Something Old. Something New: Supporting Lecture Delivery with Digital Tools. Expanding Communities of Practice with Social Media.
How can we use new technologies of distribution and social support to create effective and pedagogically useful online teaching environments?
This paper offers an in depth analysis of the experience of online learning offered by Harvard University, Penn State University and MIT. It asks what lessons we should consider when adapting new technologies to old teaching methodologies, and more importantly, how these environments may change the way we teach.
Slideset to accompany the 2013 CAS/CADE conference presentationby Daniel Buzzo at the Computer Arts Society, Computers in Art and Design Education conference Bristol 2013.
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
Building community through Slack: a student-owned digital space for connectiv...RichardM_Walker
This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.
Fostering a community of academics interested in teaching technologies and re...Jonathan Flutey
Rhian A Salmon | Science in Context, School of Chemical and Physical Sciences
Anne Macaskill | School of Psychology
Jonathan Flutey | Information Technology Services
Suzanne Boniface | School of Chemical and Physical Sciences
Stuart Brock | Philosophy, School of History, Philosophy, Political Science, and International Relations
Sydney J Shep | Wai – te – ata Press & School of Information Management
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Developing an online course on telecollaboration for teachers: A reflection o...Angelos Konstantinidis
Telecollaboration is flourishing yet there are still few courses in higher education that offer to in-service teachers the fundamental theoretical and practical knowledge necessary to organise and conduct a telecollaborative project in their own educational settings. This paper aims to provide a resource to teacher educators and course designers who seek to design a course on telecollaboration in higher or post-secondary education. Through reflective practice (Bolton, 2018) and adhering to the principles of educational design research (McKenney & Reeves, 2012), the process of design and development of an online master’s course for language teachers is described. The article begins by describing the context and discussing the underlying rationale and overall course aims and learning outcomes, while the syllabus and assessment tasks are reviewed next. Course evaluation throughout the years is briefly reported as well as other outcomes. The study concludes by pondering on the challenges faced.
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009).
This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation.
Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.
Building community through Slack: a student-owned digital space for connectiv...RichardM_Walker
This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.
Fostering a community of academics interested in teaching technologies and re...Jonathan Flutey
Rhian A Salmon | Science in Context, School of Chemical and Physical Sciences
Anne Macaskill | School of Psychology
Jonathan Flutey | Information Technology Services
Suzanne Boniface | School of Chemical and Physical Sciences
Stuart Brock | Philosophy, School of History, Philosophy, Political Science, and International Relations
Sydney J Shep | Wai – te – ata Press & School of Information Management
Black & Latino dominance on Twitter & Facebook, yet omission from Social Medi...Golin
GolinHarris at Social Media Week 2013
Black & Latino dominance on Twitter & Facebook,
yet omission from Social Media Strategy
A discussion on how black and Latino’s have dominated Twitter and Facebook, however lack SM strategies. Discuss best practices for multicultural social media strategies.
#smwmulticultural
Estudio de mercado para conocer cuáles eran las aplicaciones móviles relacionadas con cómic y con el proyecto que se quería desarrollar en torno a eso. La realización de un benchmark permite conocer el contexto sobre el cuál nos queremos introducir con nuestro producto.
Team Extreme oder 15 Mann auf des toten Mannes KisteRolf Dräther
Ein Coach steigt aus. Raus aus dem Alltag und rauf auf den derzeit einzigen transatlantischen Frachtsegler – die Tres Hombres. Drei Monate lang auf nur 32m Länge, 6m Breite, 3m Tiefgang. Unter bis zu 19 Segeln an 2 Masten. Ohne Motor. Von Den Helder (NL) nach Barbados in der Karibik. Einmal übers Große Wasser. Ein Schiff. Ein Team. 15 Leute – und keiner kann weg. Team extreme! Wie geht das aus? Und was hilft dabei, nicht über Bord zu springen? Was lernt man als (Agile) Coach? Ein Selbstversuch.
Big Data & The Future of Making Things by Mike HaleyGlobant
Globant and the California College of the Arts (CCA) got together to present CON.VERGE, their first conference for business executives and thought-leaders.
Mike is an energetic technical leader; he concentrates on making software a true partner in the design process. His team is focused on geometric shape analysis and large scale machine learning techniques for 3D design information.
In his talk, he explored 'What Things Are', 'What They Relate To' and 'What They Do' when it comes to data and how you can make things happen with the help of data. Check out his presentation for more details.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
A presentation delivered at the Higher Education Leaders Asia Forum 2017 held in Kuala Lumpur, Malaysia on February 28, 2017. Event was organized by IQPC and Higher Ed-iQ.
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Using Web Tools To Enhance Teaching & Learningguestd009ee0
Presentación sobre la utilización de herramientas de la Web 2.0, especialmente un blog y un wiki, en la enseñanza de cursos graduados en Ciencias de la Información, en la Universidad de Puerto Rico. / Presentation about the use of Web 2.0 tools, specially a blog and a wiki, in the teaching of information science courses at the University of Puerto Rico.
2014 NMC Horizon K-12 and Higher EducationCathleen Galas
Review of two NMC reports on educational technology adoptions, challenges, and important developments for the next year, next 2-3 years, and next 4-5 years for K-12 and Higher Education.
Using NBC News Videos in Blackboard Learn to Enliven Instruction and Increase...ekunnen
We will demonstrate how Grand Rapids Community College uses the NBC News Blackboard Building Block in Blackboard Learn to access NBC News Archives on Demand and bring relevant, engaging multimedia content into the classroom.
Online Learning Objects: Affecting Change through Cross-Disciplinary Practi...Emily Puckett Rodgers
For the past three years, the MELO project has brought together faculty from several gateway courses at U-M. These courses can be huge with hundreds of students per semester in a single class or smaller, more intimate classes. So how can we innovate across these spaces? We can share.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Something Old. Something New:
Supporting Lecture Delivery with Digital Tools.
Expanding Communities of Practice with Social
Media.
2. In other words:
How can we use new technologies of distribution
and social support to create effective and
pedagogically useful online teaching
environments?
3. The investigation centers on analysis of the
online learning offered by Harvard University,
Penn State University and MIT
4. what lessons should we consider when adapting
new technologies to old teaching
methodologies ?
How may these environments change the way
we teach ?
5. The three study programmesrepresent three
different approaches to online learning:
10. Scale ?
• 74 + MOOCs from Universities
• 300+ courses
• 3.5m+ users
• 30% Science, 30% Arts & Humanities, 25%IT
rest – Business & Mathematics
M. Mitchell Waldrop and Nature magazine
11.
12. MIT: learning creative learning
• Mitch ResnikProgramme leader
• Discursive rather than technical.
• Strong use ofSCRATCH and online remix community
• Very small group onsite - 15 students
• Strong emphasis on social activity and online remix of others work,
• Xxperimental, using commons tools and mixed technologies.
• Using available tools, Google+ Communities, Google Docs, YouTube,
Google Hangouts, Chat
• Andragogyfocused with hi level motivation, low incentive to keep
engaged.
• High technology barriers and mixed results from presentation
• High level of disengagement. Swamped Google+ community.No credits for
online:
• 11 sessions , 5– 8 hours per week
• Not assessed
13. MIT / P2Pu
• Programme trying to organise sub groups of social activity and discussion
on course work, tryingtospawn micro communities of practice, mooc
• Very experimental approach, participatory activity, side channel extends
chat.Presenters invited to participate in online chat.
• Different approaches to online learning
• Highlights issues of Goal orientation and justification and
motivation, Versus personal discovery and exploration
• http://www.youtube.com/watch?v=QrsIICQ1eg8
20. EdX / Harvard CS50
• David J Malan programme leader
• Organised,Excellent onsite resources,
• Clear pedagogy and Internal organisation BEFORE open access and online,
• Clear scope &interfaces, less emphasis on community, community is
physically based on campus, clear courseware through standard
interface, technical proficiency.
• Standard directed delivery lecture , workshop example, project, test etc
• Standard work environment provided – preconfigured linux appliance
• Graded & Assignments/time based
• Time orientated course materials.
• Credits awarded
• 11 weeks structured, 8 hours per week
21.
22.
23.
24.
25.
26.
27. Coursera/ Penn State
• Karl T Ulrich Programme Leader
• The content delivered via short videos created for the course
• The videos are explanations of ideas, and use artifacts from many
different sources
• The videos are supplemented by readings from free digital textbook
• Each week includes a design challenge focused on a design problem
of.The work for the course is DOING design.
• Centered on sequence of challenges that result in creation of new
artifact.
• Free
• Statement of accomplishment
• No formal credits
• 8 weeks 5-10 hrs per week
30. These courses are offered by universities that
should be expected to be delivering both first
class content and state of the art technology.
31. Each programme uses different methods of
dealing with key issues:
scale,
temporality,
support systems
synchronous/asynchronous delivery.
32. In UK Higher Education we work with a lecture-
oriented pedagogy:
fixed student cohort
fixed academic team
fixed location
specific duration
fixed outcomes and success criteria
33. Evaluating them it becomes clear that the
balance in effective delivery may lie between
having a clear pedagogic process to indicate
appropriate technology directions and
reflecting on how technology reframes
pedagogic discourse.
34. These two issues are considered against the
makeup and ongoing needs of UK educational
institutions.
35. As Andrew Delbanco raises in his recent article.
Education is an industry that has seen almost no
productivity gains in the last hundred years
36. What lessons and practices can we gain from
these examples as we proceed to design our
own online teaching environments?
37.
38.
39. MIT P2PU, Coursera and EdX work in the context
of andragogy, the teaching of adults,
This allows for a broader range of academic
approaches, motivations and goals.
40. these courses incorporate digital tools to
disseminate lecture material in a time-shifted
pattern and use tools to facilitate online
communities of practice.
43. What each approach shares is what we have
come to understand about software
development and unfocussed applications of
technology.
44. Pedagogic process is being challenged by the
beginnings of post-industrialisation of
education, the market place and the
disruptive effects of cheap communications
technologies.
45. Investigation of Scope is paramount in using
resources effectively
Effective execution costs
UX counts for almost everything
