Presentation given by Katerina Zourou and Giiulia Torresin
(Web2Learn, Greece), at 12th Educational Repositories Network (EdReNe) Seminar in Denmark, 20-21 October 2015
User perspectives on open, social network-based (language) learning and teachingWeb2Learn
Invited talk at the symposium "The Future of Learning: Critical Perspectives on Higher Education in the Digital Age". University of Central Lancashire, June 22, 2016. Symposium organized by Prof. Michael Thomas.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
1) The document discusses developing online learning resources (OLR) to support pervasive knowledge through integrating technologies like big data, social networks, cloud computing, and the semantic web.
2) It proposes a framework to enhance OLR that incorporates big data to create value from educational data, cloud computing for flexible implementation, and social networks/Web 2.0 as knowledge sources.
3) Integrating these technologies can help redefine OLR to support pervasive knowledge through multiple knowledge acquisition channels and flexible technological adoption.
1. The document discusses the evolution of elearning to elearning 2.0, driven by the rise of Web 2.0 technologies that enable user-generated content and collaboration.
2. It provides the example of palabea.net, a language learning platform that applies elearning 2.0 principles by creating an online community of practice for language learners.
3. Quality assurance in elearning 2.0 focuses on the learner experience, with transparency, communication tools, and blending online and offline learning.
User perspectives on open, social network-based (language) learning and teachingWeb2Learn
Invited talk at the symposium "The Future of Learning: Critical Perspectives on Higher Education in the Digital Age". University of Central Lancashire, June 22, 2016. Symposium organized by Prof. Michael Thomas.
Open Educational Resources and Practices in EstoniaHans Põldoja
This document provides an overview of open educational resources and practices in Estonia. It discusses key concepts in open education such as MIT OpenCourseWare and Creative Commons licenses. It then outlines several open educational initiatives and repositories in Estonia, including Koolielu, HITSA repository, LeMill, and course materials from various universities. The document also discusses why open educational resources are beneficial for both learners and teachers. It provides examples of open online courses in Estonia and experiments with open assessment using open badges. Overall, the document gives a comprehensive look at the landscape of open educational resources and practices currently available in Estonia.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
1) The document discusses developing online learning resources (OLR) to support pervasive knowledge through integrating technologies like big data, social networks, cloud computing, and the semantic web.
2) It proposes a framework to enhance OLR that incorporates big data to create value from educational data, cloud computing for flexible implementation, and social networks/Web 2.0 as knowledge sources.
3) Integrating these technologies can help redefine OLR to support pervasive knowledge through multiple knowledge acquisition channels and flexible technological adoption.
1. The document discusses the evolution of elearning to elearning 2.0, driven by the rise of Web 2.0 technologies that enable user-generated content and collaboration.
2. It provides the example of palabea.net, a language learning platform that applies elearning 2.0 principles by creating an online community of practice for language learners.
3. Quality assurance in elearning 2.0 focuses on the learner experience, with transparency, communication tools, and blending online and offline learning.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
This document discusses strategies for making e-learning more effective and disruptive. It suggests that e-learning has not fully replaced traditional education and proposes ideas to disrupt traditional pedagogies, including shifting from learning management systems to digital repositories, focusing on learning activities rather than content, and supporting interaction over information delivery. It also advocates assessing learning journeys rather than just end products.
This article discusses how multimedia technology is revolutionizing education by allowing interactive learning from anywhere. It enables presenting content through various media like audio, video and graphics to engage different learning styles. Distance learning is becoming more effective through tools like CD-ROMs, online databases and networks. While some miss the human element of traditional classrooms, multimedia enhances the educational experience for online students. Future developments will continue transforming teaching and learning, with education becoming an integrated, omnipresent activity through ubiquitous technology.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Personal Learning Environments (PLEs) are a new approach to learning based on Web 2.0 and social software. PLEs recognize that learning takes place across different contexts throughout one's life and aims to provide tools to support lifelong learning. PLEs allow learners to organize their own learning using whatever tools and devices they choose. They also recognize the role of informal learning and have the potential to extend access to educational technology to anyone who wishes to organize their own learning. PLEs present a challenge to traditional education systems by supporting learner-driven and interest-based learning across distributed environments.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
Miller - A System for Integrating Online Multimedia into College Curriculum ...ut san antonio
This document discusses integrating online multimedia into college curriculum. It argues that instructors have access to vast online learning resources like videos, slideshows and infographics that can enhance student learning. However, faculty are still reluctant to fully integrate these resources. The document introduces a system for conceptualizing online multimedia that includes distribution, location, collection, conceptualization and production. It identifies software tools that fit within each system element and allow faculty and students to easily work with digital content. The goal is to demonstrate that teaching with multimedia is achievable with modest effort by faculty without disrupting other work.
The document discusses trends and challenges in higher education in a digital age. Some key points:
- Digital technologies will dominate communication and information, which will be globally accessible through personal networks. Competition for middle-class jobs will intensify.
- The assumptions that knowledge work will be highly rewarded and concentrated among global elites, and that UK graduates will be competitively placed, are troubled by trends like offshoring and increasing supply of graduates globally.
- Students face challenges in fitting flexible learning around other responsibilities, staying motivated without consistent support systems, and developing digital and information literacy skills.
- Institutions must transform curricula through open educational resources and practices, collaborative online learning communities, and ensuring students
Toward a New Framework of Recommender Memory Based System for MOOCs IJECEIAES
Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning is lifelong, informal, and learner-driven. PLEs allow learners to organize their own learning across different tools, contexts, and communities using whatever technologies they choose. PLEs challenge traditional education systems by supporting competence development through communities of practice, informal learning, and giving learners control over their learning environment rather than a single institution. The promise of PLEs is to extend access to educational technology to anyone who wants to organize their own lifelong learning through a portal to connect to resources, people, and services on the web.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Teaching sociology 2014- andrist-chepp-dean-millerut san antonio
This document discusses the growing use of online video in sociology classrooms due to technological advances. It proposes a typology to help instructors select and employ videos more effectively. The typology categorizes videos into six types (conjuncture, testimony, infographic, pop fiction, propaganda, and détournement) based on their properties and how well they meet learning goals. The typology aims to bring order to the abundant online video resources now available and help instructors integrate video in a meaningful way.
Between theory and practice the importance of ict in higher educationMaria Loizou
This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Anna Stokowska – Evaluation: pros and cons of OER usageLangOER
The last seminar’s aim was to sum up the work that have been done by the participants at home. It was also a chance for them to speak on open education, about their doubts, hopes and discoveries. The moderator showed during this seminar, possible ways of using OER in everyday practice of academic teachers as well as pros and cons of OER usage.
O narrador relata uma experiência misteriosa onde ouviu uma voz o chamando enquanto caminhava na praia. Ele foi levado para dentro do mar e encontrou Iemanjá, a Rainha do Mar, que o levou para conhecer sua morada submarina e o Orum, o mundo dos orixás. Lá, ele conversou com Oxalá e aprendeu mais sobre a mitologia iorubá.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
This document discusses strategies for making e-learning more effective and disruptive. It suggests that e-learning has not fully replaced traditional education and proposes ideas to disrupt traditional pedagogies, including shifting from learning management systems to digital repositories, focusing on learning activities rather than content, and supporting interaction over information delivery. It also advocates assessing learning journeys rather than just end products.
This article discusses how multimedia technology is revolutionizing education by allowing interactive learning from anywhere. It enables presenting content through various media like audio, video and graphics to engage different learning styles. Distance learning is becoming more effective through tools like CD-ROMs, online databases and networks. While some miss the human element of traditional classrooms, multimedia enhances the educational experience for online students. Future developments will continue transforming teaching and learning, with education becoming an integrated, omnipresent activity through ubiquitous technology.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Personal Learning Environments (PLEs) are a new approach to learning based on Web 2.0 and social software. PLEs recognize that learning takes place across different contexts throughout one's life and aims to provide tools to support lifelong learning. PLEs allow learners to organize their own learning using whatever tools and devices they choose. They also recognize the role of informal learning and have the potential to extend access to educational technology to anyone who wishes to organize their own learning. PLEs present a challenge to traditional education systems by supporting learner-driven and interest-based learning across distributed environments.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
A presentation from Ellen Lessner of Abingdon & Witney College on the recent JISC publications discussing learners' experiences of e-Learning, supporting a session to be delivered at the RSC SE e-Learning Fair at Southampton Solent University on October 26th 2007
Miller - A System for Integrating Online Multimedia into College Curriculum ...ut san antonio
This document discusses integrating online multimedia into college curriculum. It argues that instructors have access to vast online learning resources like videos, slideshows and infographics that can enhance student learning. However, faculty are still reluctant to fully integrate these resources. The document introduces a system for conceptualizing online multimedia that includes distribution, location, collection, conceptualization and production. It identifies software tools that fit within each system element and allow faculty and students to easily work with digital content. The goal is to demonstrate that teaching with multimedia is achievable with modest effort by faculty without disrupting other work.
The document discusses trends and challenges in higher education in a digital age. Some key points:
- Digital technologies will dominate communication and information, which will be globally accessible through personal networks. Competition for middle-class jobs will intensify.
- The assumptions that knowledge work will be highly rewarded and concentrated among global elites, and that UK graduates will be competitively placed, are troubled by trends like offshoring and increasing supply of graduates globally.
- Students face challenges in fitting flexible learning around other responsibilities, staying motivated without consistent support systems, and developing digital and information literacy skills.
- Institutions must transform curricula through open educational resources and practices, collaborative online learning communities, and ensuring students
Toward a New Framework of Recommender Memory Based System for MOOCs IJECEIAES
Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
Personal Learning Environments (PLEs) are a new approach to learning that recognizes learning is lifelong, informal, and learner-driven. PLEs allow learners to organize their own learning across different tools, contexts, and communities using whatever technologies they choose. PLEs challenge traditional education systems by supporting competence development through communities of practice, informal learning, and giving learners control over their learning environment rather than a single institution. The promise of PLEs is to extend access to educational technology to anyone who wants to organize their own lifelong learning through a portal to connect to resources, people, and services on the web.
Sharpe, R. (2007) Experiences of learning in a digital age. Keynote at the Irish Learning Technology Association conference, EdTech 2007, 24 – 26 May, Dublin Institute of Technology, Dublin
Teaching sociology 2014- andrist-chepp-dean-millerut san antonio
This document discusses the growing use of online video in sociology classrooms due to technological advances. It proposes a typology to help instructors select and employ videos more effectively. The typology categorizes videos into six types (conjuncture, testimony, infographic, pop fiction, propaganda, and détournement) based on their properties and how well they meet learning goals. The typology aims to bring order to the abundant online video resources now available and help instructors integrate video in a meaningful way.
Between theory and practice the importance of ict in higher educationMaria Loizou
This document discusses the importance of using information and communication technologies (ICT) in higher education. It argues that ICT provides opportunities for motivating learning and collaborative work among students. Specifically, the document shares the authors' experience using new technologies in university teaching activities. The use of ICT is seen as necessary for universities to adapt to the European Higher Education Area. Key points discussed include different paradigms of online teaching and learning, the role of virtual campuses and personal learning environments, and the rise of social networks for collaborative learning.
The way adults pursue their education through life is changing as the technology around us
relentlessly continues to enhance our quality of life and further enhances every aspect of the
different tasks we set out to perform. This exploratory paper looks into how every adult can
embody a comprehensive set of academic services, platforms and systems to assist every
individual in the educational goals that one sets. A combination of three distinct technologies
are presented together with how they not only come together but complement each other around
a person in what is usually referred to as a personal area network. The network in this case
incorporates an intelligent personal learning environment providing personalised content,
intelligent wearables closer to the user to provide additional contextual customisation, and a
surrounding ambient intelligent environment to close a trio of technologies around every
individual. Each of the three research domains will be presented to uncover how each
contributes to the personal network that embodies what one usually expects from an educational
institution. Three distinct prototype systems have been developed, tested and deployed within a
functional system that will be presented in this paper.
Anna Stokowska – Evaluation: pros and cons of OER usageLangOER
The last seminar’s aim was to sum up the work that have been done by the participants at home. It was also a chance for them to speak on open education, about their doubts, hopes and discoveries. The moderator showed during this seminar, possible ways of using OER in everyday practice of academic teachers as well as pros and cons of OER usage.
O narrador relata uma experiência misteriosa onde ouviu uma voz o chamando enquanto caminhava na praia. Ele foi levado para dentro do mar e encontrou Iemanjá, a Rainha do Mar, que o levou para conhecer sua morada submarina e o Orum, o mundo dos orixás. Lá, ele conversou com Oxalá e aprendeu mais sobre a mitologia iorubá.
The derivatives market is the financial market for derivatives, financial instruments like futures contracts or options, which are derived from other forms of assets. The market can be divided into two, that for exchange-traded derivatives and that for over-the-counter derivatives.
Will the National Football League ever be as Global as the Barclays Premier L...Finn Campbell
The history of the National Football League abroad began in the 1980s with preseason games called the American Bowl played around the world, including in London. This helped generate interest in American football outside the US when soccer was struggling. The NFL continued playing international games until 1993 to further expand its global presence. This early global exposure introduced American football to new audiences and laid the foundation for the NFL's future international efforts.
Chinese stocks like bidu, sina, and sohu have fallen recently as they seem overbought technically. Bidu's earnings met expectations but the stock has fallen as investors wanted more. Oil continues to confuse traders, but watching the dollar can provide clues about oil's direction. More sophisticated options traders use strategies like butterflies and condors on weekly options to reduce market exposure, and understanding theta is important for these strategies to succeed.
The document provides information about an advertising campaign created by Double X for the San Francisco Museum of Modern Art (SFMOMA). It introduces the team at Double X and provides background on SFMOMA. It then analyzes the target audience of teens and develops persona profiles. The campaign's strategy is to prove to teens that art can be fun and interesting at SFMOMA. Tactics include outdoor, interactive and mobile ads using humor and games to promote the museum's reopening on January 1st and encourage teens to "Re-open your mind."
This document discusses three behaviors that can make innovation possible for older companies. First, innovation must be driven by and answer customer needs. Regular checks with customers ensure alignment with their expectations. Second, every enabler like principles, culture, structure, processes, skills, information and IT must be activated to allow companies to change mindsets. Third, governance is needed to ensure all innovation initiatives are coherent and support the company's strategy.
The document discusses bringing people into God's family through church membership, helping them grow in maturity and Christlikeness through equipping them for ministry, and sending them out on missions. The overall goal is to magnify God's name.
The document discusses the convergence of service-oriented architecture (SOA) and business intelligence (BI). It defines both concepts and notes their similarities, such as relying on common metadata and information architectures. A key driver of convergence is the need for integrated, real-time access to information across the enterprise to support business decisions. Achieving convergence requires agreed-upon terminology, processes, and models across business and IT.
This document discusses the integration of financial accounts and brokerage trading systems onto a single website by ICICI Infotech Inc. It provides background on ICICI Group, which is one of Asia's largest financial conglomerates. It outlines the CEO's commitment to provide a fully integrated site within six months for banking, brokerage, and other services. It then covers the identification of required systems and features, technical challenges, infrastructure requirements, and system interconnections needed to achieve this integration. It describes the user experience on the new ICICIdirect.com website, which would allow customers to view accounts, make trades across multiple exchanges, and manage portfolios in a simple, integrated manner. Current usage statistics of the first six months of
ChurchSoft is a Software Developed by Solutions Extraordinaire Limited to assist in church administration. It has embeded SMS integrator, MEMBERSHIP, MINISTRY, MISSION, MATURITY modules,Year Planner, House cell Management, Scheduling, SMS alerts and lots more...
Slides from a retreat given at St. Scholastica Monastery, open to the public, as a brief introduction to the history, principles and practices of Benedictine monastic life.
Este documento resume los elementos clave de una narración. Explica que una narración cuenta una sucesión de hechos o acontecimientos, ya sean ficticios o reales. Define el argumento, la estructura básica de planteamiento, nudo y desenlace, y los tipos de narrador, personajes, tiempo, espacio y orden de la narración.
Bibliotecalandia es un pequeño país situado en el centro del meridiano 0, gobernado por la Reina Yolanda. Sus habitantes son pequeños y redondeados, y su transporte principal es el Barco de Vapor. Los platos típicos incluyen la sopa de letras. Los países vecinos son Inglesaland al este, gobernado por la Reina Andrea desde el Castillo de Malory, y el gran país de Hogwarts al noroeste, conocido por sus estudios de magia.
This document describes a modular pipe support system that uses coated steel pipes and joints to easily construct custom supports. It can be assembled in 4 stages and only requires basic tools. The system has been used in schools and developmental centers across Canada and the United States for applications such as supporting mechanical equipment and staging. It is manufactured by Flexpipe in Montreal, Quebec, Canada.
This document summarizes a keynote presentation about designing learning in an open world utilizing new technologies. It discusses how social media and open educational resources provide opportunities for collaboration and sharing of resources. However, learners and teachers lack digital literacy skills to make effective use of these tools. The document outlines a vision for the future of learning leveraging new technologies. It also discusses challenges, including a lack of skills and issues integrating new tools. The presentation focuses on strategies to address these challenges through research on open educational practices and designing learning experiences that effectively combine pedagogy and technology.
Pedagogical Practices, Personal Learning Environments and the Future of eLe...Rui Páscoa
This document discusses pedagogical practices in elearning and the influence of personal learning environments (PLEs). It summarizes interviews with two experts in the field, Graham Attwell and José Lagarto. They believe that elearning should adopt a mix of pedagogical models rather than a single approach. While PLEs are tools, they are also part of the learning process by providing learners autonomy and connections to knowledge networks. PLEs allow learners to personalize their tools and resources to support formal and informal lifelong learning.
New Developments in Open Educational Practicepetecannell
This document discusses developments in open educational practice. It notes that open and distance education, open education, and widening participation each face challenges and have separate communities of practice with little dialogue. Recent MOOCs have increased access but not necessarily participation or innovation. The importance of open educational practices is emphasized as practices that support open resources, innovative pedagogy, and empower learners. A recent project in Scotland found that barriers to online learning combine situational and institutional factors, and that redesigning with student contexts and peer support in mind improves retention.
This document discusses open practices in education and their implications. It explores how social and participatory media like blogging, mashups, messaging, and virtual worlds can enable open practices and collaborative learning. Some benefits of open practices discussed include encouraging reflection, promoting sharing and discussion, and enabling new forms of collaboration beyond traditional boundaries. The implications for learning, teaching, research and educational institutions include opportunities for greater collaboration, but also challenges around changing cultures and evaluating open resources.
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
Presented by Antonella Poce, Maria Rosaria Re, and Francesco Agrusti (Roma Tre University, Italy), Gonçalo Cruz and Caroline Dominguez (University of Trás-os-Montes e Alto Douro, Portugal) during the 1st European Summit for Critical Thinking Education
This survey analyzed the usage of information and communication technologies (ICT) among different groups at Angola High Polytechnic School. 441 participants including teachers, administrative staff, and students completed a questionnaire. The most commonly used devices for internet access were mobile phones, laptops, and tablets. The widest used ICT tools were social networks like Facebook and file sharing tools. Among teachers, social networks, file sharing tools, and wikis were most familiar. Students were most familiar with social networks, file sharing tools, wikis, and learning management systems like Moodle. The survey provided insight into the adoption of various ICT tools to support teaching and learning at this institution.
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
On the way towards Personal Learning Environments: Seven crucial aspectseLearning Papers
Authors: Sandra Schaffert, Wolf Hilzensauer.
The practice of learning and teaching is not pre-determined, but always related to the tools and systems used in the process. The development and rising success of social software applications such as weblogs and wikis and so-called Personal Learning Environments (PLE) changes, enables and challenges learning with the Internet.
Are Open Educational Resources the future of (e-)learning?KasiaKAka
Presentation of the paper 'Are Open Educational Resources the future of (e-)learning?' at the
3rd International Futur(e)-Learning Conference
10-14 May 2010, Istanbul, Turkey
A Review Of Advantages And Disadvantages Of Using ICT Tools In Teaching ESL R...Amanda Summers
This document discusses the advantages and disadvantages of using information and communication technology (ICT) tools in teaching English as a second language (ESL) reading and writing. Some key advantages discussed include: 1) ICT tools like blogs allow for peer feedback and interaction that can improve writing skills; 2) technologies like video authoring can motivate students and engage them in writing; 3) online education platforms enable active and collaborative learning. However, the document also notes there are some potential disadvantages to using ICT that need to be considered. In general, the document analyzes research that both supports the benefits of ICT for language learning, but also notes there are challenges to its effective integration.
Open Educational Practices in small languages: the role of community engagementWeb2Learn
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https://drive.google.com/file/d/0B76G8bLgGdJDcG92V1NENG9lVmM/view
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The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
The document discusses e-learning and its importance in education. It defines e-learning as the delivery of educational content via electronic media. E-learning promotes student-centered learning through collaboration using a variety of digital tools. It allows students to learn independently and teach others while managing their own time. The document provides examples of how different technologies and web tools can be used to engage students, support collaboration, encourage creativity, and enable reflection.
This document discusses using social networking platforms as new technology tools for e-learning. It begins by introducing how social networks have made connecting people globally easier and cheaper. It then discusses how e-learning through web-based learning systems provides advantages for both teachers and students by allowing flexibility. The popularity of using social networks as an educational tool is increasing as educators incorporate platforms like Facebook and LinkedIn into learning. A study examined students' usage of learning management systems versus social networks for educational purposes. It found that social networks were used more regularly and seen as more useful and effective for spreading information among students. The conclusion is that while some students still prefer learning management systems, social networks can provide a richer environment for sharing knowledge between educators and peers
This document discusses open educational resources (OERs) and how they are mediated through various processes and institutions. It examines definitions of OERs from organizations like the Hewlett Foundation and OECD. It also explores the discourses around OERs, including institutional discourse around widening access to education and a marketing discourse focused on reputation and markets. Additionally, it analyzes how OERs are mediated within educational institutions and across communities through collaboration, cultural exchange, and networks of improvement.
The Potential Contribution of Open Educational Resources to e-Learning and Di...ROER4D
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A/Prof Patricia B. Arinto
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Social networking technology to enhance learning a case studyRajib Roy
Rajib Kumar Roy presented on using social networking technology like Facebook to enhance learning in higher education. Some key points:
1) Technology enhanced learning (TEL) aims to maximize the student experience through educational technologies that promote communication, collaboration, and knowledge sharing.
2) An experimental study of a Facebook group for a class found that discussion and commenting were very popular activities, and activity peaked at certain busy times.
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Similar to Community and identity in Open Educational Practice (OEP): insights from an expert survey (20)
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
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"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Community and identity in Open Educational Practice (OEP): insights from an expert survey
1. This project was financed with the support of the European Commission. This publication is the sole responsibility of the author and
the Commission is not responsible for any use that may be made of the information contained therein.
Community and identity in Open Educational Practice
(OEP):
insights from an expert survey
Katerina Zourou, Giiulia Torresin
Web2Learn, Greece
1
2. Starting points
• From OER to OEP=>
• Shift from (access to) content to engagement with OER
• Practices still not well documented
• Limited knowledge of sharing practices; (very) few insights into OER re-
use and adaptation processes (e.g. versioning)
• Social networks: opportunities for user engagement, participatory
learning and social interaction- can they help overcome the limitations
above?
Questions:
• How does engagement in OEP affect understandings of community and
identity?
• What is the role of social networks in respect to user engagement?
Beetham et al, 2012; Ehlers, 2011; Littlejohn et al., 2014
2
3. Methodology
Open ended survey administered to 18 OER experts; data collection
between June and August 2014. Part of WP6 (OER challenges for
language learning) of LangOER
Content analysis as an interpretative approach to understanding
subjective realities
•Topics covered by survey:
– Impact of OER (re-)use on learning pedagogies
– OER seen from the perspective of social connectivity
– Social networks and their role in OER adoption
⇒ “identity” and “community” not figuring among topics. They were
recurrently mentioned in expert replies, thus research focus shift
to understand the significance of these frequently used terms.
Mostyn, 1985; Mayring, 2000
3
4. Networking as enabler of OER re-use
•“[We should enable access] to learning communities and
individuals online via social networking sites, including open-
source platforms and tools, and flexible openly licensed
authentic educational content for re-purposing as learning
resources” (E11, q5)
⇒Involvement of a range of actors (teachers AND learners);
engagement in OEP (OER adaptation); active learning
(socioconstructivist approach)
4
Results- Networked communities in OEP
5. Results- Networked communities in OEP (2)
“Whether they are students or teachers, users need to create a
community of practice to show each other how to adapt and use
OER. Since OER are all about learning by doing, it only makes
sense that there be a social network where OER users can talk to
each other about their OER practices” (E18, q6).
⇒Wenger’s Community of Practice (CoP) in its technical
(networking space) and social (engagement, collaboration)
dimensions.
Wenger, 1998.
5
6. • “In the future, I see OER serving as triggers for greater
interaction in multiple learning communities: teacher
communities and student communities. In other words, social
networks (or what I am calling communities of practice) are
the places where learning takes place. Students and teachers
must show each other how to scaffold interaction with flexible
OER” (E18, q12).
6
Results- Networked communities in OEP (3)
7. Engagement in a community (networks alone aren’t enough)
•it is very important [to] build a community around the
resources. (E10, q6)
•I know [two well-known repositories of OER for language
learning] but both have technical limitations and barriers: [there
is] no social sharing, no community feel, still rather dominated
by institutional presence” (E10, q6)
7
Results- Networked communities in OEP (4)
8. Results- digital identities
“I am not in favour of [making OER available publicly], as I
think there is too much potential for users to become
disengaged. Many colleagues still feel an enormous amount of
pressure or sensitivity in relation to critique of their teaching
or teaching materials - anyone who is truly invested in their
teaching cannot help but be emotionally invested. (…) The two
concerns I think people have about sharing educational
resources are 1) fear of criticism and 2) fear of not being
acknowledged (E13, q8).
Impact on professional identities of users engaged in OEP- is
public display of one’s OEP incompatible with academic
identity?
(cf. Perryman & Coughlan, 2013; Hughes & McKenna 2012).
8
9. Results- digital identities
“A lot of sharing and reusing is happening within certain
groups of interest. In a way, all the subscribers to given
content (e.g. the followers of a particular website/service)
form a group of interest or, in other words, a community of
inquiry. (…) Personally I'm a member of a few special interest
Facebook groups based on the idea of sharing” (E4, q7).
⇒two types of communities where sharing occurs: within
bounded communities (tight links), and open networks (more
dispersed groups of (often unknown) users).
⇒What are the enablers for the transition between bounded
and open communities?
9
10. Conclusion
•Results indicate (Littlejohn & al. 2014) that open networks
serve to flatten the former hierarchical relationship within a
Higher Education institution, a shift that is in line with open
approaches to knowledge building.
*Does the erosion of community boundaries undermine the
potential for change?
Littlejohn, A., Falconer, I., Mcgill, L., & Beetham, H. (2014).
10
11. Conclusion
• “When one moves beyond the familiar camaraderie of the
group to the open network, effective management of one’s
identity becomes critically important” (Dron & Anderson,
2014: 158-159).
• Social networks facilitate connections and interactions
around OER. Yet some users find public sharing and
engagement threatening.
=> Aspect of user online activity to be taken into consideration
in enabling technologies for OER uptake (e.g. ROER)?
11
12. Outputs - expert videos and research paper
A. Expert videos
available on YouTube
http://langoer.eun.org
/videos
A paper: Zourou, K. 2016,
in press. Identity and
engagement in networked
Open Educational Practice.
International Journal of
Applied Linguistics
12
14. References
Beetham, H., Falconer, I., McGill, L. and Littlejohn, A. Open practices: briefing paper.
JISC, 2012 https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
Ehlers, U. (2011). From open educational resources to open educational practices.
ELearning Papers, 23:1–8.
http://www.elearningeuropa.info/sites/default/files/media25186.pdf
Littlejohn, A., Falconer, I., Mcgill, L., & Beetham, H. (2014b). Open Networks and
Bounded Communities: Tensions Inherent in Releasing Open Educational Resources.
In A. Littlejohn, C. Pegler (Eds), Reusing Open Resources. New York: Routledge (pp. 57–
69).
Perryman, L.-A., & Coughlan, T. (2013). The realities of “reaching out”: enacting the
public-facing open scholar role with existing online communities. Journal of Interactive
Media in Education, 1–14. Retrieved from http://www-
jime.open.ac.uk/jime/article/viewArticle/2013-21/html
Hughes, J., & McKenna, C. (2012). The impact of developing Open Educational
Resources (OERs) on novice OER developers. Journal of Interactive Media in Education,
14, 1–11. Retrieved from http://jime.open.ac.uk/jime/article/viewArticle/2012-
14/html
14
15. Annex: Questionnaire OEP in a language
learning/teaching context: focus on interaction
Appropriateness of OER for language learning.
•1. OER for language learning: what is your first reaction?
•2. Do you believe that OER are appropriate in a language learning context? What kind of
justification can we provide for or against?
•3. What do you think of the argument that OER are not very suitable for language
teaching/learning due to importance of issues (such as granularity, contextualization, learning
needs) in a language learning/teaching context?
Affordances of OER for language interaction
•4. Do you see possibilities of OER (re-)use in contexts other than tutored situations (face-to-face,
online or hybrid)?
•5. How can OER afford interaction, with either native speakers or peers?
•Role of social networking in fostering OER (re)use in a language learning context
•6. In a language learning context, how do you see the role of social networks in conjunction with
OER?
•7. Are social networks, with their user-driven capacity and ease of reaching peers and native
speakers, a suitable means for OER uptake and expansion? If so, what kind of examples/practices
do we have? If not, why not in your opinion?
•8. How do you see game-based mechanics (badges, recommendations systems, etc.) as a means
for OER uptake? Please justify your reply .
15
16. Annex: Questionnaire OEP in a language
learning/teaching context: focus on interaction (p. 2)
•9. Do you know of any educational practices using OER in a language learning context that utilize
social networks and/or game mechanics?
•10. Do you know of any OER repositories whose social networking and/or game mechanics
foster language interaction?
•11. What kind of improvements (pedagogical, technological, organizational) do you think would
foster the interactional dimension of OER?
•12. In your opinion, can social networks and OER be complementary, where the former act as
socialization/ language interaction spaces and OER as content?
Future of OER with regard to social connectivity
•13. What direction should OER for language learning take in the future?
•14. Do you believe that OER should converge with digitally enhanced social trends such as
crowdsourcing and socially-developed and maintained resources as a trigger to more user
engagement with OER? If so, how exactly? If not, why not?
•15. Do you believe that OER in a language learning context will be marginalized possibly due to
the lack of conditions for interaction for self-directed learners, with learners moving to more
interactive solutions (web 2.0 language learning communities -such as LiveMocha, Busuu,
Babbel- or MOOCs)?
•16. How do you see the future of OER for languages in conjunction with the for-profit language
learning sector (e.g. publishing houses, private e-content providers)?
•17. Is there anything you would like to add that has not been brought up in the survey?
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