Engage 2013 at SXSWedu, Nada Dabbagh PhD, Strategically Designed Personal Lea...Cengage Learning
Personal Learning Environments or PLEs enable the creation of personal and social learning spaces
to support learner-centered and personalized learning experiences empowering students to direct
their own learning and develop self-regulated learning skills. PLEs are built bottom-up, by the student,
starting with personal goals, information management, and individual knowledge construction, and
progressing to socially mediated knowledge and networked learning. A PLE can be entirely controlled
and adapted by a student providing an engaged learning experience, however students must acquire
and apply a set of personal knowledge management and self-regulatory skills to create effective PLEs.
This talk will address this critical issue focusing on the use of social media as an educational platform
for scaffolding the strategic design of PLEs.
Herget, Josef. Learning and Working in the Web 2.0: Reconstructing Information and Knowledge. 4th International LIS-EPI meeting, Valencia, 26-27 de noviembre de 2009.
Professional Virtual Community Solution - iON Cloud ERPChirantan Ghosh
Advances in Internet technology have stimulated the rise of social communities. These communities have emerged as new organizational arrangements aimed at promoting knowledge development, value creation and social welfare...
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Engage 2013 at SXSWedu, Nada Dabbagh PhD, Strategically Designed Personal Lea...Cengage Learning
Personal Learning Environments or PLEs enable the creation of personal and social learning spaces
to support learner-centered and personalized learning experiences empowering students to direct
their own learning and develop self-regulated learning skills. PLEs are built bottom-up, by the student,
starting with personal goals, information management, and individual knowledge construction, and
progressing to socially mediated knowledge and networked learning. A PLE can be entirely controlled
and adapted by a student providing an engaged learning experience, however students must acquire
and apply a set of personal knowledge management and self-regulatory skills to create effective PLEs.
This talk will address this critical issue focusing on the use of social media as an educational platform
for scaffolding the strategic design of PLEs.
Herget, Josef. Learning and Working in the Web 2.0: Reconstructing Information and Knowledge. 4th International LIS-EPI meeting, Valencia, 26-27 de noviembre de 2009.
Professional Virtual Community Solution - iON Cloud ERPChirantan Ghosh
Advances in Internet technology have stimulated the rise of social communities. These communities have emerged as new organizational arrangements aimed at promoting knowledge development, value creation and social welfare...
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
POSTER: 23 Things: Online Training for Social Media and Public Healthloreleiwoody
Presented at the 2010 American Public Health Association Annual Meeting.
By Whitney Townsend, MLIS; Gillian Mayman, MLIS; Lorelei Woody, MLIS; Kate Saylor, MSI; Jane Blumenthal, MSLS, AHIP; Taubman Health Sciences Library, University of Michigan, Ann Arbor, MI
Describes pilot test of social media training project conducted in Summer/Fall 2010 in Michigan.
UPDATE: May 2011 -- due to changes in the Ning platform, this project has been transferred to the Michigan Public Health Training Center & is available as a free online training course: http://practice.sph.umich.edu/mphtc/site.php?module=courses_one_online_course&id=412
-Das neue Web − „Web 2.0“?
-Infrastruktur, Zugangsformen & gesellschaftliche Durchdringung
-Wandel des Web
-Dienste und Anwendungen im Social Web
-Einordnung & Diskussion
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
POSTER: 23 Things: Online Training for Social Media and Public Healthloreleiwoody
Presented at the 2010 American Public Health Association Annual Meeting.
By Whitney Townsend, MLIS; Gillian Mayman, MLIS; Lorelei Woody, MLIS; Kate Saylor, MSI; Jane Blumenthal, MSLS, AHIP; Taubman Health Sciences Library, University of Michigan, Ann Arbor, MI
Describes pilot test of social media training project conducted in Summer/Fall 2010 in Michigan.
UPDATE: May 2011 -- due to changes in the Ning platform, this project has been transferred to the Michigan Public Health Training Center & is available as a free online training course: http://practice.sph.umich.edu/mphtc/site.php?module=courses_one_online_course&id=412
-Das neue Web − „Web 2.0“?
-Infrastruktur, Zugangsformen & gesellschaftliche Durchdringung
-Wandel des Web
-Dienste und Anwendungen im Social Web
-Einordnung & Diskussion
Entwicklungstrends des Online-Marketing: Suchmaschinen- und Social Media Mark...griesbau
Abstract: Dieser Beitrag gibt einen Überblick über das Themenfeld Online-Marketing und diskutiert den qualitativen Wandel, den es im und durch das Social Web erfährt. Hierzu werden zunächst „klassisches“ anzeigenbasiertes Online-Marketing skizziert und Grundlagen des Suchmaschinen- und Social Media Marke-ting dargestellt. Auf dieser Basis werden Entwicklungstrends des Online-Marketing in Folge des Social Web erschlossen. Abschließend wird der Bezug bzw. die Relevanz der Themenfelder Suchmaschinen- und Social Media Marketing für die Informationswissenschaft diskutiert.:
B2B-E-Commerce: Vortrag von VOTUM CEO Martin Sperling am 2.7.15 zum E-Commerc...Turbine Kreuzberg GmbH
Am 2.7.2015 hat VOTUM Geschäftsführer Martin Sperling die Ergebnisse der neuen B2B-E-Commerce-Studie in Berlin vorgestellt. Die Studie kann hier kostenfrei heruntergeladen werden: https://votum.de/b2b-e-commerce-studie
Connected Moments: Measuring and Monetizing Social Media - Adam Lavelle - iCr...iCrossing
What is connectedness and what are connected moments? How do you measure and monetize social media? iCrossing Chief Strategy Officer, Adam Lavelle, explains in detail how you can capitalize on the moments that matter in this keynote presentation delivered at the Council of Public Relations Firms: Igniting Opportunities event, on April 25, 2012. Join the connectedness conversation at: http://www.icrossing.com/icrossing-blogs-conversations-feed/connectedness
In this presentation Gregory A. Green talks about the uses of predictive analytics at Google, and the rewards and benefits they are able to draw from using them. In partnership with using them with the their isight tools, Google are able to be more specific in their aims and work on developing trusted platforms.
Microblogging architecture and scenarios for learning in mobile groupsCarmen Holotescu
Microblogging architecture and scenarios for learning
in mobile groups
Carmen Holotescu, Vladimir Cretu, Gabriela Grosseck
Paper at WCES 2013, Rome, 6-8 February 2013
Improving Digital Capability through Digital Literaciesjisc-elearning
Digital capability is critical to learning, living and working in the C21st. The specific role of higher education, as laid out by successive UK Governments, is to equip a generation of learners with high level skills for the global knowledge economy and – more recently – lead a national recovery based around digital industries (Livingstone and Hope 2011).
Students too expect that higher education will equip them for employment in a digital economy, and for participation in a digitally-mediated society. NSS returns show that ICT facilities and support services are being more harshly judged, as students who have grown up digital – and experienced e-learning during school – expect higher standards of provision. There is evidence from the introduction of student fees in the UK that ICT provision is a factor affecting where students will choose to study (JISC/IPSOS MORI 2008).
The evidence from more than 75 proposals to the JISC Developing Digital Literacies programme is that the digital learning experience is also being used as a marker of institutional distinctiveness. Universities need rethink their offer, from induction to graduation and into research careers, in terms of the digital experiences students have and the digital practices they encounter (Beetham et al, 2009).
This session will introduce tools for auditing and developing digital capability at an institutional and departmental level, including student-facing surveys, competence frameworks mapped to professional body standards, and models of organisational change. Participants will also explore a number of different models for becoming a successful digital institution, based on the outcomes of previous JISC work.
References:
Beetham, H., Littlejohn, A. and McGill, L. (2009) Thriving in the Twenty-First Century: Report of the Learning Literacies in a Digital Age project. JISC. Available online at: http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf
JISC/IPSOS MORI (2008) Great Expectations of ICT:
How Higher Education Institutions are measuring up. Available online at: http://www.jisc.ac.uk/media/documents/publications/jiscgreatexpectationsfinalreportjune08.pdf
Livingstone, I. and Hope, A. (2011) Next Gen: transforming the UK into the world’s leading talent hub for the video games and visual effects industries, Nesta. Available online at: http://www.nesta.org.uk/home1/assets/documents/next_gen_video_games_and_vfx_skills_review
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Conceptual Model of Knowledge Management and Social Media to Support Learning...TELKOMNIKA JOURNAL
Nowadays social media has tremendously transformed organizational business process of
institution. Higher Education as a place with the majority generation Y, that advances to use technology
should realize these situations. With this social media platform, institution may facilitate the knowledge
transfer process, then to support collaborative learning from e-learning to social learning. Referring to this
phenomenon, this research will design the integration of concepts of knowledge management and social
media as a framework to identify the significant components and its relationship to support each other. In
this research, we use a systematic literature review from journal and text book to construct this
collaboration model. The outcome of this study is collaboration model of knowledge management and
social media to support learning process in higher education institution.
This keynote presentation was given at the "Digital Learners - Myths and Realities" staff conference at Canterbury Christ Church University on 21st November, 2012.
Integration of social tools in the curriculumLiz Pagan
INTEGRATION OF SOCIAL TOOLS IN Puerto Rico HIGHER EDUCATION CURRICULUM: FACULTY PERCEPTION Liz M. Pagán, Ed.D.University of Puerto Rico Mayagüez Campus
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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!
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Collabuni i know2010
1. 02.09.2010
Institute of Information Science and Language Technology
Joachim Griesbaum, Saskia-Janina Untiet-Kepp
Facilitating collaborative knowledge
management and self-directed
learning in higher education with the
help of social software
Concept and implementation of
CollabUni – a social information and
communication infrastructure
1
2. 02.09.2010
Outline
Social Software as an information and
communication infrastructure in higher
education
Emergence of CollabUni: basic concept and approach
Current status and preliminary evaluation data
Outlook
CollabUni 2
2
3. 02.09.2010
Social Software in higher education
Formal Learning: As
tools to support and
allow specific didactic
scenarios, for example
e-portfolios as an
assessment tool
CollabUni 3
3
4. 02.09.2010
Social Software in higher education
Knowledge Management
Approach [Nonaka, 1995].
University
As an infrastructure,
Department
primarily supporting Group
informal learning Individual
[Baumgartner, 06]
and enabling new
possibilities for Knowledge
manifold knowledge Community)
processes across
personal and organi-
zational boundaries
within (and, potentially also
outside) the institution
CollabUni 4
4
5. 02.09.2010
Information and communication
infrastructures in higher education
Primarily organization Rarely corresponding to ideas of
centric and following an
supporting knowledge growth
information distribution
by fostering interpersonal
paradigm. Only restricted
interaction and knowledge
and predefined many-to-
many communication exchange as argued by e.g.
environments [Reinmann-Rothmeier, 01],
[Wenger, 98], [Nonaka, 95] with
the help of social software
[Chatti, 07]
CollabUni 5
5
6. 02.09.2010
Educational process in higher education
Course of studies Time
Course Course Course Course
Course Course Course Course
Course Course Course Course Final exam
and thesis
Course Course Course Course
Exams taken in the course of the studies
Knowledge and
communication infrastructure
Support for knowledge
CC
processes across personal
Library and organizational
boundaries?
CollabUni 6
6
7. 02.09.2010
Technical concept of a social information and
communication infrastructure [Griesbaum, 09]
Web-
Course A resources
Library
Social network
E-Portfolio A E-Portfolio C
Interfaces to/
integration of (n:m-)
communication and
collaboration tools
E-Portfolio B
Course B
CollabUni Course C Course D
7
7
8. 02.09.2010
Implementation process approach
of a social knowledge community
• Controlling
Evolution • Feedback
• Advance in cooperation with participants
• Initial marketing, activation of disseminators
• Initiation and support of communication and
Roll out collaboration through support mechanisms
(Moderation): events, rituals (awards, anniversaries,),
„topic weeks“, „profile of the week“, polls, news
• Technical: system selection, configuration, GUI-design
Design & • Administration and organization: social norms, incentive
Configuration schemes, community building
• Contents: acquisition, editing, copyright, quality criteria
• Analysis and definition of goals and target groups
Analysis • Framework conditions
• Needs
CollabUni 8
8
9. 02.09.2010
Outline
Social Software as an information and communication
infrastructure in higher education
Emergence of CollabUni:
basic concept and approach
Current status and preliminary evaluation data
Outlook
CollabUni 9
9
10. 02.09.2010
CollabUni
CollabUni is an
example and a case
study for building up
a social information
and communication
infrastructure at the
University of
Hildesheim
CollabUni 10
10
11. 02.09.2010
CollabUni
Based on a low cost
and bottom-up
design and
configuration
approach actively
involving the target
group
Participants of the seminar
„collaborative knowledge management“
CollabUni 11
11
12. 02.09.2010
CollabUni
Based on Mahara,
an open source
E-Portfolio system
with social
network features
Profiles
Groups
Views
www.uni-hildesheim.de/social/collabuni/
CollabUni 12
12
15. 02.09.2010
Mixed group (lecturer and students)
Covering topics
related to the B.A.
and M.A. degree
programs of
“International
Information
Management” (IIM)
CollabUni 15
15
16. 02.09.2010
Initial conclusion
CollabUni offers manifold features
Students succeeded in
to support formal and informal
drafting and implementing
learning
a basic system and
also designed important A place for self-presentation
organizational and and networking
administrative aspects Rooms for self-determined
n:m-communication and
collaboration
CollabUni 16
16
17. 02.09.2010
Outline
Social Software as an information and communication
infrastructure in higher education
Emergence of CollabUni basic concept and approach
Current status and preliminary
evaluation data
Outlook
CollabUni 17
17
18. 02.09.2010
Current status
System robustness
Winter term 2009 first
evaluation phase on the Necessary resources for a
departmental level sustainable operation
User acceptance and usage
CollabUni 18
18
19. 02.09.2010
User acceptance and usage
User test with a cohort of 79 first-year students in the “International
Information Management” bachelor program
There was little self- Results of a survey indicate
initiated knowledge that roughly one third of
activity of these 79 first students see an added value
year students during the in CollabUni and declare
whole term themselves ready for active
participation
CollabUni 19
19
20. CollabUni
User acceptance
N=44. Mean values, measured on a 5-stage
5
20
scale. Values ranged from 1 “under no
circumstances” to 5 “for sure”
20
02.09.2010
21. 02.09.2010
Usage
Number of
users: 221
(27.08.2010)
Number of
groups: 31
(27.08.2010)
CollabUni 21
21
22. 02.09.2010
Outline
Social Software as an information and communication
infrastructure in higher education
Emergence of CollabUni: basic concept and approach
Current status and preliminary evaluation data
Outlook
CollabUni 22
22
23. 02.09.2010
Conclusion
…ease and cost effectiveness on
CollabUni shows and stands
the technical side
for a possible low-cost and
bottom-up approach of …aimed for knowledge
implementing social software processes are not self-initiating
as a personal and social and self-supporting. Little
information and awareness and little explicitly
communication infrastructure mentioned need on the part of
in higher education. Results so the users. Nevertheless a
far indicate… substantial fraction seems to be
open minded towards such an
environment
CollabUni 23
23
24. 02.09.2010
Outlook
The university-wide roll Administrative and organizational
out phase is the next step support components and incentive
in implementing schemes
CollabUni at the
Appealing content (an initial
University of Hildesheim
inventory e.g. a repository of term
papers or theses)
The evaluation confirms
the decisive importance Attractive use cases and
of the social design of applications (e.g. an Erasmus/
such an infrastructure exchange student „community of
practice“)
CollabUni 24
24
25. 02.09.2010
Thank you
URL of this presentation
http://www.slideshare.net/griesbau/collabuni-i-know2010
CollabUni 25
25
26. 02.09.2010
References
[Baumgartner, 06] Baumgartner, P.: Web 2.0: Social Software & E-
Learning, In Computer + Personal (CoPers), Schwerpunktheft: E-Learning
und Social Software, 8:20-22, 34, 2006.
[Chatti, 07] Chatti, M.A., Jarke, M., Frosch-Wilke, D.:. The future of e-
learning: a shift to knowledge networking and social software, In
International Journal of Knowledge and Learning 2007, 3, 4/5, 404-420,
2007.
[Dittler, 07] Dittler, U., Kindt, M., Schwarz, C.: Online-Communities als
soziale Systeme. Waxmann, 2007.
[Downes, 05] Downes, S.: E-learning 2.0, In eLearn Magazine October 16,
2005, http://elearnmag.org/subpage.cfm?section=articles&article=29-1
CollabUni 26
26
27. 02.09.2010
References
[Giannoukos, 08] Giannoukos, I., Lykourentzou, I., Mpardis, G.,
Nikolopoulos, V., Loumos, V., Kayafas, E.: Collaborative e-learning
environments enhanced by wiki technologies, In Proceedings of the
1st international conference on PErvasive Technologies Related to
Assistive Environments, 1-5, ACM, New York, NY, USA, 2008.
[Griesbaum, 09] Griesbaum, J., Semar, W., Koelle, R.: E-Learning 2.0?
Diskussionspunkte auf dem Weg zu einer neuen Informations- und
Kommunikationsinfrastruktur in der Hochschulausbildung, In Kuhlen,
R. (ed): Information: Droge, Ware oder Commons? Wertschöpfungs-
und Transformationsprozesse auf den Informationsmärkten, ISI 2009 -
11. Internationales Symposium für Informationswissenschaft,
Universität Konstanz, 1. - 3. April 2009, S. 429-444.
CollabUni 27
27
28. 02.09.2010
References
[Jaksch, 08] Jaksch, B., Kepp, S.-J., Womser-Hacker, C.: Integration of a
Wiki for collaborative knowledge development in an E-Learning
context for university teaching, In Holzinger, A. (ed.): HCI and Usability
for Education and Work. 4th Symposium of the Workgroup Human-
Computer Interaction and Usability Engineering of the Austrian
Computer Society, USAB 2008, Graz, Austria, November 20-21, 2008.
Proceedings. Springer: Berlin, 2008, S. 77–96.
[Kerres, 06] Kerres, M., Wilbers, K,: Potenziale von Web 2.0 nutzen, In
Hohenstein, A.; Wilbers, K. (ed), Handbuch E-Learning, DWD:
München, 2006, http://mediendidaktik.uni-duisburg-
essen.de/system/files/web20-a.pdf
[Kim, 01] Kim, A.J.: Community Building: Strategien für den Aufbau
erfolgreicher Web-Communities, Bonn, Galileo Press, 2001.
CollabUni 28
28
29. 02.09.2010
References
[Nonaka, 95] Nonaka, I., Takeuchi, H.: The knowledge-creating
company, New York, Oxford University Press, 1995.
[Preece, 00] Preece, J.: Online Communities: Designing Usability and
Supporting Sociability, Wiley, 2000.
[Prensky, 01] Prensky, M.: Digital Natives, Digital Immigrants, In On
the Horizon. NCB University Press, 2001, 9, 5, 1-6.
[Ramanau, 09] Ramanau, R., Geng, F.: Researching the use of Wiki´s to
facilitate group work, In Procedia Social and Behavioral Sciences 2009,
1, 2620-2626.
[Reinmann-Rothmeier, 01] Reinmann-Rothmeier, G.: Wissen managen:
Das Münchener Modell. Forschungsbericht Nr. 131, 2001
CollabUni 29
29
30. 02.09.2010
References
[Sigala, 07] Sigala, M.: Integrating Web 2.0 in e-learning
environments: a socio-technical approach, In International Journal of
Knowledge and Learning, 2007, 3, 6, 628–648.
[Wenger, 98] Wenger, E.: Communities of practice: Learning as a social
system, In The Systems Thinker, 9, 5, 1-5.
[Wenger, 02] Wenger, E., McDermott, R., Snyder, W.M.: Cultivating
Communities of Practice, Harvard Business School Press, 2002.
[Wieden-Bischof, 09] Wieden-Bischof, D., Schaffert, S.: Erfolgreicher
Aufbau von Online-Communitys. Konzepte, Szenarien und
Handlungsempfehlungen, Salzburg NewMediaLab, 2009.
CollabUni 30
30