These are slides of my talk at the IEEE 2009 International Conference on Advanced Learning Technologies (ICALT) held in Riga, Latvia on July 15-17, 2009.
Creating an environment for sharing resources: An open learning ecologyCEMCA
1. The presentation discusses creating an open learning ecology through sharing resources and learning in open, networked environments.
2. It explores how the use of open educational resources can change roles for academics, students, and institutions by encouraging contribution, connection, and knowledge creation in collaborative spaces.
3. Learners are said to learn in open environments through connecting with others, contributing to and consuming collective knowledge, and charting their own learning pathways.
4. Ways to encourage academics to change practices include preparing self-regulated learners and providing professional development on open learning approaches.
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
This document discusses incorporating virtue ethics into supplemental instruction programs to help students develop skills and dispositions. It argues that expertise involves cultivating virtues like knowledge, skills, and attitudes. Specific virtues like honesty, justice and courage are important for SI leaders to develop. For virtues to take root, SI leaders must be led well through instruction and modeling by their teachers. Developing virtues requires practice in real situations and resisting societal pressures that undermine character development.
A few new approaches on business and societal transition within crisis situations. Field and operational technology developed by UHDR UniverseCity. Contact: info(at)uhdr.net . Operations in Europe, Canada, Turkey and Brasil
The document discusses defining rigor and relevance in education. It presents Bloom's Taxonomy of thinking skills and discusses developing definitions of rigor and relevance with a partner. It introduces the Rigor and Relevance Framework which places instruction on a spectrum from low to high rigor and low to high relevance. The goal is to move instruction toward high rigor and high relevance by applying knowledge to real-world situations and complex problem solving.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Sociological perspectives and the social construction of childhoodNathan Loynes
1. The document discusses positivist and interpretivist approaches to studying the social world. Positivism sees social behavior as determined by external social forces, while interpretivism sees reality and behavior as socially constructed.
2. It then focuses on the social construction of childhood, emerging in the 1990s as a critique of prior perspectives. Key theorists proposed childhood as socially constructed rather than a natural stage of development.
3. Applying a social constructionist lens to childhood enables a critical stance of how meanings, expectations, and institutions shape concepts of childhood over time. This perspective informs both research and practice.
Creating an environment for sharing resources: An open learning ecologyCEMCA
1. The presentation discusses creating an open learning ecology through sharing resources and learning in open, networked environments.
2. It explores how the use of open educational resources can change roles for academics, students, and institutions by encouraging contribution, connection, and knowledge creation in collaborative spaces.
3. Learners are said to learn in open environments through connecting with others, contributing to and consuming collective knowledge, and charting their own learning pathways.
4. Ways to encourage academics to change practices include preparing self-regulated learners and providing professional development on open learning approaches.
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
This document discusses incorporating virtue ethics into supplemental instruction programs to help students develop skills and dispositions. It argues that expertise involves cultivating virtues like knowledge, skills, and attitudes. Specific virtues like honesty, justice and courage are important for SI leaders to develop. For virtues to take root, SI leaders must be led well through instruction and modeling by their teachers. Developing virtues requires practice in real situations and resisting societal pressures that undermine character development.
A few new approaches on business and societal transition within crisis situations. Field and operational technology developed by UHDR UniverseCity. Contact: info(at)uhdr.net . Operations in Europe, Canada, Turkey and Brasil
The document discusses defining rigor and relevance in education. It presents Bloom's Taxonomy of thinking skills and discusses developing definitions of rigor and relevance with a partner. It introduces the Rigor and Relevance Framework which places instruction on a spectrum from low to high rigor and low to high relevance. The goal is to move instruction toward high rigor and high relevance by applying knowledge to real-world situations and complex problem solving.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
Sociological perspectives and the social construction of childhoodNathan Loynes
1. The document discusses positivist and interpretivist approaches to studying the social world. Positivism sees social behavior as determined by external social forces, while interpretivism sees reality and behavior as socially constructed.
2. It then focuses on the social construction of childhood, emerging in the 1990s as a critique of prior perspectives. Key theorists proposed childhood as socially constructed rather than a natural stage of development.
3. Applying a social constructionist lens to childhood enables a critical stance of how meanings, expectations, and institutions shape concepts of childhood over time. This perspective informs both research and practice.
1) Learners in open, unstructured environments use a variety of approaches to learn, including formal learning, libraries of examples and cases, dynamic knowledge sources like wikis, knowledge networks, and collaborative spaces.
2) They learn from people with similar skills or goals, their peers, tutors, and external contacts through both individual activities and group work.
3) Rather than having learning pathways strictly defined, learners structure their own learning by setting goals and drawing on resources, people, and groups within their networks.
Knowledge Maturing - a different perspective on learningAndreas Schmidt
This document discusses knowledge maturing, a perspective on learning that views it as a continuous social process occurring across different levels. It characterizes knowledge maturing as the increasing teachability, contextualization, and legitimacy of knowledge over time. The document analyzes how disruptions can occur in the maturing process and proposes introducing a more dynamic perspective, moving beyond top-down approaches. It presents a model of the knowledge maturing process and discusses applying the perspective to design processes and competence development.
How to become an effective knowledge managerAberdeen CES
This presentation asks what it takes to become an effective manager of knowledge beyond the individual, to the classroom, community and international scales. At these scales, might social learning provide a mechanism through which we can facilitate the spread of new ideas, and perhaps even attitudes and behaviours? The session will consider the possibilities, using case studies from the Sustainable Uplands project at the United Nations Convention to Combat Desertification, considering how we can each become more effective knowledge managers, and so affect change far beyond our immediate sphere of influence.
The document discusses new approaches to learning, including collective learning and charting. It presents a model that moves beyond individual learning to recognize learners as consumers, contributors and connectors of knowledge. Collective learning involves learners connecting, consuming and contributing to knowledge as part of a group. Charting is presented as a way for learners to relate their progress to their goals and dynamically interact with their personal development over time with the help of other people and resources.
This document discusses learning dispositions and transferable competencies. It argues that learning dispositions matter and can be modeled as "Learning Power" across seven dimensions. An analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions to provide insights for learners, educators, researchers and organizations. The document outlines criteria for validating learning analytics approaches, including ensuring proper context, and discusses ongoing work using the analytics platform and modeling learning dispositions.
The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
This document outlines an educational session on designing engaging curriculum. The session discusses evaluating one's own design process, exploring student-centered active learning approaches, and technology-enhanced curriculum design. Participants are guided through planning a session by considering learners, outcomes, structure, methods, and assessment. The session promotes designing curriculum that is inclusive, collaborative, and values student learning through a variety of approaches and technologies.
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
The document discusses research findings from interviews and observations of teachers and classrooms. It addresses several topics:
1) A lack of resources that support personal qualities like responsibility, self-esteem, and integrity.
2) Teachers see themselves as researchers, administrators, and trying to speak students' language.
3) There is a need for new media and approaches to education.
4) Classrooms have little time, a fast pace, and teachers piecemeal existing resources while students struggle with abstract concepts.
Knowledge management (KM) involves systematically creating, capturing, sharing, and analyzing an organization's knowledge to directly improve performance. KM aims to get the right information to the right people at the right time through tools and processes that identify, create, distribute, and enable the adoption of insights and experiences. The goal of KM is to improve innovation, sharing of lessons learned, and competitive advantage through continuous organizational improvement and management of knowledge as a strategic asset.
The document discusses various theories of learning including behaviorism, cognitivism, humanism, constructivism, socio-constructivism, connectivism, and communities of practice. It provides definitions and explanations of key concepts from theories such as Pavlov's work in behaviorism and Piaget's constructivist view of learning as progressive internalization. Examples are given of how knowledge is now doubling every few years and the shelf life of information is decreasing, pointing to trends such as lifelong learning and the importance of knowing where to access information over specific details.
Collective Learning and Charting, Allison LittlejohnColin Milligan
1. The document discusses a new approach called "collective learning and charting" to support the transition from education to work.
2. It proposes using charting to help individuals relate where they are in their goals and development to where they started and want to be, and to make use of other people and resources.
3. The approach is based on research findings about how novices and experts create, consume, and share knowledge; self-regulate learning; and draw on collective knowledge to achieve goals.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
Computer-Supported Collaborative Learning (CSCL), Virtual Math Teams (VMT) an...Gerry Stahl
The document discusses computer-supported collaborative learning (CSCL) and virtual math teams (VMT) as contexts for studying group cognition and communication. It examines how small groups solve problems and build knowledge together online. The author analyzes VMT group interactions to understand how cognition occurs at the group level through communication sequences. The analysis focuses on how groups coordinate tasks, construct meaning jointly, and produce shared artifacts and understanding.
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
This document discusses various learning theories:
- It introduces major learning theories and aims to discuss how people learn.
- It defines learning as "a persisting change in human performance or performance potential...which must come about as a result of the learner’s experience and interaction with the world."
- It examines theories such as behaviorism, cognitivism, humanism, constructivism, socio-constructivism, communities of practice, and connectivism. It analyzes the key aspects and principles of each theory.
The document discusses cognitive learning strategies. It defines cognitive strategies as techniques learners use to deliberately manipulate information to improve learning. Cognitive strategies include repetition, organizing new language, summarizing meaning, and using imagery for memorization. The document also classifies cognitive strategies and provides theories on cognitive learning, explaining that learners process information mentally through activities like rehearsing, elaborating on, and organizing new information. Examples of cognitive strategies in the classroom are given, such as making mind maps, visualization, and self-testing.
The document discusses a study on characterizing crowdwork tasks. It reviewed prior research on how task design impacts worker outcomes. A survey of 295 crowdworkers and 459 employees found crowdwork is often perceived as routine and repetitive, but also includes collaborative, high-agency, and expertise-based elements. A typology of 4 crowdwork clusters was developed: 1) high-agency collaborative work; 2) standardized rule-based work; 3) low-agency repetitive work; and 4) expert-based work. Further research is recommended to validate and expand on this initial typology.
1) Learners in open, unstructured environments use a variety of approaches to learn, including formal learning, libraries of examples and cases, dynamic knowledge sources like wikis, knowledge networks, and collaborative spaces.
2) They learn from people with similar skills or goals, their peers, tutors, and external contacts through both individual activities and group work.
3) Rather than having learning pathways strictly defined, learners structure their own learning by setting goals and drawing on resources, people, and groups within their networks.
Knowledge Maturing - a different perspective on learningAndreas Schmidt
This document discusses knowledge maturing, a perspective on learning that views it as a continuous social process occurring across different levels. It characterizes knowledge maturing as the increasing teachability, contextualization, and legitimacy of knowledge over time. The document analyzes how disruptions can occur in the maturing process and proposes introducing a more dynamic perspective, moving beyond top-down approaches. It presents a model of the knowledge maturing process and discusses applying the perspective to design processes and competence development.
How to become an effective knowledge managerAberdeen CES
This presentation asks what it takes to become an effective manager of knowledge beyond the individual, to the classroom, community and international scales. At these scales, might social learning provide a mechanism through which we can facilitate the spread of new ideas, and perhaps even attitudes and behaviours? The session will consider the possibilities, using case studies from the Sustainable Uplands project at the United Nations Convention to Combat Desertification, considering how we can each become more effective knowledge managers, and so affect change far beyond our immediate sphere of influence.
The document discusses new approaches to learning, including collective learning and charting. It presents a model that moves beyond individual learning to recognize learners as consumers, contributors and connectors of knowledge. Collective learning involves learners connecting, consuming and contributing to knowledge as part of a group. Charting is presented as a way for learners to relate their progress to their goals and dynamically interact with their personal development over time with the help of other people and resources.
This document discusses learning dispositions and transferable competencies. It argues that learning dispositions matter and can be modeled as "Learning Power" across seven dimensions. An analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions to provide insights for learners, educators, researchers and organizations. The document outlines criteria for validating learning analytics approaches, including ensuring proper context, and discusses ongoing work using the analytics platform and modeling learning dispositions.
The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
This document outlines an educational session on designing engaging curriculum. The session discusses evaluating one's own design process, exploring student-centered active learning approaches, and technology-enhanced curriculum design. Participants are guided through planning a session by considering learners, outcomes, structure, methods, and assessment. The session promotes designing curriculum that is inclusive, collaborative, and values student learning through a variety of approaches and technologies.
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
The document discusses research findings from interviews and observations of teachers and classrooms. It addresses several topics:
1) A lack of resources that support personal qualities like responsibility, self-esteem, and integrity.
2) Teachers see themselves as researchers, administrators, and trying to speak students' language.
3) There is a need for new media and approaches to education.
4) Classrooms have little time, a fast pace, and teachers piecemeal existing resources while students struggle with abstract concepts.
Knowledge management (KM) involves systematically creating, capturing, sharing, and analyzing an organization's knowledge to directly improve performance. KM aims to get the right information to the right people at the right time through tools and processes that identify, create, distribute, and enable the adoption of insights and experiences. The goal of KM is to improve innovation, sharing of lessons learned, and competitive advantage through continuous organizational improvement and management of knowledge as a strategic asset.
The document discusses various theories of learning including behaviorism, cognitivism, humanism, constructivism, socio-constructivism, connectivism, and communities of practice. It provides definitions and explanations of key concepts from theories such as Pavlov's work in behaviorism and Piaget's constructivist view of learning as progressive internalization. Examples are given of how knowledge is now doubling every few years and the shelf life of information is decreasing, pointing to trends such as lifelong learning and the importance of knowing where to access information over specific details.
Collective Learning and Charting, Allison LittlejohnColin Milligan
1. The document discusses a new approach called "collective learning and charting" to support the transition from education to work.
2. It proposes using charting to help individuals relate where they are in their goals and development to where they started and want to be, and to make use of other people and resources.
3. The approach is based on research findings about how novices and experts create, consume, and share knowledge; self-regulate learning; and draw on collective knowledge to achieve goals.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
Computer-Supported Collaborative Learning (CSCL), Virtual Math Teams (VMT) an...Gerry Stahl
The document discusses computer-supported collaborative learning (CSCL) and virtual math teams (VMT) as contexts for studying group cognition and communication. It examines how small groups solve problems and build knowledge together online. The author analyzes VMT group interactions to understand how cognition occurs at the group level through communication sequences. The analysis focuses on how groups coordinate tasks, construct meaning jointly, and produce shared artifacts and understanding.
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
This document discusses various learning theories:
- It introduces major learning theories and aims to discuss how people learn.
- It defines learning as "a persisting change in human performance or performance potential...which must come about as a result of the learner’s experience and interaction with the world."
- It examines theories such as behaviorism, cognitivism, humanism, constructivism, socio-constructivism, communities of practice, and connectivism. It analyzes the key aspects and principles of each theory.
The document discusses cognitive learning strategies. It defines cognitive strategies as techniques learners use to deliberately manipulate information to improve learning. Cognitive strategies include repetition, organizing new language, summarizing meaning, and using imagery for memorization. The document also classifies cognitive strategies and provides theories on cognitive learning, explaining that learners process information mentally through activities like rehearsing, elaborating on, and organizing new information. Examples of cognitive strategies in the classroom are given, such as making mind maps, visualization, and self-testing.
Similar to Charting collective knowledge: Supporting learning in the workplace (20)
The document discusses a study on characterizing crowdwork tasks. It reviewed prior research on how task design impacts worker outcomes. A survey of 295 crowdworkers and 459 employees found crowdwork is often perceived as routine and repetitive, but also includes collaborative, high-agency, and expertise-based elements. A typology of 4 crowdwork clusters was developed: 1) high-agency collaborative work; 2) standardized rule-based work; 3) low-agency repetitive work; and 4) expert-based work. Further research is recommended to validate and expand on this initial typology.
My slides for the CrowdLearn project inception meeting at CEDEFOP on 15 February 2018. Project details at: https://www.oii.ox.ac.uk/research/projects/skills-formation-and-skills-matching-in-online-platform-work-practices-and-policies-for-promoting-crowdworkers-continuous-learning/
These are slides of my presentation (co-authored with Heather Hofmeister) on the use of the life course perspective to analyse crowdwork and crowdworkers' learning. The presentation was part of the 'Research Methods for Digital Work' conference at University of Surrey in the UK on 25-26 May 2017. For details see http://www.ias.surrey.ac.uk/workshops/workpractices/index.php
Interdisciplinary Perspectives on Learning From Incidents Seminar Series: Int...Anoush Margaryan
These are the slides of my introduction to the ESRC-funded Interdisciplinary Perspectives on Learning from Incidents (IP-LFI) seminar series. I gave this presentation at the inaugural seminar on 10 Dec 2013 at Glasgow Caledonian University. Details on this seminar series are available from http://lfiseminars.ning.com/
Narrating Your Work: A microblogging-based approach to supporting knowledge s...Anoush Margaryan
1) The document describes an experiment conducted with 17 employees from Shell International BV located across 3 continents where they used the Yammer enterprise microblogging service to regularly post updates about their work using an agreed hashtag. 2) Employees posted status updates daily or a few times a week on average for about 20 minutes each week, and read others' updates for around 25 minutes weekly. 3) While most employees posted publicly, some chose to post privately depending on whether the information would be useful just to their team or more broadly. The experiment found that narrating work in this way increased insight, connection, and awareness while preventing duplication.
What is learned through work? A typology of learning through everyday workAnoush Margaryan
This document presents a study that aims to develop a taxonomy of the types of learning that occurs through work experience at different stages of a professional's career. It outlines two research questions about what professionals learn and the similarities and differences across experience levels. The study uses interviews with professionals at various stages to identify emergent categories of learning, which are analyzed to develop a conceptual typology. Potential applications of the typology are discussed.
The document summarizes several studies that examined students' use of technologies for learning. The studies found that while students are frequent users of technologies like social media and smartphones, their use of technologies specifically for educational purposes is more limited. Students reported using institutional learning management systems primarily as a place to access course materials rather than for communication or collaboration. Some students displayed gaps in their knowledge of technologies that could support learning, such as scholarly databases, podcasts, and blogs.
Self-regulated learning and knowledge sharing in the workplaceAnoush Margaryan
This document summarizes a study on self-regulated learning and knowledge sharing among experts in a workplace community of practice. The study found that experts' self-regulated learning is deeply integrated with their work tasks and iterative in nature. Experts draw upon their personal networks for learning and value creating knowledge that can help others. However, opportunities for systematic reflection on learning are limited. The document discusses implications for understanding differences in expert and novice self-regulation and the relationship between individual and collective learning in real-world workplace contexts.
Students reported using technology for both formal course-related learning as well as informal social learning. For formal learning, they used tools provided by their courses like the VLE and Google Scholar for assignments. For informal learning, mobile phones, instant messaging, and social media platforms like Facebook were used to socialize, organize meetings, discuss coursework and exams with peers. While students were open to using these tools for their courses, staff had varying views depending on their discipline. In engineering, the VLE was key and staff were interested in new social tools, while in social work face-to-face interaction remained important. Overall technology use depended more on pedagogical approach than students' digital native status.
The document discusses personal learning environments (PLEs) and learner-focused solutions as alternatives to formal virtual learning environments (VLEs) set up by organizations. It questions whether learners should take charge of their own learning by proactively preparing themselves, or if organizations should be in control of what is learned. It also raises the question of whether all learners have the skills and mindset needed to be fully in charge of their own learning. Finally, it mentions several concepts relevant to personal knowledge management like reading, producing, weaving, and the cohesiveness of a learning community.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Charting collective knowledge: Supporting learning in the workplace
1. Charting collective knowledge:
Supporting self-regulated learning
in the workplace
Anoush Margaryan
Lecturer in Learning Technology
Shell Research Fellow
Caledonian Academy, Glasgow Caledonian University
Collaborators:
Prof. Allison Littlejohn and Dr Colin Milligan
Glasgow Caledonian University, UK
http://www.slideshare.net/anoush
The slides are licensed under Creative Commons Attribution-Non-Commercial-Share Alike 3.0 Unported Licence
2. “Now, we own the means of production--it's in our heads. It's
what we know and can do. Do we really want to turn that
over to the organization to decide? Or do we want to be the
people who say `I'm going to take charge of my own learning.
I'm going to be curious and pay attention to what's changing
and where things are going and I'm going to pro-actively
prepare myself for those things, regardless of whether or not
the organization tells me I need to learn this.` We shouldn't
be waiting to receive permission or be empowered. We
should be seizing that power and doing everything with it
that we can“
Michelle Martin, The Bamboo Project
3. Emergent work practices: Bricolage, patchworking
Emergent environments: Distributed, dynamically-
changing, technologically-mediated, complex or
chaotic
Emergent capabilities: self-regulation, self-
organisation, operating in ill-defined domains &
across geographic boundaries, networking, peering,
sharing
Emergent technologies: social, adaptive, intuitive
4. What behaviours/capabilities do individuals require to operate in
an open/ networked society ?
How can collective knowledge be used by individuals and to
support learning?
How can individuals make sense of distributed, collective
knowledge to support new learning and work patterns?
What sorts of adaptive technology tools can support the use of
collective knowledge?
5. Collective knowledge – the
aggregation of information,
knowledge and artefacts COLLECTIVE
residing in people, KNOWLEDGE
communities, networks,
practices that is accessible
through the web.
6. Scanning - what am I looking CONSUMPTION
for?
Filtering/Evaluating – what is
relevant? COLLECTIVE
KNOWLEDGE
Asking right questions –
know who and know where
13. You Your
goal
Formal Dynamic Knowledge, The collective
Learning e.g. wikis
Smart Your Shared resources Recommended
Information Knowledge (e.g. delicious) Resources
14. Colleagues with
similar skills
Peers with
Team
similar goals
Manager External
You
contacts
You Your
goal
Formal Dynamic Knowledge, The collective
Learning e.g. wikis
Smart Your Shared resources Recommended
Information Knowledge (e.g. delicious) Resources
15. Colleagues with
similar skills
Peers with
Team
similar goals
Manager External
You
contacts
You CONSUME Your
goal
Formal Dynamic Knowledge, The collective
Learning e.g. wikis
Smart Your Shared resources Recommended
Information Knowledge (e.g. delicious) Resources
16. Colleagues with
similar skills
Peers with
Team
similar goals
CONNECT
Manager External
You
contacts
You CONSUME Your
goal
Formal Dynamic Knowledge, The collective
Learning e.g. wikis
Smart Your Shared resources Recommended
Information Knowledge (e.g. delicious) Resources
17. Colleagues with
similar skills
Peers with
Team
similar goals
CONNECT
Manager External
You
contacts
You CONSUME Your
goal
CONTRIBUTE
Formal Dynamic Knowledge, The collective
Learning e.g. wikis
Smart Your Shared resources Recommended
Information Knowledge (e.g. delicious) Resources
18. Colleagues with
similar skills
Peers with
Team
similar goals
CONNECT
Manager External
You
contacts
You and Your CONSUME Your
Peers goals
CONTRIBUTE
Formal Dynamic Knowledge, The collective
Learning e.g. wikis
Smart Your Shared resources Recommended
Information Knowledge (e.g. delicious) Resources
24. MY GOALS
Charting (2)
Helps you relate where you
are to where you started
and where you want to be
… over and over …
providing the opportunity to
dynamically interact with
your goals and personal
development.
ME