Smart Learning: teaching and learning with smartphones and tablets in post co...Andrew Middleton
The use of smart technologies and social media by staff and students in and out of the classroom has implications for academic practice. Unlike previous eras of learning with technology, change is being led by the students and academics themselves and this establishes a challenge to institutions.
This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being.
Social Media for Learning (SM4L) framework v1 - world cafeAndrew Middleton
This is draft 1 of the Social Media for Learning Framework. Sue Beckingham and I used this as the basis for a World Cafe style workshop to encourage people to map ideas and practice to the framework.
The ideas generated in the session and during the day will be added soon.
Keynote for @MELSIG Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
Smart Learning: teaching and learning with smartphones and tablets in post co...Andrew Middleton
The use of smart technologies and social media by staff and students in and out of the classroom has implications for academic practice. Unlike previous eras of learning with technology, change is being led by the students and academics themselves and this establishes a challenge to institutions.
This shift demands that we reassess our understanding of formal and informal engagement, the physical and virtual environments we use, the people we involve, and our psycho-social being.
Social Media for Learning (SM4L) framework v1 - world cafeAndrew Middleton
This is draft 1 of the Social Media for Learning Framework. Sue Beckingham and I used this as the basis for a World Cafe style workshop to encourage people to map ideas and practice to the framework.
The ideas generated in the session and during the day will be added soon.
Keynote for @MELSIG Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
Universal Design for Learning: A framework for addressing learner diversityHarvard Web Working Group
On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations. OPEN uNIVERSITY
Medical educators as curriculum innovators: using Communities of Practice as ...Annalisa Manca
This presentation is part of a workshop I delivered at ASME ASM 2014 (Brighton) together with @nlafferty and @alismithies.
This is the second time we run a workshop about the use of Communities of Practice within the Medical Education academic environment, hoping to share and keep developing good practice in applying this theory for the benefit of teaching and learning in Medical education.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in the context of mobile learning
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Universal Design for Learning: A framework for addressing learner diversityHarvard Web Working Group
On September 9, 2015, Sam Johnston gave a talk entitled "Universal Design for Learning: A framework for addressing learner diversity". Educators designing online and blended programs are responsible for ensuring the success of all students including those with physical, sensory, and learning disabilities, differing cultural and linguistic backgrounds, and various motivations for learning. Providing accessible learning materials to postsecondary students with disabilities is essential — and required by law. Assistive technology and accessible materials can lower barriers to access. However, access to materials is not the same as access to learning. “The purpose of education is not to make information accessible, but rather to teach learners how to transform accessible information into useable knowledge” (CAST, 2012). Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. This session provides an overview of UDL with examples from open educational resources (OER) development. We will showcase UDLonCampus.cast.org, a collection of resources on UDL for postsecondary stakeholders to help them provide flexibility in instructional materials, teaching methods, and assessments.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education. You can see a summary of each innovation at the menu on the right. Please contribute with comments on the report and the innovations. OPEN uNIVERSITY
Medical educators as curriculum innovators: using Communities of Practice as ...Annalisa Manca
This presentation is part of a workshop I delivered at ASME ASM 2014 (Brighton) together with @nlafferty and @alismithies.
This is the second time we run a workshop about the use of Communities of Practice within the Medical Education academic environment, hoping to share and keep developing good practice in applying this theory for the benefit of teaching and learning in Medical education.
Theoretical and Empirical Foundations of Connected Learning at Virginia Commo...Laura Gogia
Presentation given for VCU School of Social Work on January 20, 2016 on the approach to connected learning promoted by VCU Academic Learning Transformation Lab
Presentation about moving from Education 1.0 to Education 3.0; from pedagogy to andragogy to heutagogy; from instructivism to constructivism to connectivism in the context of mobile learning
Toolkit for Inclusivity in Higher Education3Play Media
In this webinar, Sheryl Burgstahler, Ph.D., author of Creating Inclusive Learning Opportunities in Higher Education, will provide practical steps for incorporating universal design into your higher education environment to create an inclusive and diverse space for all students.
Developing future doctors’ transversal skills: Open Data as Open Educational ...Annalisa Manca
A presentation I prepared for the 18° National Conference of the Medical Pedagogy Italian Society (Società Italiana di Pedagogia Medica - SIPEM - http://www.pedagogiamedica.it/).
Integrating Twitter into an Undergraduate Medical Curriculum: Lessons for the...Annalisa Manca
This is the presentation of a conference paper I delivered with @e_hothersall at ECEL2014, the 13th European conference on e-Learning, in Copenhagen, the 31st October 2014.
We describe the development, pedagogical underpinning and evaluation (via SNA and narrative analysis) of a Twitter-based educational intervention we ran in 2012 and 2013 for Public Health teaching.
Contact me if you would like to read the paper.
Live dissection of a Twitter-based educational activityAnnalisa Manca
This presentation, containing slides from @nlafferty, @e_hotersall and myself, was used at a workshop for the ASME ASM conference, the 16th of July 2014 in Brighton (ASMEASM2014).
Engaging students in the curriculum: Students as producers of learningAnnalisa Manca
This is the updated version of a workshop on "Engaging students in the curriculum: Students as producers of learning" which I first ran with Natalie Lafferty in 2013 (original here: http://www.slideshare.net/eLime/engaging-students-in-the-curriuclum-students-as-producers-of-learning). This version was presented at the University of Dundee College of Medicine, Dentistry and Nursing - Learning & Teaching Symposium (21st January 2014) - with Shona Ogilvie and Iona Campbell. #cmdnlts14
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?
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”.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Chapter 3 - Islamic Banking Products and Services.pptx
Medical Educators as Curriculum Leaders - a CoP approach to Medical Education
1. Medical Educators as Curriculum Leaders
A CoP approach to Medical Education
ASME ASM 2013
Edinburgh – 12 July 2013http://www.flickr.com/photos/gom_cop/5350267624/
2. Rola Ajjawi- @r_ajjawi
Senior Lecturer Medical Education
Centre for Medical Education - Dundee
Annalisa Manca - @annalisamanca
Educational Technologist and PhD student
University of Dundee Medical School
Alisdair Smithies - @alismithies
PhD student
Centre for Medical Education - Dundee
Suzanne Vaughan - @suzannevee
Research, Evaluation and Development Lead
UHSM Academy - Manchester
WELCOME!
3. • Become familiar with Wenger’s
Communities of Practice theory
• Integrate CoP theory with educational
practice
• Use CoP theory in own academic
practice, to inform management of
professional group dynamics in
collaborative curriculum delivery
• Facilitate reflection about social
learning/group dynamics in the
medical education workplace
• Identify and reflect on the dialogical
aspects of learning and knowledge
construction
AIMS & OBJECTIVES
http://www.flickr.com/photos/40148001@N03/7001427117/
5. ACTIVITY 5min
Use the table we provided to list the groups you belong to.
- How do they support your learning?
- Do they have all the following features?
1) A shared interest
2) A community who interact
and learn together
3) Shared resources developed by
members
http://www.flickr.com/photos/40148001@N03/6855852136/
6. Visually represent the group/s you belong to.
http://www.flickr.com/photos/40148001@N03/6855852136/
ACTIVITY 10min
7. Jean Lave Etienne Wenger apprenticeship
as a learning model
“Term CoP was coined to refer to the community that acts as a living curriculum for the apprentice”
http://www.flickr.com/photos/10451396@N00/337315801
HISTORY OF A THEORY OF LEARNING
8. Engagement in Social Practice
http://www.sambradd.com/facilitation-resources-communities-of-practice/
1) We are social beings
2) Knowledge is a matter of competences with
respect to valued enterprises
3) The act of knowing is a matter of
participating in the pursuit of these
enterprises – engagement
4) Learning produces meaning – while
experiencing and engaging with the world
Wenger, 1998
17. Group discussion:
- What can you draw out of what we have presented?
- How would you use CoP principles to
support your own teaching practice?
http://www.flickr.com/photos/40148001@N03/6855852136/
ACTIVITY 30min
19. • Become familiar with Wenger’s
Communities of Practice theory
• Integrate CoP theory with educational
practice
• Use CoP theory in own academic
practice, to inform management of
professional group dynamics in
collaborative curriculum delivery
• Facilitate reflection about social
learning/group dynamics in the
medical education workplace
• Identify and reflect on the dialogical
aspects of learning and knowledge
construction
AIMS & OBJECTIVES
http://www.flickr.com/photos/40148001@N03/7001427117/
21. REFERENCES
• Communities of practice
Learning, meaning, and identity
Etienne Wenger
Cambridge University Press
1998
• Situated learning
Legitimate peripheral participation
Jean Lave and Etienne Wenger
Cambridge University Press
1991
• Communities of Practice
A brief Introduction
Etienne Wenger
http://wenger-trayner.com/wp-content/uploads/2012/01/06-Brief-introduction-to-communities-of-
practice.pdf
• Learning to Learn
http://labspace.open.ac.uk/mod/resource/view.php?id=456354
Editor's Notes
People who used CoP in their practice beforePeople who know a bit of CoPPeople who know that CoP is a theoryPeople who never heard about it before
The next activity is a good opportunity for you to reflect on how the groups in your life influence your learning and studying. By doing this you are also evaluating the relevance and usefulness of communities of practice as a theory.Lave and Wenger suggest that being a member of a group is a key part of learning in general.In the first column, list the groups that you belong to. In the second column, comment on how these groups support your learning. For example, you might say that your family members have done household chores to give you time to come here to ASME...
The practice of a community is dynamic – this means that learning happens for everyone, experts and newcomers.learning as social participation
It is a theory of learning starting with the assumption that – engagement in social practice is the fundamental process by which we learn and so we become who we are.Learning is a process of social participationWe are social beingsKnowledge is a matter of competences with respect to valued enterprisesThe act of knowing is a matter of participating in the pursuit of these enterprises – engagementLearning produces meaning – while experiencing and engaging with the world
living repository of knowledge -> living process / no static body of infoCommunities develop their practice together through varied activitiesmembers of the community are practitioners
this is a way to look at it over simplifying but gets you to understand how learning happens for newcomers and oldcomerskey things is learning through collaboration, interaction, engaging“Legitimate peripheral participation” provides a way to speak about the relations between newcomers and old-timers, and about activities, identities, artefacts, and communities of knowledge and practice. A person’s intentions to learn are engaged and the meaning of learning is configured through the process of becoming a full participant in a socio-cultural practice. This social process, includes, indeed it subsumes, the learning of knowledgeable skills. (Lave and Wenger 1991: 29)“LPP is more than just a process of learning on the part of newcomers. it is a reciprocal relation between person and practice” p116the move towards full participation is dynamic, the practice is in motion.situated learning activity has been transformed into legitimate peripheral participation in CoP…. participants shift location centripetally towards a field of more mature practice… through practice!learning is not merely situated in practice but integral part of a social practice (historical, cognitive, social…)Legitimate peripheral participation – not a learning theory but a way to understand learningConcerns the process by which newcomers become part of a CoP“LPP is proposed as a Descriptor of engagement in social practice that entails learning as a social constituent” p 35peripheral suggests that there are different ways to be located in the fields of participation defined by a community – all located in the social world – location and perspective is dynamic – part of learning trajectories, developing identitythere is no “periphery” or “centre” in a CoP p36 – FULL participation: term to do justice to the different forms of relations
participation is a strong component of mededThis is a typical scene of a medical education learning environment – our students and ourselves participate in several, different communities of learning, in which we share resources, repertoires, tools, practices…Participate in joint activities and discussion, information sharing, mutual interaction and shared learningSo, if we think of a typical medical education teaching environment (eg clinical skills/ward round)we see a dynamic workplaceconstituted/influenced byparticipantsrulesrelationshipssocial environmentculturepowergenderlearning happens through these interrelations, where knowledge is transferred, meaning is negotiated – dynamics are embedded in the environmentsituated learning
Participation has impact on learning – learning has impact on practice – we make sense of learning through participation….How do we make sure that participation is valued by students and tutors as real learning “in action”? (learning is never a static, finished thing) How can we support participation in a community of learning?management, support, access to resources, workload, psycho-social environment, feedback, assessment, team work, interpretation of meaningWe must consider all the affordances and constraints to learning, how to make the opportunities for learning accessible and usable by students and make sure that learning is embodied by students in their practice.