The document summarizes lessons learned from creating an active learning environment classroom at Monroe Community College. It discusses how the idea was sparked by seeing other active learning environments. It describes preparing by visiting another local college's active learning classroom. The technologies chosen for the new classroom included multiple projectors, interactive whiteboards, and computer stations. Pictures show the transformation from a traditional classroom to an updated active learning space. Key lessons learned include having a detailed installation plan, allowing adequate time for setup, and providing training for faculty and staff on using the new technologies and space.
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...Teemu Leinonen
Presentation in the 10th International Conference on Mobile Learning 2014, 28 February – 2 March, Madrid, Spain. The aim of the research is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. The paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices / habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application ‘Ach So!’ for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application.
CIB W78 2007 - Comparison of distance learning coursesRobert Klinc
Even though advances in information and communication technologies (ICT) significantly changed the way professionals in building and construction (BC) industry work, the dominant training method is still the traditional classroom lecture with all its drawbacks.
In response to the demands from the AEC sector to improve and broaden the competence of engineering students in using new technologies while solving specific problems, in 1993 University of Stanford (USA) started an ICT supported distance learning course named Architecture/Engineering/Construction Computer Integrated Global Teamwork Course (AEC Global Teamwork). The mission of the program is to educate the next generation of professionals to be able to work in multi discipline collaborative environments and to take advantage of information technologies to produce high quality products in faster and more economic way.
Positive feedback of the AEC Global Teamwork encouraged other institutions to introduce their own BC oriented distance learning courses, one of them being ITC Euromaster. In autumn 2001, nine European universities started the project in order to develop an inter university postgraduate programme in information technology in construction (ITC).
This paper describes similarities and differences of both approaches, presents results of the survey carried out among participants of both courses, and compares both of them from the students’ point of view.
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
In-Time On-Place Learning — Creation, Annotation and Sharing of Location-Base...Teemu Leinonen
Presentation in the 10th International Conference on Mobile Learning 2014, 28 February – 2 March, Madrid, Spain. The aim of the research is to look at how mobile video recording devices could support learning related to physical practices or places and situations at work. The paper discusses particular kind of workplace learning, namely learning using short video clips that are related to physical environment and tasks preformed in situ. The paper presents challenges of supporting learning as part of work practices taking place in the workplace, because learning has different attributes during work than in formal educational contexts: e.g. it is informal, just in time and social. The theoretical framework of the design is the tradition of pragmatism. We start with the concepts of experience, change of practices / habits and reflection, claiming that living through experiences suggest changes for practices and these trigger reflective processing of the situations. We present an Android application ‘Ach So!’ for creating and annotating short videos as potential solution for informal learning for physical work practices. The paper ends in proposing future steps in the development of the application. The co-design process for the application is lean and iterative, where the design receives feedback from the project partners, skilled workers, apprentices and managers of SMEs targeted to be the main users of the application.
CIB W78 2007 - Comparison of distance learning coursesRobert Klinc
Even though advances in information and communication technologies (ICT) significantly changed the way professionals in building and construction (BC) industry work, the dominant training method is still the traditional classroom lecture with all its drawbacks.
In response to the demands from the AEC sector to improve and broaden the competence of engineering students in using new technologies while solving specific problems, in 1993 University of Stanford (USA) started an ICT supported distance learning course named Architecture/Engineering/Construction Computer Integrated Global Teamwork Course (AEC Global Teamwork). The mission of the program is to educate the next generation of professionals to be able to work in multi discipline collaborative environments and to take advantage of information technologies to produce high quality products in faster and more economic way.
Positive feedback of the AEC Global Teamwork encouraged other institutions to introduce their own BC oriented distance learning courses, one of them being ITC Euromaster. In autumn 2001, nine European universities started the project in order to develop an inter university postgraduate programme in information technology in construction (ITC).
This paper describes similarities and differences of both approaches, presents results of the survey carried out among participants of both courses, and compares both of them from the students’ point of view.
E-LEARNING TECHNOLOGIES
Tutorial by Martin Ebner, Martin Schön and Sandra Schön
CC BY SA BIMS e.V. | Martin Ebner, Martin Schön, Sandra Schön | April 2014
URL: http://creativecommons.org/licenses/by-sa/2.0/de/
My keynote talk at the 2007 IA Konferenz in Stuttgart, Germany, I argued we need to create fewer final designed artifacts and more tools to help everyone design. The audio can be downloaded from here: http://www.iavoice.com/2007/11/27/ia-konferenz-2007-keynote-english/
With a mandate from our IT Steering Committee and a wee pot of money Okanagan College built Model Technology Enhanced Classrooms at each of our 4 campuses this past year. The intent was to provide instructors with an opportunity to gain familiarity with educational technologies currently in use but not available to everyone at OC. It also came at a time when we are wrestling with the demise of VGA as a universal connection standard, and instructors wanting to use iPads for teaching, and students wanting to be able to display on the projector, and bringing in guest speakers using Skype, and running a backchannel, and … So we built them. And we learned a lot of things along the way. And I’ll tell you about them. http://www.okanagan.bc.ca/Campus_and_Community/employees/itservices/edtech/Model_Tech_Classroom.html Since 2005 Mike Minions has been the Educational Technology Coordinator at Okanagan College.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
E-LEARNING TECHNOLOGIES
Tutorial by Martin Ebner, Martin Schön and Sandra Schön
CC BY SA BIMS e.V. | Martin Ebner, Martin Schön, Sandra Schön | April 2014
URL: http://creativecommons.org/licenses/by-sa/2.0/de/
My keynote talk at the 2007 IA Konferenz in Stuttgart, Germany, I argued we need to create fewer final designed artifacts and more tools to help everyone design. The audio can be downloaded from here: http://www.iavoice.com/2007/11/27/ia-konferenz-2007-keynote-english/
With a mandate from our IT Steering Committee and a wee pot of money Okanagan College built Model Technology Enhanced Classrooms at each of our 4 campuses this past year. The intent was to provide instructors with an opportunity to gain familiarity with educational technologies currently in use but not available to everyone at OC. It also came at a time when we are wrestling with the demise of VGA as a universal connection standard, and instructors wanting to use iPads for teaching, and students wanting to be able to display on the projector, and bringing in guest speakers using Skype, and running a backchannel, and … So we built them. And we learned a lot of things along the way. And I’ll tell you about them. http://www.okanagan.bc.ca/Campus_and_Community/employees/itservices/edtech/Model_Tech_Classroom.html Since 2005 Mike Minions has been the Educational Technology Coordinator at Okanagan College.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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!
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Designing an Active Learning Environment: Lessons Learned Presenters: Terry Keys Assistant Vice President Instructional Technologies Monroe Community College Phil Oettinger Classroom Technology Specialist Monroe Community College
2. What questions we will answer in this presentation: - What sparked the idea of an Active Learning Environment? - What did we do to prepare to create our own? - What technology did we choose to use? - What did the room look like before? What does it look like now? - What did we learn?
3. What sparked the idea of an Active Learning Environment? - Director of Planning for MCC and Dean of MCC's Damon City Campus saw Steelcase/Polyvision's Learn Lab Environment - They were then invited to Steelcase/Polyvision headquarters to view the Learn Lab Environment -Environment focus was collaboration and the notion of "No bad seat in the room" -Environment consisted of three screens (one on each wall for different viewing areas), chairs and tables arranged in "X" formation for mobility and collaboration, and interactive teaching tools
4. What did we do to prepare to create our own? - Visited local Finger Lakes Region College who had Steelcase/Polyvision design and installed a Learn Lab on their Campus -Talked with them about what they liked and did not like -We learned from their challenges and what they would have done differently
5. What technology did we chose to use? - Instead of going with Steelcase/Polyvision technologies and their partners we chose other equipment -Equipment List: -Panasonic Wide Format Wireless Video Data Projector -Smart Technologies 680i2 complete Interactive Whiteboard System (x2) -Smart Technologies Sympodium -Elmo TT-02s Document Camera (x2) -Computer station (x3) -Extron control system -JBL 23 Control Speakers -DVD/VHS Combo player
6. What did the room look like before? What does it look like now?
20. What lessons did we learn? Have a detailed plan for rolling out a room like this. Timing is everything. Would have been better to start installation at end of spring semester to use in fall. We knew going into this project that training would be important. Make sure you have training lined up for faculty and train as many staff as possible.
21. What lessons did we learn? Retrofitting a room is _____. Cabling a room without coring floors, and using floor cable hide is not ideal. Installing a room like this is a double edge sword: You are getting some great technology, but then you have to explain to Faculty that every room will not look like this.
