The document summarizes findings from a study tour of learning spaces at several Australian universities. Key points include:
1) Universities are taking experimental approaches to learning space design but are often constrained by existing room sizes and infrastructure.
2) Standardization of equipment and services helps lower support needs but designs vary significantly between institutions depending on priorities and culture.
3) Most new spaces employ technology to connect multiple sites and make resources accessible online or off campus, but full integration of spaces with network services is still developing.
OER in Technical Colleges: Opportunities and BarriersPearlDeSure
Briefly describes the potential benefits and opportunities of adopting OER on an institutional level, as well as the potential barriers that may be found at technical colleges.
Cost of Migrating Large-Scale Computer Assisted Learning (CAL) Software to We...Simon Price
Paper presentation at the Interactive Computer aided Learning conference (ICL 2001), Villach, Austria, September 2001. This paper presents an initial analysis of the duration and effort data collected during the migration of WinEcon, a large-scale CAL package to WWW-based delivery. The paper reviews the data collected during the initial development of WinEcon before presenting the preliminary data collected during the recent migration. The data presented represents a snapshot of the data collection process towards the end of the migration project including an overview of the raw project data in terms of cost, duration and effort. Initial lessons learned from the project will be presented along with the potentially controversial view that conversion of large-scale projects, while feasible, may not represent the most efficient use of resources. The authors will argue that in many cases it may be more efficient to start again rather than migrate and reuse exiting tools and technology.
OER in Technical Colleges: Opportunities and BarriersPearlDeSure
Briefly describes the potential benefits and opportunities of adopting OER on an institutional level, as well as the potential barriers that may be found at technical colleges.
Cost of Migrating Large-Scale Computer Assisted Learning (CAL) Software to We...Simon Price
Paper presentation at the Interactive Computer aided Learning conference (ICL 2001), Villach, Austria, September 2001. This paper presents an initial analysis of the duration and effort data collected during the migration of WinEcon, a large-scale CAL package to WWW-based delivery. The paper reviews the data collected during the initial development of WinEcon before presenting the preliminary data collected during the recent migration. The data presented represents a snapshot of the data collection process towards the end of the migration project including an overview of the raw project data in terms of cost, duration and effort. Initial lessons learned from the project will be presented along with the potentially controversial view that conversion of large-scale projects, while feasible, may not represent the most efficient use of resources. The authors will argue that in many cases it may be more efficient to start again rather than migrate and reuse exiting tools and technology.
Mind the gap…understanding the tensions between the institution and the learner.
Workshop with Sarah Knight and Ellen Lessner at JISC Conference, Edinburgh, 24 March 2009.
Insights into AARNet and University IT Services for the Learning and Teaching leaders of tomorrow, realising the capacity issue of underlying infrastructure and opportunities for shared services.
Mind the gap…understanding the tensions between the institution and the learner.
Workshop with Sarah Knight and Ellen Lessner at JISC Conference, Edinburgh, 24 March 2009.
Insights into AARNet and University IT Services for the Learning and Teaching leaders of tomorrow, realising the capacity issue of underlying infrastructure and opportunities for shared services.
How to mitigate risk in the age of the cloudJames Sankar
The convergence of mobile, cloud computing and the Internet of
Things (IoT) heralds a new era of hyper connectivity, and with it,
high expectations from students, staff and faculty for anywhere,
anytime Internet availability and data sharing in real time.
Moving services to the cloud can deliver significant infrastructure
benefits and cost efficiencies to help the education sector meet these
new expectations, but these opportunities come with risks that are
sometimes overlooked in the rush to join the crowd in the cloud.
It’s important to consider the risks, as well as the benefits, when
making decisions around out-sourcing IT services to the cloud.
Rethinking business continuity and disaster recovery plans is vital for
ensuring that any investment in cloud services will meet the service
delivery expectation goals of institutions, now and into the future.
Director of Learning Environments at USC Joseph Cevetello presents an update on progress redesigning some key learning environments (labs and classrooms): strategies and results.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
Presentation on "Practical Competences in Engineering and Technology Enhanced Learning: MOOCs and Emerging Areas at the IEEE Education Society" from the IEEE Education Society Special Technical Community on Learning Sciences at the The Chinese University of Hong Kong
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A series of slides capturing highlights from the CAUDIT Teaching and Learning Spaces Tour Nov 2011
1. Learning Space
developments in
Australian Universities
CAUDIT Study Tour 2011
Photos courtesy of http://
www.flickr.com/photos/
munnerley/
1
2. University of Queensland
• Experimental traditional lecture theatre & group rooms
• Deployed lots of technology
• Shared findings with the community
• Design can be constrained by physical room constraints
• Rooms designed before the ipad/tablets
• Moving away from all equipment in 1 room to shared
infrastructure by many rooms/spaces
2
3. Griffith University
• Focus on student centred learning –
informal areas and pods
• Common Griffith Red design
• Use of Library as key social area
and precinct
• Engineering challenges with
technology and space constraints
• New ways to use media screens
and digital signage
3
4. Griffith University
• Use of precincts
and centralised
flexible student
service areas that
staff can cross
train and students
can access as
one stop shop
4
5. QLD University of Tech
• Rooms based on agnostic mobile
technology solution accessing web
based services
• Limited campus space dictates
flexible room use & high utilisation
• Standard design principles for staff,
students, postgrads
5
6. QLD University of Tech
• Standard equipment and service
apps lower training + support needs
• Use of external services like NVCS
• Able to support IPADs and other
mobile devices to control rooms and
use of software based solutions
• 100+ mobile “moocows” wifi
connected
• Video enabled rooms become
gaming rooms out of hours
6
7. Victoria University
• Different design themes for spaces and
rooms
• Sourcing solutions via external vendors
to create their spaces, 14 Cisco TP units
for new learning spaces separately by
curtains
• Legacy Tandberg systems remain and
are interoperable with TP units
• Technology being used to connect
multiple sites together and multiple
learning spaces
7
8. University of Melbourne
• Implementing 10 year
"Melbourne plan" started 2008
• Consolidating courses into 6
key areas "cohorts" focus on
the on campus experience
exclusively
• Emphasis on quality and on
campus experience
• Leading design school on use
of technology, design for
teaching and learning outcomes
8
9. University of Melbourne
• Implementing 10 year
"Melbourne plan" started 2008
• Consolidating courses into 6
key areas "cohorts" focus on
the on campus experience
exclusively
• Emphasis on quality and on
campus experience
• Leading design school on use
of technology, design for
teaching and learning outcomes
9
10. Key points
• There can be many stakeholders and opinions to manage within a
“community of practice” model, often designs are retrofitted to space and
other constraints
• Designs tend to be dictated by leader personality & behaviour with strong
personality required to progress
• Most new spaces seem are experimental across small % rooms
• Standardisation is key to support and training in use of technology
• Few were aware of the AARNet services beyond the network
• Technology and design choices depend on university culture and
goals, some want on campus experience, others want to connect multiple
campuses, others want to connect students off campus
10
11. Key points
• Expect classrooms to move to minimalism design as students and
staff bring own devices that use virtual clients and servers solutions =
more reliance on network based services
• Expect less dedicated equipment per room, more shared services on
and off campus
• Media walls are becoming key across all universities for information and
enlightenment, many reticulate free-to-air tv
• Some key library and content services are off.net and could be hosted
locally.
• Teaching and Learning spaces developments are starting to rely on
both ITS and AARNet's network directly or indirectly, expect video to
be part of the mix going forward and eduroam/wifi for interactions with
technology so any disruptions may in the future be dramatic for these
11
spaces.
12. More Information
• See the CAUDIT Blog -
http://cauditlearningspaces.blogspot.com/
• James Sankar’s blog -
http://jamessankar.blogspot.com/search/label/teaching
%20spaces
• See more photos at
http://www.flickr.com/photos/munnerley/collections/
72157628143277929/
12