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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.
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.
Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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!
Connectivism has been developed by George Siemens and Stephen Downes based on their analysis of the limitations of traditional learning theories to explain the effect technology has had on how we live, how we communicate, and how we learn.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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!
Embracing GenAI - A Strategic ImperativePeter 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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
1. HISTORY OF CONNECTIVISM LEARNING THEORY
CONNECTIVISM WAS FIRST INTRODUCED IN 2005 BY TWO THEORISTS, GEORGE
SIEMENS AND STEPHEN DOWNES. SIEMENS’ ARTICLE CONNECTIVISM: LEARNING AS A
NETWORK CREATION WAS PUBLISHED ONLINE IN 2004 AND DOWNES’ ARTICLE AN
INTRODUCTION TO CONNECTIVE KNOWLEDGE WAS PUBLISHED THE FOLLOWING
YEAR.
THE PUBLICATIONS ADDRESS THE IMPORTANT ROLE TECHNOLOGY PLAYS IN THE
LEARNING PROCESS AND HOW THE DIGITAL AGE HAS INCREASED THE SPEED AT
WHICH STUDENTS HAVE ACCESS TO INFORMATION. SINCE THEN, BOTH SIEMENS
AND DOWNES HAVE CONTINUED TO WRITE AND SPEAK ON THE SUBJECT. HOWEVER,
EACH HAS SLIGHTLY DIFFERENT VIEWPOINTS. WHILE SIEMENS TENDS TO FOCUS ON
THE SOCIAL ASPECTS OF CONNECTIVISM, DOWNES FOCUSES ON NON-HUMAN
APPLIANCES AND MACHINE-BASED LEARNING.
2. WHAT ARE NODES AND LINKS IN CONNECTIVISM?
ACCORDING TO CONNECTIVISM, LEARNING IS MORE THAN OUR OWN INTERNAL
CONSTRUCTION OF KNOWLEDGE. RATHER, WHAT WE CAN REACH IN OUR EXTERNAL
NETWORKS IS ALSO CONSIDERED TO BE LEARNING. FROM THIS THEORY, TWO
TERMS—NODES AND LINKS—HAVE BEEN COMMONLY USED TO DESCRIBE HOW WE
GAIN AND CONNECT INFORMATION IN A NETWORK.
IN CONNECTIVISM, STUDENTS ARE SEEN AS “NODES” IN A NETWORK. A NODE REFERS
TO ANY OBJECT THAT CAN BE CONNECTED TO ANOTHER OBJECT, LIKE A BOOK,
WEBPAGE, PERSON, ETC. CONNECTIVISM IS BASED ON THE THEORY THAT WE LEARN
WHEN WE MAKE CONNECTIONS, OR “LINKS,” BETWEEN VARIOUS "NODES" OF
INFORMATION, AND WE CONTINUE TO MAKE AND MAINTAIN CONNECTIONS TO
FORM KNOWLEDGE.
3. WHAT ARE THE PRINCIPLES OF CONNECTIVISM?
CONNECTIVISM BUILDS ON ALREADY-ESTABLISHED THEORIES TO PROPOSE THAT
TECHNOLOGY IS CHANGING WHAT, HOW, AND WHERE WE LEARN. IN THEIR RESEARCH,
SIEMENS AND DOWNES IDENTIFIED EIGHT PRINCIPLES OF CONNECTIVISM.
THOSE MAIN PRINCIPLES OF CONNECTIVISM ARE:
LEARNING AND KNOWLEDGE RESTS IN THE DIVERSITY OF OPINIONS.
LEARNING IS A PROCESS OF CONNECTING.
LEARNING MAY RESIDE IN NON-HUMAN APPLIANCES.
LEARNING IS MORE CRITICAL THAN KNOWING.
NURTURING AND MAINTAINING CONNECTIONS ARE NEEDED FOR CONTINUAL LEARNING.
THE ABILITY TO SEE CONNECTIONS BETWEEN FIELDS, IDEAS, AND CONCEPTS IS A CORE
SKILL.
ACCURATE, UP-TO-DATE KNOWLEDGE IS THE AIM OF ALL CONNECTIVIST LEARNING.
DECISION-MAKING IS A LEARNING PROCESS. WHAT WE KNOW TODAY MIGHT CHANGE
TOMORROW. WHILE THERE’S A RIGHT ANSWER NOW, IT MIGHT BE WRONG TOMORROW
DUE TO THE CONSTANTLY CHANGING INFORMATION CLIMATE.
4. CONNECTIVISM IN THE CLASSROOM
IT’S ONE THING TO UNDERSTAND WHAT CONNECTIVISM IS AND ANOTHER TO
ACTUALLY INCORPORATE IT IN THE CLASSROOM IN LEARNING ACTIVITIES.
REMEMBER THAT IN A CONNECTIVIST VIEWPOINT, THE NEW LEARNING
RESPONSIBILITIES SHIFT FROM THE TEACHER TO THE LEARNER. UNLIKE TRADITIONAL
TEACHING METHODS AND OTHER THEORIES LIKE CONSTRUCTIVISM OR
COGNITIVISM, THE EDUCATOR’S JOB IS TO GUIDE STUDENTS TO BECOME EFFECTIVE
AGENTS FOR THEIR OWN LEARNING AND PERSONAL DEVELOPMENT. IN OTHER
WORDS, IT’S UP TO THE LEARNER TO CREATE THEIR OWN LEARNING EXPERIENCE,
ENGAGE IN DECISION MAKING, AND ENHANCE THEIR LEARNING NETWORKS.
CONNECTIVISM RELIES HEAVILY ON TECHNOLOGY, SO THE FIRST STEP TO CREATING
A CONNECTIVIST CLASSROOM IS TO INTRODUCE MORE OPPORTUNITIES FOR DIGITAL
LEARNING—LIKE ONLINE COURSES, WEBINARS, SOCIAL NETWORKS, AND BLOGS.
5. HERE ARE MORE WAYS TO INCORPORATE CONNECTIVISM IN THE CLASSROOM:
SOCIAL MEDIA
ONE WAY TEACHERS IMPLEMENT CONNECTIVISM IS THROUGH THE USE OF
CLASSROOM SOCIAL MEDIA. FOR EXAMPLE, A CLASS TWITTER ACCOUNT CAN BE
USED TO SHARE INFORMATION, ENGAGE IN DISCUSSION OR ANNOUNCE HOMEWORK
TASKS. THIS CAN HELP BOOST CLASS ENGAGEMENT AND OPEN THE LINES OF
DISCUSSION AMONG STUDENTS AND TEACHERS.
GAMIFICATION
GAMIFICATION TAKES ASSIGNMENTS AND ACTIVITIES AND PUTS THEM INTO A
COMPETITIVE GAME TO MAKE LEARNING MORE OF AN INTERACTIVE EXPERIENCE.
THERE ARE MANY LEARNING-BASED APPS AND INSTRUCTIONAL TECHNOLOGIES
TEACHERS CAN USE TO ADD AN ELEMENT OF GAMIFICATION TO THE CLASSROOM.
ONE EXAMPLE IS DUOLINGO, AN ONLINE LEARNING TOOL THAT HELPS STUDENTS
LEARN LANGUAGES THROUGH FUN, GAME-LIKE LESSONS. TEACHERS CAN TRACK
STUDENTS' PROGRESS WHILE STUDENTS CAN EARN “POINTS” FOR PROGRESSING
THROUGH LESSONS. OTHER EXAMPLES INCLUDE APPS LIKE BRAINSCAPE, VIRTUAL
6. SIMULATIONS
SIMULATIONS ENGAGE STUDENTS IN DEEP LEARNING THAT EMPOWERS
UNDERSTANDING AS OPPOSED TO SURFACE LEARNING THAT ONLY REQUIRES
MEMORIZATION. THEY ALSO ADD INTEREST AND FUN TO A CLASSROOM SETTING.
TAKE, FOR EXAMPLE, A PHYSICS CLASS WHERE STUDENTS CREATE AN ELECTRIC
CIRCUIT WITH AN ONLINE PROGRAM. INSTEAD OF BEING INSTRUCTED VIA A BOOK
OR CLASSROOM LECTURE, THEY’RE LEARNING ABOUT PHYSICS BY SIMULATING AN
ACTUAL PHYSICAL SETUP.
INCORPORATING SOME OR ALL OF THESE EXAMPLES IS A GREAT WAY TO ALLOW
YOUR STUDENTS MORE CONTROL OVER THE PACING AND CONTENT OF THEIR
LEARNING. IT ALSO PROVIDES OPPORTUNITIES FOR INDIVIDUALIZED LEARNING TO
MATCH EACH STUDENT’S UNIQUE NEEDS AND STRENGTHS.
7. WHAT ARE THE PROS OF CONNECTIVISM?
BOTH THE STUDENT AND THE EDUCATOR CAN BENEFIT FROM CONNECTIVISM IN THE CLASSROOM. IF
YOU’RE CONSIDERING ADOPTING THIS THEORY IN YOUR CURRENT OR FUTURE CLASSROOM, CONSIDER
THE FOLLOWING BENEFITS:
IT CREATES COLLABORATION.
WITHIN CONNECTIVISM, LEARNING OCCURS WHEN PEERS ARE CONNECTED AND SHARE OPINIONS,
VIEWPOINTS, AND IDEAS THROUGH A COLLABORATIVE PROCESS. CONNECTIVISM ALLOWS A COMMUNITY
OF PEOPLE TO LEGITIMIZE WHAT THEY’RE DOING, SO KNOWLEDGE CAN BE SPREAD MORE QUICKLY
THROUGH MULTIPLE COMMUNITIES.
IT EMPOWERS STUDENTS AND TEACHERS.
CONNECTIVISM SHIFTS THE LEARNING RESPONSIBILITIES FROM THE TEACHER TO THE STUDENT. IT’S UP
TO THE LEARNER TO CREATE THEIR OWN LEARNING EXPERIENCE. THE ROLE OF THE EDUCATOR THEN
BECOMES TO “CREATE LEARNING ECOLOGIES, SHAPE COMMUNITIES, AND RELEASE LEARNERS INTO THE
ENVIRONMENT” (SIEMENS, 2003).
IT EMBRACES DIVERSITY.
CONNECTIVISM SUPPORTS INDIVIDUAL PERSPECTIVES AND THE DIVERSITY OF OPINIONS, THEORETICALLY
PROVIDING FOR NO HIERARCHY IN THE VALUE OF KNOWLEDGE.
IF YOU'RE A CURRENT EDUCATOR OR ASPIRING TO BE ONE, IT'S IMPORTANT TO UNDERSTAND HOW
DIFFERENT LEARNING THEORIES CAN BENEFIT YOUR CLASSROOM AND HELP YOUR STUDENTS FIND