Presentation at the Ubiquitous User Modeling Workshop, May 16-17, 2011, Haifa, Israel
http://www.cri.haifa.ac.il/events/2011/UbiqModelWorkshop/Home.html
Please find the completed Family Kindergarten Transition Tool-Kit attached. It includes resources that would be valuable for families with a child who will be starting kindergarten in the fall.You are welcome to make copies and distribute to families that you serve.
IN THIS SUMMARY
In an increasingly global business world, customer service organizations are faced with more and more diversity among customers and employees. Treating customers as a homogeneous group is certain to lead to service breakdowns and even organizational failure. With the globalization of business, it is increasingly common to deal with customers who speak a different primary language and have different communication styles and preferences. In Please Every Customer, Robert W. Lucas describes how customer service professionals can provide outstanding service through careful attention to interpersonal communication, nonverbal communication, listening, and personal image.
SUBSCRIBE TODAY
http://www.bizsum.com/summaries/please-every-customer
Please find the completed Family Kindergarten Transition Tool-Kit attached. It includes resources that would be valuable for families with a child who will be starting kindergarten in the fall.You are welcome to make copies and distribute to families that you serve.
IN THIS SUMMARY
In an increasingly global business world, customer service organizations are faced with more and more diversity among customers and employees. Treating customers as a homogeneous group is certain to lead to service breakdowns and even organizational failure. With the globalization of business, it is increasingly common to deal with customers who speak a different primary language and have different communication styles and preferences. In Please Every Customer, Robert W. Lucas describes how customer service professionals can provide outstanding service through careful attention to interpersonal communication, nonverbal communication, listening, and personal image.
SUBSCRIBE TODAY
http://www.bizsum.com/summaries/please-every-customer
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Practitioner perspectives of using bring-your-own-device for fieldworkfieldwork_ntf
Practitioner perspectives of using BYOD for Fieldwork. Results from a study of HE educators asking about their use of BYOD for field teaching including benefits and challenges.
2016 EFL Showcase
By Derek France, Katharine Welsh, Alice Mauchline, Julian Park, Brian Whalley
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
Practitioner perspectives of using bring-your-own-device for fieldworkfieldwork_ntf
Practitioner perspectives of using BYOD for Fieldwork. Results from a study of HE educators asking about their use of BYOD for field teaching including benefits and challenges.
2016 EFL Showcase
By Derek France, Katharine Welsh, Alice Mauchline, Julian Park, Brian Whalley
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
OpenEducation Challenge Finalists' Workshop: Design Thinking SessionYishay Mor
http://openeducationchallenge.eu/
The purpose of this workshop is to help the candidates crystallize and articulate the educational value of their innovation.
By the end of this workshop, you will be able to articulate:
* Who are your potential users, stakeholders, and beneficiaries
* What is the context in which they operate
* What are their needs that your innovation addresses
* What are the current alternatives, and why they do not suffice
* What is the essence of your innovation, and why you are confident that it will address your potential users needs in their context.
How to ruin a MOOC? JISC RSC Yorkshire & the Humber Online Conference 2013Yishay Mor
The Open Learning Design Studio MOOC: Learning Design for a 21st Century Curriculum (http://www.olds.ac.uk/) was the first ever project-based MOOC on learning design. This ambitious MOOC ran for 9 weeks in early 2013. Its structure was based on a design inquiry model, where designers identify a (learning/curriculum) design challenge, explore it to gain an understanding of its context and driving forces, generate possible solutions, implement a solution and reflect on the process as a whole and its outputs. The MOOC exposed participants to a wide range of voices, approaches, representations, and tools for learning design. It incorporated a host of innovations in pedagogy and technology including Badges (http://www.olds.ac.uk/badges). Over 2000 people registered, over 1000 participated in the first week, and several hundred were active thoughout. OLDS MOOC adopted a radically open approach - registration was optional, and all the MOOC resources were made available as OERs. This session will reflect on what went well, what not so much, and what lessons can be learned.
The METIS project (http://metis-project.org/) aims to promote a professional culture of learning design, by providing educators with an Integrated Learning Design Environment (ILDE) and a workshop package for training educators in using the ILDE to support effective learning design.
Learning design is the act of devising new practices, plans of activity, resources and tools aimed at achieving particular educational aims in a given situation. Learning design breaches the divide between research and practice by projecting theoretical insights into concrete contexts, and abstracting transferable knowledge from practical experience.
The Metis learning design workshops are designed to guide educators in applying a critical and inquisitive approach to issues and concerns that matter the most to them and their students. We begin by exploring the context in which you work and the challenges you are faced with, then provide methods and tools to help you identify solutions for these challenges. Finally, you will be able to deploy the designs you produce to a VLE at the click of a button. These workshops are supported by the ILDE, a bespoke environment for co-design of learning, developed by the Metis project.
Metis project deliverable D3.2: Draft of pilot workshopYishay Mor
This deliverable represents the analysis of best practices and workshop design from the first cycle of the METIS project methodology. Alongside this report a prototype is provided to allow access to the package of resources representing a workshop structure developed from the preliminary analysis of best practices in teacher training reported in Deliverable D3.1. Section 2 provides an account of the review of best practices, the process, current status and outcomes, and plans for the future. It also lists risks and challenges and implications to and from WP 2 and 4.
http://www.ld-grid.org/workshops/design-inquiry2013
Learning Design, to be effective, should be informed and evaluated by teacher inquiry, or, should itself be a process of inquiry. Teacher Inquiry into Student Learning should help to optimise the design of activities and resources.
The objectives of this workshop are to establish a new strand of inquiry aimed at the synergy of LD and TISL, solidify its theoretical foundations, propose methodological instruments which build on these foundations and consider tools and representations which support these instruments.
http://altc2012.alt.ac.uk/talks/28031
Our era is distinguished by the wealth of open and readily available information, and the accelerated evolution of social, mobile and creative technologies. These offer learners and educators unprecedented opportunities, but also entail increasingly complex challenges. Consequently, the role of educators needs to shift from distributors of knowledge to designers for learning. Educators may still provide access to information, but now they also need to carefully craft the conditions for learners to enquire, explore, analyse, synthesise and collaboratively construct their knowledge from the variety of sources available to them. The call for such a repositioning of educators is heard from leaders in the field of TEL and resonates well with the growing culture of design-based research in Education. Yet, it is still struggling to find a foothold in educational practice.
In October 2011, the Art and Science of Learning Design (ASLD) workshop was convened in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers invested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. This paper presents an overview of the emerging themes identified at the ASLD workshop, and guides the reader through further reading of the workshop outcomes. First, we introduce the topic of Learning Design, and the themes we will be considering. We present and compare some common definitions of Learning Design, and clarifying its links to the related but distinctly different field of Instructional Design. We then explore its relevance and value to educators, content and technology developers, and researchers, examining some of the current issues and challenges. We present an overview of the workshop contributions, relating them to the key thematic strands of Learning Design, and conclude with three significant challenges to be explored in future research.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
2. The CoMo project PI: Niall Winters, London Knowledge Lab 2007-2008, collaboration with Kim Whittlestone, Royal Veterinary College, funded by Centre for Distance Education, University of London Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 2
4. Yishay Mor - CoMo – Ubiquitous User Modeling Workshop , Haifa, May 2011 4
5. Methodology Observe: ethnographic study of the particular context of learning. Following learners through their daily routine, recording their actions with video and stills, interviewing students and tutors inaction. => identify the existing ecology of resources, common practices and needs. Identify: gaps in existing practice, which can be addressed by new technology. Blend: how will the new technology, & new practices derived from it, fit in with the existing ecology. Sketch: draw visual scenarios of specific activities in which the new technology plays a part. Poll: present these sketches to as wide an audience as possible, collect feedback and adjust the design. Enhance: deploy the technology, guide learners in using it to improve their learning experience. Perturb: challenge learners and teachers with new possibilities emerging from the technology as they have adopted it. Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 5
6. Stage I: Teacher Interviews Collect narratives of current practices Construct thick descriptions of learning contexts (user stories) Identify teacher ( & learner) concerns Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 6
7. Example: teacher input Year 4 and 5 students spend most of their 2nd term on rotations, in groups of 5-6. Each week each group joins one hospital department or get distributed between vets in the field, and participate in clinical work. During hospital rotations students have tutorials, where they meet with their academic tutor and discuss the cases they saw. Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 7
8. Example: User Story Elizabeth is out on EMS and is being driven by her supervising vet to a farm where they have a cow which they suspect may be pregnant. Whilst in the car Elizabeth uses her phone to log into her myPad and searches for Haptic. She locates an entry see made whilst she was in the 4th year about her experiences of using the Haptic cow to feel a pregnant cow. She discusses her findings with her supervising Vet. The Vet raises some interesting points regarding feeling for pregnancy and so Elizabeth sends an SMS noting the points to her myPad. Later on Elizabeth logs onto myPad from a full browser and locates the Haptic entry she was viewing earlier whilst in the car on the way to the farm. She edits the entry and adds the note that she sent into her myThoughts area earlier. She uses the formatting options to quote the points the supervising vet made to her and comments on her feelings towards them. Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 8
11. Need to master detailed procedural knowledge for a very broad spectrum of situations.
12. Not confident in their knowledge and their peers. Seek authority.
13. High study load. Very little free time during rotations (but a lot of dead time).Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 9
25. Add your details on the top if you wish to be contacted / participate in the experiment.Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 15
32. Snap! During clinical session, one student uses the camera phone to take visual notes, while the others use the clipboards as usual. Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011
33. Tag! Tags: dog, cat scan, epilepsyDescription: notice the twitching leg. The same student quickly tags and uploads the visual note Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011
34. Blog! Notes are collated on group blog, to serve as anchors for subsequent reflections. Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011
35. Revist Students use "dead time" to add questions and observations from their notes as comments. Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011
37. Co-Reflect (tutorial) Using remote conferencing, and referring to the blog, tutor addresses issues which emerge from this week's experiences.
38. Stage IV: design & deploy Collated student feedback to scenarios. Collected teacher responses to student feedback. Updated scenario & implemented: N70 phones + ShoZu + Flickr Short induction period for each student group Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 23
39. CoMo 24 Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011
40. Student use Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 25 Social: social relationships between student are an important support framework Memory jog: snapshots of key incidents facilitated group reflection Clinical subjects and procedures were documented for discussion Temporal analysis: students documented case progression over time
41. Note taking Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 26
44. Tracking a Case Yishay Mor - CoMo – Ubiquitous User Modeling Workshop , Haifa, May 2011 29
45. Capturing Data Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 30
46. The New Tutorial Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 31
47. Social Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 32
48. Learning Gains Allowed tutors and students to discuss “the case presentations” Gave teachers a “window on what the students’ attention was” “I took a picture of something I didn't think would be that interesting, something we do everyday . . . it reminded [student A] of a point in rounds she wanted to bring up” Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 33
49. Questions What can we do now that we couldn’t do then? What do existing off the shelf technologies offer in terms of learner modelling, and how can LM augment learning? Is the methodology relevant for you? Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 34
50. Acknowledgements Niall Winters, CoMo PI Natasha Lackovic, researcher Kim Whittlestone, Senior Lecturer in Independent Learning Dr. Matthew Pead, Senior Lecturer in Orthopaedic Surgery and Head of the Small Animal Medicine and Surgery Group Arthur House, European Specialist in Small Animal Surgery and Lecturer in Small Animal Surgery Richard Coe, European Veterinary Specialist in Surgery and Temporary Lecturer in Small Animal Surgery All our student participants Yishay Mor - CoMo – Ubiquitous User Modelling Workshop, Haifa, May 2011 35