspectives. Students reported finding the experience more enjoyable and that social media helped create an archive of their visit and interconnected space to share ideas. However, more research is still needed to understand how to best support learning through social media interactions and user-generated content.
The document discusses the concept of multiliteracies and a project to connect English as a foreign language (EFL) students through various Web 2.0 tools. It defines multiliteracies as involving linguistic, audio, visual, gestural, spatial, and multimodal ways of making meaning. The project aims to have EFL students from different universities collaborate online using blogs, wikis, social networking sites, and other tools to learn English informally. It provides examples of student work and online spaces created for the project.
Language micro-gaming: fun and informal microblogging activities for language...Maria Perifanou
2nd World Summit on the Knowledge Society - WSKS 2009
6-8 September 2009, Chania, Greece
Language micro-gaming: fun and informal microblogging activities for language learning
Maria A. Perifanou
Department of Italian and Spanish Language and Literature, University of Athens, mariaperif@gmail.com
Play can be highly influential in learning. What happens when play becomes informal learning supported by web 2.0 technologies? Practical ideas applied in an Italian foreign language classroom using microblogging to promote fun and informal learning showed that microblogging can enhance motivation, participation, collaboration and practice in basic language skills.
Rethinking digital literacies: a sociomaterial analysis of students use of te...Martin Oliver
This document summarizes a study that used sociomaterial analysis to examine students' use of technology. The researchers conducted surveys, focus groups, and multimodal journaling with students to understand their digital practices. Three orientations towards technology emerged: curation, where students carefully organized digital resources; combat, where students reluctantly adopted technologies due to social pressures; and coping, involving pragmatic workarounds used in resource-constrained environments. The study challenges notions of digital literacy as a set of skills and instead frames it as situated socio-technical practices that are distributed across humans and technology.
Social Learning in the Context of OpenLearnKasiaKAka
This document discusses social learning on the OpenLearn platform. It defines social learning and the importance of learner-centered and collaborative approaches. It describes the types of learners and activities on OpenLearn, including participating in discussions, creating profiles, and observing others. Motivations for social interaction are examined, such as exploring content and connecting with others. The potential for OpenLearn to support lifelong learning and key competencies through flexible, personalized learning and networking is also discussed.
Create a Georeferred Guide with Your StudentsMaria Ranieri
StoryMapJS is an open-source tool that allows users to create interactive georeferenced guides. It provides a simple editor to create a story map as a sequence of presentation slides, each describing a map location with header text, explanatory text, and optional media. The document discusses how StoryMapJS can be used to visualize existing content or create new content with geographical references. Examples provided include guides on locations in Florence and Prato, Italy created by teachers and students. Features of StoryMapJS allow users to add text, images, videos, and locate points on a map.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
The document discusses connected classrooms from a pedagogical perspective. It presents three perspectives on connected classrooms: 1) the seven pillars of digital pedagogy which focuses on relating, donating, and connecting to break down school walls; 2) connectivism which sees learning as developing connections in a network; and 3) serendipity learning which involves learning by chance and creating opportunities for teachable moments. The document advocates for connected classrooms that combine informal and formal learning by utilizing technology's potential to relate to pedagogy and content.
The document discusses the concept of multiliteracies and a project to connect English as a foreign language (EFL) students through various Web 2.0 tools. It defines multiliteracies as involving linguistic, audio, visual, gestural, spatial, and multimodal ways of making meaning. The project aims to have EFL students from different universities collaborate online using blogs, wikis, social networking sites, and other tools to learn English informally. It provides examples of student work and online spaces created for the project.
Language micro-gaming: fun and informal microblogging activities for language...Maria Perifanou
2nd World Summit on the Knowledge Society - WSKS 2009
6-8 September 2009, Chania, Greece
Language micro-gaming: fun and informal microblogging activities for language learning
Maria A. Perifanou
Department of Italian and Spanish Language and Literature, University of Athens, mariaperif@gmail.com
Play can be highly influential in learning. What happens when play becomes informal learning supported by web 2.0 technologies? Practical ideas applied in an Italian foreign language classroom using microblogging to promote fun and informal learning showed that microblogging can enhance motivation, participation, collaboration and practice in basic language skills.
Rethinking digital literacies: a sociomaterial analysis of students use of te...Martin Oliver
This document summarizes a study that used sociomaterial analysis to examine students' use of technology. The researchers conducted surveys, focus groups, and multimodal journaling with students to understand their digital practices. Three orientations towards technology emerged: curation, where students carefully organized digital resources; combat, where students reluctantly adopted technologies due to social pressures; and coping, involving pragmatic workarounds used in resource-constrained environments. The study challenges notions of digital literacy as a set of skills and instead frames it as situated socio-technical practices that are distributed across humans and technology.
Social Learning in the Context of OpenLearnKasiaKAka
This document discusses social learning on the OpenLearn platform. It defines social learning and the importance of learner-centered and collaborative approaches. It describes the types of learners and activities on OpenLearn, including participating in discussions, creating profiles, and observing others. Motivations for social interaction are examined, such as exploring content and connecting with others. The potential for OpenLearn to support lifelong learning and key competencies through flexible, personalized learning and networking is also discussed.
Create a Georeferred Guide with Your StudentsMaria Ranieri
StoryMapJS is an open-source tool that allows users to create interactive georeferenced guides. It provides a simple editor to create a story map as a sequence of presentation slides, each describing a map location with header text, explanatory text, and optional media. The document discusses how StoryMapJS can be used to visualize existing content or create new content with geographical references. Examples provided include guides on locations in Florence and Prato, Italy created by teachers and students. Features of StoryMapJS allow users to add text, images, videos, and locate points on a map.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
The document discusses connected classrooms from a pedagogical perspective. It presents three perspectives on connected classrooms: 1) the seven pillars of digital pedagogy which focuses on relating, donating, and connecting to break down school walls; 2) connectivism which sees learning as developing connections in a network; and 3) serendipity learning which involves learning by chance and creating opportunities for teachable moments. The document advocates for connected classrooms that combine informal and formal learning by utilizing technology's potential to relate to pedagogy and content.
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
This document summarizes a research project on the rise of new online populism in Europe and the potential role of media education. The project was led by researchers from several European universities and aimed to analyze populist discourses spread online by youth organizations, develop media education activities against discrimination, and train teachers in media literacy. It outlines the research questions, phases of the project including analyzing populist strategies and participatory action research, and presents some of the findings on far-right populist organizations and discourse in different countries. It also describes the media literacy education modules developed for teens on topics like representation, propaganda, and online activism.
This document summarizes research conducted in 2009 on students' motivations for using social networking sites to enhance studying and learning. The researchers developed a social networking site called TUT Circle for freshmen at Tampere University of Technology (TUT) to provide tools for interaction and study support. However, few students used the site for its intended purpose of supporting mathematics courses. To understand this, the researchers studied students' attitudes towards social networking sites. They found that technical students were more open to using social media to enhance learning, and that some students valued anonymity on such sites. The researchers concluded that integrating social media tools into traditional teaching and learning aligns with what today's students want and need.
This document provides an overview of a presentation on disruptive technologies and shifting to "we-learning". It discusses the timeline of e-learning technologies from the 1980s to present day, emerging technologies like MOOCs and learning analytics, and different pedagogical approaches that can be used with technologies, including problem-based learning, inquiry learning, and situated learning. It also addresses issues around digital literacies, identity, and interaction in online spaces.
School Librarian Communication Through Social MediaValerie Hill
This document summarizes key concepts related to the changing role of school librarians and the use of social media and virtual worlds. It defines terms like media literacy, transliteracy, and augmented reality. It discusses how libraries are shifting from storing information to connecting people. It also provides examples of tools librarians can use like blogs, wikis, and podcasts. Finally, it discusses research on the benefits of virtual worlds for education and examples of libraries and schools using virtual worlds.
Involving users in the design of apps for the writing processes.An experimen...Maria Ranieri
The document describes a research study conducted at the Scuola-Città Pestalozzi primary school in Florence, Italy to involve students in designing an app to support the writing process. Through focus groups, the researchers analyzed students' needs and perspectives regarding writing and writing tools. The study aims to promote students' metacognitive understanding of writing while also involving them in innovation through app design.
This document discusses going beyond the course book for language learning and using technology to provide more authentic contexts. It argues that technology can bridge the gap between the classroom and the real world by exposing students to authentic discourse and sociocultural practices. This allows students to exercise more agency. Specifically, the document discusses how blogs and videos (such as those on YouTube) can provide opportunities for meaningful, communicative, and authentic writing tasks while also motivating students. Students' participation in blogs and videos can help them construct knowledge through social interaction and sharing their work with a global audience.
The document discusses the debate around allowing smartphones in the classroom. It notes that while smartphones provide opportunities for new forms of learning, many argue they are a distraction. Supporters believe smartphones can be used for activities like research, polls, and collaboration, but critics worry about distraction, cheating, and cyberbullying. The document reviews different perspectives on smartphones in education and their potential benefits and drawbacks.
This document discusses new technologies for teaching and learning, including various social media platforms. It provides examples of how platforms like Facebook, Twitter, wikis, blogs, and Second Life have been used for teaching and collaboration. These include using Facebook for community service learning projects, Twitter for backchannel discussions in classes, wikis for group writing assignments, and holding guest lectures in virtual worlds like Second Life. The document advocates that content, especially visuals, is important for social media, as well as the concepts of reciprocity through following, favoriting and friending others.
The document summarizes a case study on the use of the Tate Kids website in primary art education. It found that before the study, many students viewed museums as boring places about the past. However, after using Tate Kids and doing related activities, students developed more positive attitudes toward museums and art. They were more engaged with artworks and better able to interpret them by drawing on socio-cultural context. The study assessed changes in students' attitudes, skills, and knowledge through pre- and post-questionnaires, interviews, and analysis of students' discussions and interpretations of artworks.
ImparApp: Pervasive Gaming for Language Learning Pervasive Ignite Talk at Disruptive Media Learning Lab (DMLL) Expo / Coventry University / 27 April 2016
The Municipal Market Company is requesting a $2.6 million Community Development Block Grant to fund capital improvements to the 85-year-old Sweet Auburn Curb Market building. The planned improvements include repairing the deteriorating facade and roof, upgrading lighting, and renovating vendor spaces. These improvements aim to reduce utility costs, increase foot traffic, and allow the Market to attract new vendors and customers. The resulting increase in customers and vendor rent payments would help make the Market financially sustainable and better serve the surrounding community.
The document summarizes a business plan for Zero Degree, an ice cream cafe and ice skating rink located in Lahore, Pakistan. It outlines the location, hours, products including ice cream and ice skating, target market of upper middle and elite classes, and investment of Rs. 20 million from seven partners. Sales projections estimate a monthly profit of Rs. 772,000 and annual profit of Rs. 9.2 million, allowing recovery of initial investment within 1.67 years. Marketing strategies include advertisements, promotions, and building publicity.
Urban Explorations for language learning: a gamified approach to teaching Ita...Koula Charitonos
This document summarizes a study that used a location-based mobile game to teach Italian language and culture to university students in an urban environment. The game incorporated content from an Italian beginners course and guided students to locations around Coventry, England where they encountered language and cultural lessons. A playtest of the game found that it engaged students and helped them learn beyond a classroom, though challenges included students focusing on their phones and a need for more social interaction. Researchers plan further tests of the game during student orientation week.
The document discusses the positive effects of educational technology in three main areas:
1. It improves student achievement and helps schools meet accountability standards set by laws like No Child Left Behind.
2. It improves the school environment by increasing attendance and positive student and teacher attitudes.
3. It supports teacher professional development and helps them learn new technology-integrated teaching strategies to engage students.
EVA 2011_Museum Learning 2.0: (How) Can Web 2.0 technologies be used for en...Koula Charitonos
The document discusses how Web 2.0 technologies can be used to enhance museum learning experiences. It describes a study conducted at the Museum of London where students used Twitter during a visit. Analysis of the tweets and student interviews found that Twitter allowed students to (1) interact and share experiences, (2) negotiate meanings collectively, and (3) document and archive their visit in a way that enhanced their enjoyment of the experience.
This document summarizes a study on using social and mobile technologies during a school trip to a museum. The study investigated how technologies can shape young people's learning processes and facilitate meaning making. A class visited the Museum of London and used iPhones and Twitter to communicate, share content, and reflect during their visit. Interviews after found that students engaged more and interaction was facilitated by seeing others' tweets, photos and opinions. The use of technologies made the museum experience more interactive and enjoyable compared to traditional trips.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
The document describes a blended learning project between 2007-2012 in a primary school class in Italy, where the teacher created an online learning environment using Moodle to extend classroom learning. The goals were to expand the times and spaces of learning, increase student collaboration and involvement, and allow sick students to still participate; feedback found sharing multimedia resources and experiences with classmates and parents to be most interesting and useful aspects.
Valerie Hill is an adjunct instructor and librarian who focuses her research on adopting virtual worlds for education and librarianship. Her presentation discusses emerging trends in virtual and digital media based on constructivism and adult learning theory, including apps, MOOCs, augmented reality, digital content curation, and serious gaming. She provides examples of virtual exhibits, conferences, and a certificate program on virtual worlds. Hill advocates balancing tradition with innovation and values interactive, problem-based learning that actively engages adult learners.
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
Ubiquitous learning, ubiquitous computing, & lived experienceBertram (Chip) Bruce
Ubiquitous learning, ubiquitous computing, and lived experience
Presented at the Sixth International Conference on Networked Learning, 5 May, 2008, Halkidiki, Greece
This document summarizes a research project on the rise of new online populism in Europe and the potential role of media education. The project was led by researchers from several European universities and aimed to analyze populist discourses spread online by youth organizations, develop media education activities against discrimination, and train teachers in media literacy. It outlines the research questions, phases of the project including analyzing populist strategies and participatory action research, and presents some of the findings on far-right populist organizations and discourse in different countries. It also describes the media literacy education modules developed for teens on topics like representation, propaganda, and online activism.
This document summarizes research conducted in 2009 on students' motivations for using social networking sites to enhance studying and learning. The researchers developed a social networking site called TUT Circle for freshmen at Tampere University of Technology (TUT) to provide tools for interaction and study support. However, few students used the site for its intended purpose of supporting mathematics courses. To understand this, the researchers studied students' attitudes towards social networking sites. They found that technical students were more open to using social media to enhance learning, and that some students valued anonymity on such sites. The researchers concluded that integrating social media tools into traditional teaching and learning aligns with what today's students want and need.
This document provides an overview of a presentation on disruptive technologies and shifting to "we-learning". It discusses the timeline of e-learning technologies from the 1980s to present day, emerging technologies like MOOCs and learning analytics, and different pedagogical approaches that can be used with technologies, including problem-based learning, inquiry learning, and situated learning. It also addresses issues around digital literacies, identity, and interaction in online spaces.
School Librarian Communication Through Social MediaValerie Hill
This document summarizes key concepts related to the changing role of school librarians and the use of social media and virtual worlds. It defines terms like media literacy, transliteracy, and augmented reality. It discusses how libraries are shifting from storing information to connecting people. It also provides examples of tools librarians can use like blogs, wikis, and podcasts. Finally, it discusses research on the benefits of virtual worlds for education and examples of libraries and schools using virtual worlds.
Involving users in the design of apps for the writing processes.An experimen...Maria Ranieri
The document describes a research study conducted at the Scuola-Città Pestalozzi primary school in Florence, Italy to involve students in designing an app to support the writing process. Through focus groups, the researchers analyzed students' needs and perspectives regarding writing and writing tools. The study aims to promote students' metacognitive understanding of writing while also involving them in innovation through app design.
This document discusses going beyond the course book for language learning and using technology to provide more authentic contexts. It argues that technology can bridge the gap between the classroom and the real world by exposing students to authentic discourse and sociocultural practices. This allows students to exercise more agency. Specifically, the document discusses how blogs and videos (such as those on YouTube) can provide opportunities for meaningful, communicative, and authentic writing tasks while also motivating students. Students' participation in blogs and videos can help them construct knowledge through social interaction and sharing their work with a global audience.
The document discusses the debate around allowing smartphones in the classroom. It notes that while smartphones provide opportunities for new forms of learning, many argue they are a distraction. Supporters believe smartphones can be used for activities like research, polls, and collaboration, but critics worry about distraction, cheating, and cyberbullying. The document reviews different perspectives on smartphones in education and their potential benefits and drawbacks.
This document discusses new technologies for teaching and learning, including various social media platforms. It provides examples of how platforms like Facebook, Twitter, wikis, blogs, and Second Life have been used for teaching and collaboration. These include using Facebook for community service learning projects, Twitter for backchannel discussions in classes, wikis for group writing assignments, and holding guest lectures in virtual worlds like Second Life. The document advocates that content, especially visuals, is important for social media, as well as the concepts of reciprocity through following, favoriting and friending others.
The document summarizes a case study on the use of the Tate Kids website in primary art education. It found that before the study, many students viewed museums as boring places about the past. However, after using Tate Kids and doing related activities, students developed more positive attitudes toward museums and art. They were more engaged with artworks and better able to interpret them by drawing on socio-cultural context. The study assessed changes in students' attitudes, skills, and knowledge through pre- and post-questionnaires, interviews, and analysis of students' discussions and interpretations of artworks.
ImparApp: Pervasive Gaming for Language Learning Pervasive Ignite Talk at Disruptive Media Learning Lab (DMLL) Expo / Coventry University / 27 April 2016
The Municipal Market Company is requesting a $2.6 million Community Development Block Grant to fund capital improvements to the 85-year-old Sweet Auburn Curb Market building. The planned improvements include repairing the deteriorating facade and roof, upgrading lighting, and renovating vendor spaces. These improvements aim to reduce utility costs, increase foot traffic, and allow the Market to attract new vendors and customers. The resulting increase in customers and vendor rent payments would help make the Market financially sustainable and better serve the surrounding community.
The document summarizes a business plan for Zero Degree, an ice cream cafe and ice skating rink located in Lahore, Pakistan. It outlines the location, hours, products including ice cream and ice skating, target market of upper middle and elite classes, and investment of Rs. 20 million from seven partners. Sales projections estimate a monthly profit of Rs. 772,000 and annual profit of Rs. 9.2 million, allowing recovery of initial investment within 1.67 years. Marketing strategies include advertisements, promotions, and building publicity.
Urban Explorations for language learning: a gamified approach to teaching Ita...Koula Charitonos
This document summarizes a study that used a location-based mobile game to teach Italian language and culture to university students in an urban environment. The game incorporated content from an Italian beginners course and guided students to locations around Coventry, England where they encountered language and cultural lessons. A playtest of the game found that it engaged students and helped them learn beyond a classroom, though challenges included students focusing on their phones and a need for more social interaction. Researchers plan further tests of the game during student orientation week.
The document discusses the positive effects of educational technology in three main areas:
1. It improves student achievement and helps schools meet accountability standards set by laws like No Child Left Behind.
2. It improves the school environment by increasing attendance and positive student and teacher attitudes.
3. It supports teacher professional development and helps them learn new technology-integrated teaching strategies to engage students.
EVA 2011_Museum Learning 2.0: (How) Can Web 2.0 technologies be used for en...Koula Charitonos
The document discusses how Web 2.0 technologies can be used to enhance museum learning experiences. It describes a study conducted at the Museum of London where students used Twitter during a visit. Analysis of the tweets and student interviews found that Twitter allowed students to (1) interact and share experiences, (2) negotiate meanings collectively, and (3) document and archive their visit in a way that enhanced their enjoyment of the experience.
This document summarizes a study on using social and mobile technologies during a school trip to a museum. The study investigated how technologies can shape young people's learning processes and facilitate meaning making. A class visited the Museum of London and used iPhones and Twitter to communicate, share content, and reflect during their visit. Interviews after found that students engaged more and interaction was facilitated by seeing others' tweets, photos and opinions. The use of technologies made the museum experience more interactive and enjoyable compared to traditional trips.
K gary motteram _euro_call_teacher_ed_sig_seminarnickyjohnson
This document discusses Gary Motteram's social and professional identity as it relates to research in technology-enhanced language learning. It provides examples of research conducted by Motteram including a project using IT skills to help students develop language skills. It also discusses theories relevant to the field like sociocultural theory and activity theory. Motteram's work uses qualitative methods like ethnography and narrative research to study teacher practices with technology in authentic contexts.
The document describes a blended learning project between 2007-2012 in a primary school class in Italy, where the teacher created an online learning environment using Moodle to extend classroom learning. The goals were to expand the times and spaces of learning, increase student collaboration and involvement, and allow sick students to still participate; feedback found sharing multimedia resources and experiences with classmates and parents to be most interesting and useful aspects.
Valerie Hill is an adjunct instructor and librarian who focuses her research on adopting virtual worlds for education and librarianship. Her presentation discusses emerging trends in virtual and digital media based on constructivism and adult learning theory, including apps, MOOCs, augmented reality, digital content curation, and serious gaming. She provides examples of virtual exhibits, conferences, and a certificate program on virtual worlds. Hill advocates balancing tradition with innovation and values interactive, problem-based learning that actively engages adult learners.
Rethinking concepts in virtual worlds and education researchEduserv
A presentation by Diane Carr and Martin Oliver at the Where next for Virtual Worlds in UK higher and further education event held in London in January 2010.
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
Presentation of a guest lecture on the in-gallery use of digital media in museum used to enhance visitor engagement. The presentation includes the outcomes of a critical analysis of some of the technology used in the the Keys to Rome exhibition at the Allard Pierson Museum.
1. South African classrooms have become more culturally diverse since 1994, posing challenges for teachers in managing diversity. Digital storytelling was used with pre-service teachers to help them understand and respect different cultures and perspectives.
2. Students reported a deeper understanding of each other's backgrounds and saw how digital stories could help teach diversity in their own classrooms. However, challenges include limited access to technology and support in some schools.
3. The study concluded digital storytelling enhanced students' digital literacy skills and provided practical examples for handling diverse classrooms, though further analysis of stories is needed to address stereotypes.
Autoethnographies & journeys of the (virtual) self: students, sociology & s...Tracy Kennedy
This document summarizes a presentation on using virtual worlds like Second Life for sociological research and teaching. Some key points discussed include:
- Over 100 regions of Second Life are used for education and over 300 universities use it for teaching and research.
- Second Life allows for more interactive and immersive learning experiences compared to traditional lectures by enabling students to directly engage with and explore concepts through their avatars.
- Students in one course explored sociological theories by applying them to their observations and experiences in Second Life, finding it a novel way to bring the theories to life.
The document discusses tools and strategies for engaging digital native students in their education. It suggests getting students working on authentic tasks that interest them using technology and media creation tools. The primary tool for engagement is the teacher who should model digital literacy, provide choice in technologies, and respect students as content producers. An excellent teacher acknowledges informal learning, maintains an online presence, and draws on networks to remain current.
This document summarizes a research study on the influence of social networks in a learning experience. The study will examine (a) important issues of social networks in learning, (b) their influence on the learning experience, and (c) challenges and opportunities of using social networks in higher education. A pilot study will be conducted in 2011 with Master's students, followed by a final study in 2012 using participatory action research methods including surveys, discussions, and student reports. The goal is to better understand how social networks can help achieve learning outcomes and how students' digital literacies affect the learning experience.
The document discusses issues around digital education, including both promises and threats. It examines perspectives that see technology as either driving changes or being adopted by users. It also discusses seeing the human and non-human as entangled rather than separate. Case studies look at how algorithms and automated systems shape participation and knowledge. The document calls for moving beyond questions of effectiveness to consider what we want from digital education.
Methods and Methodologies
Dr Adi Kunstman - 23-01-19
This session will look at strategies of doing digital research in a multi-platform environment and address the difference between textual, visual, social and quantifiable data.
This presentation describes how indicators for Connected Learning are present in the extra-mural presences that two University of Cape Town students created.
Similar to CALRG 2011_ The role of social networking in museum learning (20)
The promise, reality and dilemmas of a post-PhD phase [OR In the need for opt...Koula Charitonos
This presentation focuses on transitions on academic career from a PhD researcher to a post-doc. It discusses the promises, reality and dilemmas of a post-PhD phase and how to plan for the future and overcome the barriers that prevent us from moving on.
The document provides instructions on setting up and using a Twitter account. It explains some key Twitter terms like tweets, followers, following, hashtags, and retweets. It then lists 5 tasks for getting started with Twitter: 1) Create an account and choose a username and avatar. 2) Set privacy and notification settings. 3) Follow recommended accounts. 4) Use a hashtag like #oag1 to tag tweets to a specific topic. 5) Reply to and retweet other users' tweets.
TweetDeck is a software application that provides an interface with columns to make using Twitter easier from one centralized window. It allows users to track search terms, group followers, shorten URLs, compose and send tweets and media from multiple accounts across columns sorted by search terms or lists.
This e-safety brochure provides tips for safely using the internet and social networking sites. It advises kids to be careful not to share personal information online and to only meet internet contacts in person with parental permission. The brochure also recommends keeping passwords private, using online nicknames, adjusting privacy settings, thinking before posting, and telling an adult about any concerning online content or interactions.
The document summarizes a case study on how primary school students in the UK engaged with the Tate Kids website. It found that initially, students had limited experience interpreting art and focused mainly on surface-level descriptions. However, after using the Tate Kids site and creating "Artcasts" discussing works, the students began employing a wider range of interpretive strategies, drawing more on socio-cultural context. The study suggests art museum websites can enhance art education but need better tools to support interpretation and meaning-making. More research is needed on how digital tools can facilitate learning.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
CALRG 2011_ The role of social networking in museum learning
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2. Museums via Social Networking Sites Fig. 1: Tate Gallery Facebook page (accessed 8.6.2011)
3. Museums via Social Networking Sites Fig. 2: Museum of London TwitterStream (accessed 8.6.2011)
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8. Contextual Model of Learning Fig. 3: Contextual model of learning as proposed by Falk & Dierking (2000) Personal Context Physical Context Social Context
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13. Methods for data collection Pre-visit Visit Post-visit pre-test questionnaire observation (notes, pictures, video) post-test questionnaire personal meaning map online posts on Twitter (text and pictures) personal meaning map online posts on Twitter pictures/video captured by participants online posts on Twitter classroom observation audio files from each group self-report videos about visit booklets classroom discussion about the visit video collages on Vuvox semi-structured interviews
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15. Analysis and preliminary findings I. What do the numbers show? Themes Number of tweets Context (posted in the museum or on the bus) 81 URL (in tweet) 14 Hashtag (in tweet) 31 Related to museum and its discourse 74 Related to the trip (issues/management/logistics) 11 Related to participants’ extracurricular activities/interests 1
16. I. What do the numbers show? Category Type Task (according to trip’s aims/group’s inquiry) Social dimension Original Post Retweet Reply On task Off task N/A Us/we/our I/me N/A Number of tweets 74 1 9 55 25 4 20 6 58
26. The availability and provision of technology that enables capturing, generating and sharing content may enable - but does not guarantee - visitors to learn from each other and contribute to each other’s meaning making in ways that significantly change their experience.
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Editor's Notes
Hello, I’m Koula and I’m a 2nd year PhD student in IET. My talk here today is based on a study I carried out over the last few months which was looking at the technology-enhanced museum visitor experience. More specifically the aim of the study was to gain an understanding on how best to support aspects of the visiting experience such as meaning making via social media tools among school groups? My goal here today is twofold: First, I would like to present this work and some of the preliminary findings and second, I’d like to get your feedback that will help me to proceed with my analysis. I’m sure many of you in this room are familiar with the top names of social networking tools, things like Facebook, Twitter, MySpace and you have first hand experience with using such tools, both in your academic and personal lives. It is a fact that we all use these tools to connect with each other & feel connected, to collaborate, to chat, to share pictures, to write comments and to create. This has a profound impact on the ways we are communicating and brings unique and fundamental opportunities to re-think learning in formal and non-formal learning environments, like schools and museums. Why museums? Well, museums can be overwhelming and frustrating spaces, highly intellectual and for some people highly boring - so if we can engage people, and particularly young people, in interesting, meaningful and participatory activities in museums, then that’s an interesting issue with respect to the visiting experience and process of meaning-making.
A number of museums have responded enthusiastically to the challenges brought by social media. However, social media sites such as Facebook and Twitter are still predominantly used as marketing channels, like the example from Tate’s Facebook page here
or as public relations channels, providing a platform for question and answer type interactions between the public and the museum, like the example from the Museum of London Twitterstream here. Little is known, thus, about the nature, scope and implications of this fast, but uneven uptake of social media in museums .
There is a growing debate in the sector about the promises, opportunities brought by social media. Of course the discussion refers to the possibilities and realities with respect to the learning provision too. However, little is currently known about applications and implications for museum learning.
There’s limited research on the educational effectiveness of digital technologies in museum’s sector, especially compared to traditional programmes. Therefore, there is room for empirical research on whether and how museums, learning and ‘social media’ intersect and how web 2.0 technologies could be integrated in museums’ learning programmes for schools.
Recent work on school visits to museums shows that museum visits can offer rich learning experiences facilitated by authentic objects, which is regarded as the key parameter in museum learning, in a way through which meaning is constructed. can expose students to subject-matter that cannot be effectively covered in the classroom, introduce them to resources in their community, and provide a varied social experience ( Anderson & Zhang, 2003; Kisiel, 2005; Rennie & McClafferty, 1995; Storksdieck, 2006 ). The museum can be a place to learn across curriculum topic areas ( DCMS & DfEE, 2000 ) in an engaging environment ( Johnsson, 2003 ).
In particular, five elements to positively influence students’ learning are identified in school visits to museums: to be linked to the national curriculum, to have connections with activities before before and after the visit, not to be an isolated experience, but to be connected with the classroom activities and to design activities on the basis that will enable collaboration, based on problem solving, enrich creativity. Also, Griffin’s work showed that the learning gains are more when the students know and value the purpose of the visit and collecting information, they have control over what to learn, feeling of ownership of the way they are learning and they are able to share their learning. Overall, these were the starting points of designing & planning this study, especially sharing the learning where we believe that web 2.0 technologies can contribute. Also, in this study social media tools are used to support and stimulate social interaction. It is based on an assumption: If students use social media tools for learning purposes Then social interaction among them will be enriched and thus, learning may be advanced through collaborative social interactions around artifacts and social construction of knowledge This draws on Falk and Dierking’s Contextual Model of Learning.
Falk and Dierking (1992; 2000) investigated the contexts in which this learning takes place. The visitor/museum experience is, thus, conceptualised as the interaction of the personal, the social and the physical contexts. This was represented in what Falk and Dierking termed as the’ Contextual Model of Learning’. This model takes into account what visitors bring with them to the museum (personal and social context) and the characteristics of the museum as a setting (physical context). Importantly, the visitor is viewed as being actively engaged in the construction and reconstruction of these three contexts, a process which is shaped by ‘time’ and is “filtered through the personal context, mediated by the social context, and embedded within the physical context” (1992, p.4). identify twelve suites of factors2 within three contexts which they consider crucial for museum learning: among them within-group social mediation; facilitated mediation by others.
The main RQ for my study are:
The visit was designed around the theme ‘Get Up, Stand up, Fight for your rights’ and the Museum of London was selected as the sit of the study and I will explain over the next couple of slides why. The participants were a Year 9 history class in a secondary school in MK and involved classroom based activities and a visit to the museum.
one of the themes running across the nee Galleries of Modern London at the museum and is related to KS3 History curriculum. Also, Museum of London was appropriate on the basis of some criteria that were set in advance, like its infrastructure (this is not common in museums!) and provision of programmes with the use of digital technologies, some of which I attended before the study. Presence on social media tools. Also, personal communication with museum staff showed that they are thinking of using Twitter for their learning provision and were interested in investigating this further.
Twitter was selected as the social networking tool to be used to complement the interactions among the participants during the visit. For the people who are not familiar with Twitter, Twitter is primarily a microblogging platform, where every user can publish short messages up to 140 characters, so-called ‘tweets’. There are some leaflets that I will pass around - trying to recruit some more Twitterers here! There are quite a few reasons why I opted for Twitter: first, it has both synchronous and asynchronous characteristics. It would allow the researchers to collect participants’ reactions to what they experience at the MoL but also enable communication beyond the visit. There is a growing body of research on Twitter and discourse on its effectiveness as an educational tool. The advantages of microblogging, according to Ebner et al. (2010) consist mainly in the possibility of giving immediate feedback and in documenting processes (p. 94). It is quite simple to use. Also, in UK updates can be carried out using SMS, and this means that it could be used even without a network in the museum during the visit ( I was lucky enough that MoL had infrastructure, but not all the museums do). It has been embraced with enthusiasm among museum worldwide, and as I already said,
Various methods were used to collect data, as shown on this table. The focus of this presentation is on the tweets posted during the visit- however, without presenting the analysis of content - and observational data during the visit and interview data.
So, what the visit involved. Participants were in 8 groups of 3s/4s. Each group had a specific inquiry related to the overall theme of the visit & a printed booklet with instructions, map & some activities. However, the groups has flexibility over what objects to select and look at. Also, a digital recorder with a mic was attached to one member of the group and also each pair of participants had an iPhone. The participants were asked to use either Twitter or TweetDeck, specific hashtags were suggested. All of them had to visit the three New London Galleries - each group had to follow a pre-defined trail across these spaces - not the same for all the groups and collect some evidence to use later for a presentation. There were some restrictions on the number of pictures the groups should capture - but I’m afraid they didn’t really stick to the max number. Also, I have to say that the accounts were created prior the visit, Twitter was used in the classroom twice and also there was a project account called @MuseLearn, where all the participants were following. Also a list.
The first thing I did when approaching my data, was to look at all the tweets posted on the day of the visit - that is a total of 84 tweets and classify them into 9 broad themes that were identified in a first open-coding of the data, according to features of the tweet and content) . As you can see on the table, a high number (n=74) was related to the museum and its discourse, 11 were related to the trip and I thought it was very interesting fact that only one was related to extracurricular activities and was actually posted after the visit.
Also, most of the tweets were original posts with only 9 of them being direct replies. More than half were linked to activities related to the aim of the visit. What do all these tell me? The fact that almost all the tweets are related to the museum and its discourse is particularly important given the nature of the visit; a self-directed visit, with teenagers equiped with internet connected mobile phones, and yet none of the participants contributed any ‘noise’ to the online discourse, about any of their extracurricular interests (this was noticed in the classroom activities for example). It also demonstrates an appropriate use of Twitter by students which shows that integration of social media in learning activities does not lead to students misusing them, as ‘media sceptics’ in the education sector claim.
Apart from looking at the tweets as numbers, my second approach in looking at my data, involved creating a visual representation of the twitter stream. The visit stream initially looked like this. The problem with Twitter and with every social media tool, is that the online discourse is rendered chronologically, rather than logically. This reflects and attributes importance to the time sequence of the contributions rather than their conceptual structure. Hence, it is difficult for users to track key issues raised in the conversations (e.g. ideas, arguments, questions) or the links attached to the tweet and thus to contribute to the conversation without reading the entire online conversation, clicking on links and being able to filter the ‘noise’. The same difficulty applies for the researcher when analysing and trying to make sense of the online discourse on Twitter. Hence, the approach followed here to analyse the tweets is to structure and represent the discourse as a semantic network of posts, as proposed by De Liddo et al. (2011, p. 6).
The Compendium was used to map the tweets ( http://compendium.open.ac.uk/ ). Compendium is a software tool for mapping information, ideas and arguments. Representing the online discourse as a visual map offers a useful way to engage, explore and reflect on that data. Compendium, also allows you to give tags to the nodes and posts you create, something that it was useful for me to make sense of this data. The aim of this approach is to code each post according to its function in the conversation (node/post type) and how is connected to a specific post or participant, according to the function of the post and its place in the conversation (semantic connection/link type). I’m currently working on this aspect, to look at each post & identify the precise role of the tweets in the wider online discourse. However, this is not presented here. This network shows a map of all the tweets posted by the seven groups on the day of the visit, the researcher (icon in that last row, right). The pictures posted online and connections between the groups can be seen. All the tweets are clustered around a group icon, as the unit of analysis is the group and the interactions among the groups. What does this graph tells me? It shows that six groups posted on average a similar number of tweets (apart from Group 2). Also, there is only one group without any connections to other groups (Group 2). The connections are limited and all represent direct replies. Where tweets are linked to other tweets, they tend to consist of a single exchange (comment-reply) without further exchanges, as shown by the fact that some tweets are linked to other tweets, but are not linked back. In trying to interpret this graph, I could say that it suggests the posts are disconnected which might indicate disengagement from the learning task or the conversation. Further, it seems that the Tweets have a monologic character, consisting of group postings loosely bound by the participants’ experience at the museum. However, what this map cannot show, is any ‘invisible interaction’ taking place with participants reading the tweets and ‘interacting’ with the content and artifacts, without posting a comment or replying. This was evident in the interview data.
Interviews with 11 participants were conducted after the visit using a semi-structured approach and lasting approximately 15-20 min. In analysing the interview data thematic analysis was employed. Here, accounts from 3 groups are provided (n=5) to give insights on whether use of and interactions on Twitter, helped the participants to engage meaningfully with museum content and make sense of their experiences. So, there was evidence that the participants were reading each others tweets during the visit. One of the interviewees said: And they actually found the carriage, as they do have a tweet about this. Also, the second extract is indicative.
All the interviewees agreed that this was a very positive and engaging experience
Specific questions were also posed about the use of mobile phones during the visit. Here, two themes emerged: first, the notion of the technology assisting in getting ideas and interpretations across, thus creating an ‘opinion space’, where multiple opinions could be heard.
The second theme that emerged when answering questions about the use of technology is the notion of being connected and staying connected, creating an ‘inter-connected space’, bridging the different (physical) spaces of the museum. The following quotes demonstrate these points:
I think that the two following quotes summarise really well the value of having this activity whilst at the museum and having comments posted online. ‘you get lots of opinions’, forming judgments, get some information’, search more The second: it’s interesting to see what people put, if there’s something you didn’t see
Also, beyond these points, it seems that use of Twitter helps the participants to ‘archive’ and possibly extend their museum experience, which otherwise would be disposable
To conclude, it could be argued that at a primary level, social media tools can be used in museums for engaging students to participate and share their experiences. The interview data showed that there was a second level of interaction among the groups and entailed dialogic features; with one’s self as a reader, within and across the group once posts were read, with the objects and the institution and a broader audience which could potentially read the contributions. This ‘invisible interaction’ supported the negotiation and exchange of meaning making among the participants and shaped their collective experience at the museum. Also, these tools are appropriate for documenting and archiving their experience and for making the visit more social and more enjoyable.
Looking at my data and the so far findings, I would argue that the availability of such tools that enable users to generate content, may enable visitors to learn from each other and may change their experiences radically. However, there is not guarantee about that.
Understanding technology-enhanced museum visitor experience: