This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
More students now have laptops that they want to use during lessons, prompting Ravensbourne to start a laptop pilot program to determine how teachers can make use of them. The document provides examples of online resources, tools, and multimedia that teachers could utilize, as well as benefits like blending face-to-face, independent, and virtual learning. It concludes by identifying some potential problems to discuss, such as engaging distracted students, planning and timing lessons, managing group work, and dealing with connectivity and accessibility issues.
- Gila Kurtz gave an invited talk at Università Degli Studi Roma Tre in Rome, Italy in October 2015 on the topic of learning and digital technologies.
- The talk outlined how digital technologies can benefit learning, discussed open educational resources and the potential of Facebook as a learning environment. It also covered mobile learning, bring your own device policies, and project-based learning examples.
- Research findings on how digital devices like laptops, tablets, and smartphones are used during lectures were presented. The talk concluded by asking what developments might come next.
This document discusses social networking sites for ELT professionals. It defines key terms like instructional technology, educational technology, social networks, and personal learning networks. It provides examples of popular social networking sites and platforms for educational purposes like Twitter, SlideShare, and Edmodo. It also outlines some concerns and guidelines for using social media sites professionally, such as maintaining appropriate boundaries with students and only sharing content you don't mind the world seeing.
This document discusses personal learning networks (PLNs) and how educators can use social networking and web tools to build connections with other educators and engage in ongoing professional development. It provides examples of social media and collaboration tools that can be used to connect, share resources, and learn from other education professionals. The document emphasizes that PLNs are about contributing to the network in addition to simply following others, and that trust and reciprocity are important for knowledge exchange within a professional learning community.
Microblogs in Higher Education: Enhancing Collaborative Learning OpportunitiesDouglas Strahler
Microblogs can enhance collaborative learning opportunities in higher education by allowing communication, categorization through hashtags, and active learning through involvement, cooperation, and teamwork. The document discusses how microblogging creates an environment for collaborative learning, which produces intellectual synergy as many minds work on problems and social stimulation through mutual engagement. It also notes microblogging can help teachers teach better by providing a personal learning platform for networking, conversation, professional development, and accessing news and resources.
The document discusses different types of blogs that can be used in an English as a foreign language classroom, including tutor blogs run by the teacher, learner blogs run by students, and class blogs for collaborative work. It notes benefits like daily reading practice, exploration of English websites, and opportunities for online discussion. However, it also points out potential downsides like unequal access to technology, student safety issues, and distractions. Overall, blogs can be useful learning tools if teachers consider students' access and ensure their safety online.
MOOCs are massive open online courses that provide a platform for unlimited participation and sharing of information online. MOOCs allow for current information to be continuously updated and shared, while courses are free and open for anyone to take without limited attendance. Instructors can utilize MOOCs by outlining topics, providing short presentations to introduce information, and assigning activities and assessments to gauge learner progress without directly teaching all content.
This document discusses how digital technologies can be used to enhance English language teaching. It describes "digital natives" as students born into the digital world who are fluent in new technologies, while teachers are often "digital immigrants" who have adopted technologies but not at the same level. It argues that teachers need to update their methods to engage digital native students. It provides examples of how various Web 2.0 tools like YouTube, podcasts, blogs, wikis and digital storytelling can be used to make language learning more interactive, collaborative and motivating for students.
More students now have laptops that they want to use during lessons, prompting Ravensbourne to start a laptop pilot program to determine how teachers can make use of them. The document provides examples of online resources, tools, and multimedia that teachers could utilize, as well as benefits like blending face-to-face, independent, and virtual learning. It concludes by identifying some potential problems to discuss, such as engaging distracted students, planning and timing lessons, managing group work, and dealing with connectivity and accessibility issues.
- Gila Kurtz gave an invited talk at Università Degli Studi Roma Tre in Rome, Italy in October 2015 on the topic of learning and digital technologies.
- The talk outlined how digital technologies can benefit learning, discussed open educational resources and the potential of Facebook as a learning environment. It also covered mobile learning, bring your own device policies, and project-based learning examples.
- Research findings on how digital devices like laptops, tablets, and smartphones are used during lectures were presented. The talk concluded by asking what developments might come next.
This document discusses social networking sites for ELT professionals. It defines key terms like instructional technology, educational technology, social networks, and personal learning networks. It provides examples of popular social networking sites and platforms for educational purposes like Twitter, SlideShare, and Edmodo. It also outlines some concerns and guidelines for using social media sites professionally, such as maintaining appropriate boundaries with students and only sharing content you don't mind the world seeing.
This document discusses personal learning networks (PLNs) and how educators can use social networking and web tools to build connections with other educators and engage in ongoing professional development. It provides examples of social media and collaboration tools that can be used to connect, share resources, and learn from other education professionals. The document emphasizes that PLNs are about contributing to the network in addition to simply following others, and that trust and reciprocity are important for knowledge exchange within a professional learning community.
Microblogs in Higher Education: Enhancing Collaborative Learning OpportunitiesDouglas Strahler
Microblogs can enhance collaborative learning opportunities in higher education by allowing communication, categorization through hashtags, and active learning through involvement, cooperation, and teamwork. The document discusses how microblogging creates an environment for collaborative learning, which produces intellectual synergy as many minds work on problems and social stimulation through mutual engagement. It also notes microblogging can help teachers teach better by providing a personal learning platform for networking, conversation, professional development, and accessing news and resources.
The document discusses different types of blogs that can be used in an English as a foreign language classroom, including tutor blogs run by the teacher, learner blogs run by students, and class blogs for collaborative work. It notes benefits like daily reading practice, exploration of English websites, and opportunities for online discussion. However, it also points out potential downsides like unequal access to technology, student safety issues, and distractions. Overall, blogs can be useful learning tools if teachers consider students' access and ensure their safety online.
MOOCs are massive open online courses that provide a platform for unlimited participation and sharing of information online. MOOCs allow for current information to be continuously updated and shared, while courses are free and open for anyone to take without limited attendance. Instructors can utilize MOOCs by outlining topics, providing short presentations to introduce information, and assigning activities and assessments to gauge learner progress without directly teaching all content.
Massive Open Online Courses (MOOCs) are online courses aimed at unlimited participation and open access via the Internet. MOOCs deliver course materials through videos, readings, and interactive problems. They provide flexibility in learning and raise the level of competition for traditional schools. While MOOCs can be affordable and accessible anywhere, anytime, they also see less campus attendance and issues with reliability. Pros include low costs and wide subject offerings, while cons include lack of interaction and difficulties for those without reliable Internet access. MOOCs were created at the University of Edinburgh and have impacted how courses are structured and delivered while being an alternative approach to pedagogy.
Priscilla reflects on what she has learned in ICT class over the year, including how to use social bookmarking and wikis to organize bookmarks and collaborate, how RSS feeds deliver updated information automatically, creating projects in Macromedia Fireworks and Audacity audio editing software, and enjoying working on a "Good Person Wiki" about Florence Nightingale.
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
This document discusses how learners can use personal web technologies (PWTs) like social bookmarking, blogging, and widgets to create personalized learning environments (PLEs) and networks (PLNs). It explains how PWTs support connectivist learning principles by allowing knowledge to reside in networks. While PWTs provide learning opportunities, they can also lead to issues like distraction, privacy concerns, and isolated "echo chambers" if not used critically.
This document discusses Bloom's Taxonomy and how it relates to e-learning. It defines e-learning as any form of electronic learning and teaching, including online learning, virtual learning, and distance learning. The document explains that e-learning can be asynchronous or synchronous. Asynchronous learning is self-paced using online resources, while synchronous learning involves real-time instruction through tools like live streaming. The document also provides examples of how Bloom's Taxonomy can be represented through text, graphics, audio and visual media to enhance e-learning. Helpful links and references are included.
The document discusses issues around initiating and maintaining student participation in online learning platforms and social software. It notes that requiring participation through external controls like grading can increase activity but may not foster deeper learning or collaboration. Simply providing tools and expecting voluntary participation often results in low levels of engagement. Instead, participation is more successful when it serves student interests and needs, allows a sense of ownership, and supports different types of learning like expanding opportunities rather than just completing tasks. Overall, the question is raised whether true participation, autonomy and collaboration can be achieved through compulsory controls or if new pedagogical models are needed.
The document discusses the benefits of technology in education. It describes how technology allows learning to occur anywhere through wireless devices and online materials. It also allows students new ways to express themselves such as through PowerPoint, videos, and blogs. Furthermore, technology enables collaboration on projects with remote classmates and cultural exchange through video conferencing with international schools. Overall, the document argues that technology expands the opportunities for learning.
Wikis can be used effectively in education for collaboration on group projects, as they allow multiple students to simultaneously edit content online. Teachers are using wikis to create sites for students to access additional educational resources like flashcards, sample questions and discussion forums. Some schools have implemented wiki sites that combine social networking with user-generated content to reinforce classroom learning and provide test preparation help. Wikis give creators control over access and editing privileges for collaborators.
The document discusses the implications of emerging technologies like Web 3.0, social media, ubiquitous devices, and simulations/games on learning strategies and pedagogy. It analyzes how these technologies can support behaviorsim through collaboration and reinforcement, constructivism via rich media simulations, and situated/informal learning using context-aware mobile devices. It provides examples of universities adopting these technologies in various ways and emphasizes making educational content available across multiple ubiquitous devices and formats to support lifelong learning.
Effective strategies to support student online reading comprehension include explicitly teaching students to identify important questions when reading, locate relevant information, critically evaluate sources, synthesize information to answer questions, and communicate answers to others. Teachers should use a three-phase model starting with direct instruction of basic skills, then collaborative modeling of strategies, and finally student-led inquiry projects, which may include collaboration with global partners. Throughout, teachers provide challenges to engage students in applying skills across content areas.
This document provides an overview and introduction to an online course about creating and managing community-facing websites. The key points are:
- The course will cover understanding social and technological developments that enable user-generated content sharing and online communities on the internet.
- Students will work in groups to develop a website for an online community to apply these concepts.
- Assessment includes blog assignments, a group project involving a report, prototype, and presentation, and a final digital examination.
- The first week will include an introductory session, setting up social media accounts, and exploring social media services and blogging.
The document discusses how education has evolved from the 1990s to the present. It covers topics like the impact of social media and interactive media on education, with social media providing benefits but also risks from excessive use. Interactive media has led to rises in interactive class systems, learning apps, and interactive cable TV learning. Less emphasis on outdoor activities has reduced their importance while focusing more on studies with no moral education classes. E-learning and skill-based courses have grown through better techniques.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
Social networking services have the potential to impact learning both positively and negatively. While they allow for more engagement, collaboration, and information sharing, there are also barriers to implementation related to assessment, professional development, information literacy, and safety issues. Educators are encouraged to explore appropriate uses of social media to facilitate communication, collaboration, and lifelong learning, but also need to address potential risks.
This document discusses education in online environments. It compares traditional in-person education, which takes place in a classroom, to online education, which uses online tools like email, blogs, and web pages without a physical classroom. While online education has benefits like reaching more students globally and updating materials quickly, it also has limitations such as requiring more effort and lacking a pedagogical framework. The conclusion is that online education has a bright future and many schools will adopt hybrid or fully online models for their cost-effectiveness and ability to provide flexible learning beyond physical locations.
Rosanna De Rosa, Alessandro Bogliolo - Teaching to teachers. A MOOC based hyb...EUmoocs
EMMA poster at EDEN.
Coding has been recognized by the Italian National Plan for Digital School (PNSD) as one of fundamental disciplines to
be introduced at school level. In order to reach such an objective, the University of Urbino offered for free a MOOC on
Coding specifically devoted to school teachers through the European Multiple MOOC Platform (europeanmoocs.eu,
Emma for short). The objective of such aMOOC was to generate a highly scalable process of teaching/learning involving
a plethora of actors: school managers, ICTs experts, teachers, and pupils as final users. The MOOC was organized as a
hands-on experience course, based also on live webinars, illustrating how to organize coding activities using only freely
accessible online resources. This approach allowed teachers to learn the fundamental principles of coding together with
their pupils and to apply computational thinking to any topic, with a non secondary effect: converting role of the
teacher into an enabler factor, restoring their centrality, legitimation and social value. The poster highlights the
dimensions of such an experience, the relevance of pedagogies used, as well as the factors of its success.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
A MOOC (Massive Open Online Course) is an online course that is open to anyone to enroll. There are different types of MOOCs based on their approach and level of interaction. Benefits include accessibility from any location and ability to work across timezones. Downsides include potential feelings of chaos and need for self-directed learning. Factors to consider before creating a MOOC include ensuring there is a need, estimating technology requirements, and choosing an appropriate design. While MOOCs increase access to education, they do not fully address expanding higher education in developing areas due to technology and skills barriers.
Presentation on Cloudera Impala at PDX Data Science Group at Portland. Delievered on February 27, 2013. Presentation slides borrowed from Cloudera Impala's architect, Marcel Kornacker.
Storm is an open source distributed real-time computation system for processing unbounded streams of data. It provides reliable processing of data streams, is fast and scalable by processing over a million tuples per second per node, and guarantees data will be processed. Storm allows building real-time analytics applications that can perform tasks like search, personalization, monitoring and more by acting as a real-time processing layer integrated with systems like Kafka, Elasticsearch and Hadoop.
Massive Open Online Courses (MOOCs) are online courses aimed at unlimited participation and open access via the Internet. MOOCs deliver course materials through videos, readings, and interactive problems. They provide flexibility in learning and raise the level of competition for traditional schools. While MOOCs can be affordable and accessible anywhere, anytime, they also see less campus attendance and issues with reliability. Pros include low costs and wide subject offerings, while cons include lack of interaction and difficulties for those without reliable Internet access. MOOCs were created at the University of Edinburgh and have impacted how courses are structured and delivered while being an alternative approach to pedagogy.
Priscilla reflects on what she has learned in ICT class over the year, including how to use social bookmarking and wikis to organize bookmarks and collaborate, how RSS feeds deliver updated information automatically, creating projects in Macromedia Fireworks and Audacity audio editing software, and enjoying working on a "Good Person Wiki" about Florence Nightingale.
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
This document discusses how learners can use personal web technologies (PWTs) like social bookmarking, blogging, and widgets to create personalized learning environments (PLEs) and networks (PLNs). It explains how PWTs support connectivist learning principles by allowing knowledge to reside in networks. While PWTs provide learning opportunities, they can also lead to issues like distraction, privacy concerns, and isolated "echo chambers" if not used critically.
This document discusses Bloom's Taxonomy and how it relates to e-learning. It defines e-learning as any form of electronic learning and teaching, including online learning, virtual learning, and distance learning. The document explains that e-learning can be asynchronous or synchronous. Asynchronous learning is self-paced using online resources, while synchronous learning involves real-time instruction through tools like live streaming. The document also provides examples of how Bloom's Taxonomy can be represented through text, graphics, audio and visual media to enhance e-learning. Helpful links and references are included.
The document discusses issues around initiating and maintaining student participation in online learning platforms and social software. It notes that requiring participation through external controls like grading can increase activity but may not foster deeper learning or collaboration. Simply providing tools and expecting voluntary participation often results in low levels of engagement. Instead, participation is more successful when it serves student interests and needs, allows a sense of ownership, and supports different types of learning like expanding opportunities rather than just completing tasks. Overall, the question is raised whether true participation, autonomy and collaboration can be achieved through compulsory controls or if new pedagogical models are needed.
The document discusses the benefits of technology in education. It describes how technology allows learning to occur anywhere through wireless devices and online materials. It also allows students new ways to express themselves such as through PowerPoint, videos, and blogs. Furthermore, technology enables collaboration on projects with remote classmates and cultural exchange through video conferencing with international schools. Overall, the document argues that technology expands the opportunities for learning.
Wikis can be used effectively in education for collaboration on group projects, as they allow multiple students to simultaneously edit content online. Teachers are using wikis to create sites for students to access additional educational resources like flashcards, sample questions and discussion forums. Some schools have implemented wiki sites that combine social networking with user-generated content to reinforce classroom learning and provide test preparation help. Wikis give creators control over access and editing privileges for collaborators.
The document discusses the implications of emerging technologies like Web 3.0, social media, ubiquitous devices, and simulations/games on learning strategies and pedagogy. It analyzes how these technologies can support behaviorsim through collaboration and reinforcement, constructivism via rich media simulations, and situated/informal learning using context-aware mobile devices. It provides examples of universities adopting these technologies in various ways and emphasizes making educational content available across multiple ubiquitous devices and formats to support lifelong learning.
Effective strategies to support student online reading comprehension include explicitly teaching students to identify important questions when reading, locate relevant information, critically evaluate sources, synthesize information to answer questions, and communicate answers to others. Teachers should use a three-phase model starting with direct instruction of basic skills, then collaborative modeling of strategies, and finally student-led inquiry projects, which may include collaboration with global partners. Throughout, teachers provide challenges to engage students in applying skills across content areas.
This document provides an overview and introduction to an online course about creating and managing community-facing websites. The key points are:
- The course will cover understanding social and technological developments that enable user-generated content sharing and online communities on the internet.
- Students will work in groups to develop a website for an online community to apply these concepts.
- Assessment includes blog assignments, a group project involving a report, prototype, and presentation, and a final digital examination.
- The first week will include an introductory session, setting up social media accounts, and exploring social media services and blogging.
The document discusses how education has evolved from the 1990s to the present. It covers topics like the impact of social media and interactive media on education, with social media providing benefits but also risks from excessive use. Interactive media has led to rises in interactive class systems, learning apps, and interactive cable TV learning. Less emphasis on outdoor activities has reduced their importance while focusing more on studies with no moral education classes. E-learning and skill-based courses have grown through better techniques.
This document discusses personal learning environments (PLEs). PLEs promote self-regulation, critical thinking, being a curious researcher, and being an effective communicator. PLEs aim to analyze experience gained using Web 2.0 tools for competence development and professional networking. PLEs are based on the ideas that learning is ongoing, individuals self-organize their own learning across different contexts, and a single provider cannot provide all learning. PLEs use social web tools and recognize formal and informal learning.
Social networking services have the potential to impact learning both positively and negatively. While they allow for more engagement, collaboration, and information sharing, there are also barriers to implementation related to assessment, professional development, information literacy, and safety issues. Educators are encouraged to explore appropriate uses of social media to facilitate communication, collaboration, and lifelong learning, but also need to address potential risks.
This document discusses education in online environments. It compares traditional in-person education, which takes place in a classroom, to online education, which uses online tools like email, blogs, and web pages without a physical classroom. While online education has benefits like reaching more students globally and updating materials quickly, it also has limitations such as requiring more effort and lacking a pedagogical framework. The conclusion is that online education has a bright future and many schools will adopt hybrid or fully online models for their cost-effectiveness and ability to provide flexible learning beyond physical locations.
Rosanna De Rosa, Alessandro Bogliolo - Teaching to teachers. A MOOC based hyb...EUmoocs
EMMA poster at EDEN.
Coding has been recognized by the Italian National Plan for Digital School (PNSD) as one of fundamental disciplines to
be introduced at school level. In order to reach such an objective, the University of Urbino offered for free a MOOC on
Coding specifically devoted to school teachers through the European Multiple MOOC Platform (europeanmoocs.eu,
Emma for short). The objective of such aMOOC was to generate a highly scalable process of teaching/learning involving
a plethora of actors: school managers, ICTs experts, teachers, and pupils as final users. The MOOC was organized as a
hands-on experience course, based also on live webinars, illustrating how to organize coding activities using only freely
accessible online resources. This approach allowed teachers to learn the fundamental principles of coding together with
their pupils and to apply computational thinking to any topic, with a non secondary effect: converting role of the
teacher into an enabler factor, restoring their centrality, legitimation and social value. The poster highlights the
dimensions of such an experience, the relevance of pedagogies used, as well as the factors of its success.
Web technologies like blogging, podcasting, and media sharing are shaping education by allowing teachers and students to more easily communicate and access information. Blogging gives students and teachers a personal space online to share work, ask questions, and get feedback. Podcasting provides a way to deliver educational content that students can access anywhere. Media sharing sites like Flickr and YouTube contain educational images and video that can supplement lessons. However, social networking sites also pose some risks if personal information is shared, and finding relevant information online remains challenging. Overall, these new technologies are helping to make educational resources more accessible.
A MOOC (Massive Open Online Course) is an online course that is open to anyone to enroll. There are different types of MOOCs based on their approach and level of interaction. Benefits include accessibility from any location and ability to work across timezones. Downsides include potential feelings of chaos and need for self-directed learning. Factors to consider before creating a MOOC include ensuring there is a need, estimating technology requirements, and choosing an appropriate design. While MOOCs increase access to education, they do not fully address expanding higher education in developing areas due to technology and skills barriers.
Presentation on Cloudera Impala at PDX Data Science Group at Portland. Delievered on February 27, 2013. Presentation slides borrowed from Cloudera Impala's architect, Marcel Kornacker.
Storm is an open source distributed real-time computation system for processing unbounded streams of data. It provides reliable processing of data streams, is fast and scalable by processing over a million tuples per second per node, and guarantees data will be processed. Storm allows building real-time analytics applications that can perform tasks like search, personalization, monitoring and more by acting as a real-time processing layer integrated with systems like Kafka, Elasticsearch and Hadoop.
Oozie in Practice - Big Data Workflow Scheduler - Oozie Case StudyFX Live Group
Oozie Introduction, Case Study, and Tips
also some introduction about Integration of Kettle and Oozie using Spoon
PDF download: http://user.cs.tu-berlin.de/~tqiu/Oozie_BigData_Workflow_Scheduler_Case_Study.pdf
During the past three years Oozie has become the de-facto workflow scheduling system for Hadoop. Oozie has proven itself as a scalable, secure and multi-tenant service.
More: http://www.chinahadoop.net/thread-6659-1-1.html
Online Open Course: http://chinahadoop.edusoho.cn/course/19
video: http://www.youtube.com/watch?v=qzk08ggdIDw&hd=1
vimeo -- http://vimeo.com/84164730
This document provides an overview of Apache Flume, a distributed, reliable, and available service for efficiently collecting, aggregating, and moving large amounts of log data from many different sources to a centralized data store. It describes the core concepts in Flume including events, clients, agents, sources, channels, and sinks. Sources are components that read data and pass it to channels. Channels buffer events and sinks remove events from channels and transmit them to their destination. The document discusses commonly used source, channel and sink types and provides examples of Flume flows.
Real time big data analytics with Storm by Ron Bodkin of Think Big AnalyticsData Con LA
This talk provides an overview of the open source Storm system for processing Big Data in realtime. The talk starts with an overview of the technology, including key components: Nimbus, Zookeeper, Topology, Tuple, Trident. It looks at integration with Hadoop through YARN and recent improvements. The presentation then dives into the complex Big Data architecture in which Storm can be integrated . The result is a compelling stack of technologies including integrated Hadoop clusters, MPP, and NoSQL databases.
After this, we look at example use cases for Storm: real-time advertising statistics, updating a Machine Learned model for content popularity predictions, and financial compliance monitoring.
University 2.0? Using social software to enhance learner engagementjimson99
The document discusses using social media tools like Facebook to enhance student engagement and learning in higher education. It notes that students already spend significant time on such sites, and argues they could be leveraged for educational purposes. An experiment is described where a course created a Facebook page and encouraged students to interact around course content. Student feedback was mixed, finding the tools helped stay informed but they were not as active generating content on Facebook as in traditional classes. More research is needed on integrating informal social spaces into formal education.
ICT plays an important role in education, especially the internet, which can both empower educational activities and increase students' knowledge. However, its negative impacts must be addressed. Schools and governments should implement strategies to utilize ICT to support teaching and learning while also training teachers to incorporate modern technologies. The goals of ICT implementation in education are to promote lifelong learning, increase access to educational resources, and develop students' technology literacy.
The Internet has become an important educational tool that provides numerous benefits to students and teachers. It allows easy access to vast amounts of information and resources. Students can learn at their own pace and communicate easily with teachers and other students. Teachers can assign and receive work digitally, without time or location constraints. While online education via the Internet offers advantages like cost savings, greater accessibility, and opportunities for special needs students, there are also challenges to using technology in the classroom that need to be addressed.
1) Social media is becoming increasingly prevalent in students' personal lives and they want to see it integrated into their educational experiences for collaboration, communication, and a more social learning environment.
2) There are opportunities but also challenges for educators in utilizing social media, such as negotiating shifts in perceptions of authority and ensuring appropriate relationships between students and staff.
3) Social media can supplement formal learning by creating new channels for communication, learning from various sources, and exposing students to networking opportunities.
This document discusses the integration of technology into classrooms. It provides findings from surveys that show most teachers believe printed textbooks will be replaced by digital tools by 2015. Articles examine how the "Net Generation" of students have grown up with technology and have different learning needs than past generations. Twitter is discussed as a potential educational tool, with benefits like collaboration, but also drawbacks like distraction. The conclusion emphasizes that while technology can engage students, teachers must stay informed on tools and ensure technologies are used to enhance learning rather than distract from it.
This document summarizes the author's experience in an Educational Technology course. It discusses how the course helped the author understand how to use various technologies, from traditional to modern, in teaching. The author learned about conceptual models for instruction and how information technology can support student-centered learning. The course also involved hands-on practice with computer skills and software resources for education. While technology will be important in the future of education, the author believes teachers can never be replaced, as technology cannot show care, encouragement, or listen to students' problems in the same way.
The document discusses the use of information and communication technologies (ICT) to support English language learning. It defines ICT as technologies used to convey information and facilitate communication. ICT allows for autonomous learning, flexibility in learning, and collaboration between students. When using ICT, teachers should consider students' familiarity with technology and choose age-appropriate materials that support learning objectives. ICT can enhance learning across different skills such as writing, reading, listening and speaking when the right tools are selected.
This document summarizes research conducted in 2009 on students' motivations for using social networking sites to enhance studying and learning. The researchers developed a social networking site called TUT Circle for freshmen at Tampere University of Technology (TUT) to provide tools for interaction and study support. However, few students used the site for its intended purpose of supporting mathematics courses. To understand this, the researchers studied students' attitudes towards social networking sites. They found that technical students were more open to using social media to enhance learning, and that some students valued anonymity on such sites. The researchers concluded that integrating social media tools into traditional teaching and learning aligns with what today's students want and need.
This document contains a chart describing the advantages and disadvantages of using different technologies for education, including blended learning, Education 2.0, Web 2.0, and IT. For each technology, the chart lists advantages such as increased flexibility and interaction for students, as well as disadvantages like reliance on technical resources and potential distraction. The document also includes responses to prompts about designing an online lesson plan using WebQuest and addressing the lack of classroom technology.
This document discusses using digital resources to improve personal learning environments and personal learning networks. It defines a personal learning environment as the environment in which one learns efficiently using technology. Key aspects of a PLE include setting one's own learning goals and actively participating in a personal learning network to exchange information through digital objects like blogs and presentations. The document recommends curating an abundant flow of information from new media sources and providing products to one's network to actively nurture it. Maintaining a PLE involves lifelong learning and enrichment over time using powerful tools on the internet.
The document discusses three articles about using different technologies in education, including podcasting, blogging, and frameworks for measuring technology implementation in classrooms. Popular technologies mentioned are interactive PowerPoints, smart boards, podcasting, blogging, and educational software. The articles discuss how these tools can expand education globally, be inexpensive study aids, and keep students engaged as times change and technology advances.
Critical Literature Review on Chatbots in Educationijtsrd
This document presents a critical literature review on the use of chatbots in education. It summarizes several previous studies that explored how chatbots can be used to provide personalized learning, conduct assessments, and ease the tasks of teachers. Chatbots were found to customize learning for each student, identify weak areas and adapt to their learning styles. They also conducted quizzes and provided immediate feedback. This allowed for one-on-one attention at scale. Chatbots helped increase interaction in online courses and simplified teacher tasks, allowing them to focus on other duties. Overall, the literature showed that chatbots provided benefits to both students and teachers in educational contexts.
The document discusses the potential educational benefits of incorporating various social networking tools into classrooms. It outlines how sites like Facebook, Myspace, Elgg, Wikispaces, and Twitter could be used to enhance communication between teachers and students, provide collaborative opportunities for students, and make educational resources more flexible and accessible. While these sites are often seen negatively, the document argues they could engage students and support learning if implemented carefully in academic contexts.
Visualising social computing output: Mapping student blogs and tweetseDavidCameron
This chapter provides a case study in the development of a data mining approach to assess blogging and micro-blogging (or ‘tweets’) in a higher education setting. Data mining is the use of computational algorithms to analyse large datasets, and this chapter describes the use of the Leximancer software tool to perform a conceptual analysis of the blogs and tweets published by students in an undergraduate course about social media. A Leximancer analysis is represented visually as a ‘concept map’ showing the relationships between the concepts and ideas drawn out of the data automatically, rather than using pre-defined terms and keywords. In this chapter, Leximancer is used to produce a concept map of the student blogs and tweets to enhance evaluation of the students’ conceptual understanding of the syllabus, as well as more general observations about the use of these social media tools in higher education. This suggests a possible approach to analysing the potentially large volume of text-based information that can be produced by students in these social computing settings.
Draft version. This is a preprint version of the book chapter:
Cameron, D., Finlayson, A., & Wotzko, R. (2011). Visualising social computing output: Mapping student blogs and tweets. In B. White, I. King & P. Tsang (Eds.), Social media tools and platforms in learning environments (pp. 337-352). Heidelberg: Springer.
This document discusses issues in integrating technology into language education. It begins by introducing how technology is changing education and debates around its impact. It then outlines key issues like how to infuse technology considering cognitive and sociocognitive approaches. It also discusses advantages like preparing students for communication, and disadvantages like costs and uncertainty. Factors hindering integration include financial barriers, availability of hardware/software, and acceptance of change. Essential conditions for implementation are also presented, such as shared vision, access, skilled educators, and assessment.
The document discusses using social networking like Facebook to support collaborative learning. It provides background on social networking and collaborative learning. The purpose of the study is to examine how Facebook's features can enhance student engagement in collaborative learning activities. The research will identify which Facebook features students prefer for collaborative learning and what factors influence student engagement in conducting collaborative learning on Facebook.
The document discusses how social networking technologies can be used in education to increase student engagement and collaboration. It provides examples of how Facebook and Diigo social bookmarking tools allow students to connect, share resources and learn from each other. The role of the teacher is shifting from solely delivering content to facilitating peer-learning through digital networks and tools.
Teaching and learning with Internet-supported technologies - Course syllabusJoan E. Hughes, Ph.D.
In the course participants will examine a myriad of ways the Internet may function within teaching and learning contexts through internet-supported technologies (e.g., web, apps etc.). The course will focus on these technologies’ capabilities for instructional use, learning, professional development, and research. The course will provide a set of foundational readings to situate your thinking in this educative space. Then you will lead your own experiences with a diverse array of Internet-based instructional and learning tools; it will also encourage you to consider these tools with a critical eye, always determining the advantages and disadvantages of using particular web-supported or web-based tools.
This course focuses on the role of Internet-based technologies within face-to-face or hybrid learning situations and mostly within PK-12 realms. For all uses we consider, we will use the following questions (as well as any you offer) to structure our analysis of Internet uses:
• What assumptions about the nature of knowledge and learning does this innovation make (either explicitly or implicitly)?
• What unique role does the technology play in facilitating learning?
• How is this innovation seen to fit with existing school curriculum (e.g., Is the innovation intended to supplement or supplant existing curriculum? Is it intended to enhance the learning of something already central to the curriculum or some new set of understandings or competencies?)
• What demands does the innovation place on the knowledge of teachers or other “users”? What knowledge supports does the innovation provide?
• How does the technology fit or interact with the social context of learning? (e.g., Are computers used by individuals or groups? Does the technology support collaboration or individual work? What sorts of interaction does the technology facilitate or hinder? Does it change or reify social systems?)
Course goals include:
• Understanding the historical context of uses of the Internet and Web for teaching and learning
• Experiencing what it is like to be an actor in the ‘participatory’ or ‘semantic’ or ‘connected’ culture of the Web
• Developing a critical framework for evaluating web uses in educational contexts
• Interpreting (i.e., reading, understanding, interpreting, adapting) educational research that focuses on teaching/learning with the Internet-supported technologies
This course is not about fully online or distance education topics. If you are interested in that topic, consider taking LT’s “Online Learning” course(s).
The document discusses the origins and history of the SUNY Student Computing Access Program (SCAP). SCAP was started in 1983 to provide over $75 million for student computing needs like hardware and software. It was created to address the growing role of technology and concerns about costs. SCAP funding is distributed to campuses and has helped make SUNY a leader in technology. The goals of SCAP are to fund direct student access, minimize reporting efforts, and encourage long-term campus technology planning while maintaining strong support. Potential issues discussed include changing technology needs, decreased per-student funding, and ensuring SCAP continues to effectively promote innovation.
This document discusses several topics related to technology and its impact. It first discusses Moore's Law about exponential growth in computing power and James Moor's work on computer ethics and the lack of policies around new technologies. It then discusses the shift from consumption to participation on the internet and ideas around an "Internet of Things". Finally, it raises questions about how user behavior may change with less privacy online and issues that could arise for IT administrators without clear policies.
Podcasting and videocasting involve publishing audio or video files on the internet that users can subscribe to via RSS feeds. Users then use podcatching client software to automatically download new files and store them on their computers or sync them to devices like iPods. Creating podcasts requires audio or video files stored on a web server with an accompanying RSS feed file that provides information on locating the files for podcatching clients to access and download.
The document discusses various cybercrime topics including viruses, hacking, denial of service attacks, and privacy concerns regarding technologies like RFID and GPS. It provides examples of how viruses, worms, and Trojan horses work to infect computers. It also explains common hacking techniques like password guessing, port scanning, and wireless network attacks. The document warns that both individuals and large organizations are at risk of cybercrimes.
This document summarizes a faculty development program in information technologies with the goal of encouraging faculty to redevelop their pedagogical practices and empowering them to use appropriate technology applications. It discusses factors for success including time, infrastructure, incentives, and support. It also outlines various training, development and discovery opportunities and asks what faculty really want, which is primarily time.
The document discusses the evolution of data storage and retrieval from oral traditions to modern databases integrated with the World Wide Web. It describes how early databases used file-based systems that had limitations in efficiency and usability. The development of relational databases and the ability to dynamically query databases from web servers enabled more powerful data-driven websites and applications. The integration of databases and client-side technologies like Flash further enhanced the interactivity and capabilities of websites and web applications.
Technology is significantly changing how we think about education through new digital literacies, the digitization of information, and incredible increases in spending on educational technology. Schools are spending more on technology with the goal of improving digital literacy and integrating new forms of information accessed online into classroom learning. However, the impacts of these changes on learning outcomes and the future of education remain unclear.
2. Who I Am? Director TLTC Explore Emerging technologies See the emergence of Mobile technologies in education Also interested in integration w/ Twitter, Facebook and Texting I coming to believe in the Power of Widgets in developing more flexible learning spaces. Pedagogical problem to solve: I needed a way to engage my students in my online discussion space from their cell phones, twitter space, etc.
3. Some of the research suggests Key benefits might include: • Exploring innovative teaching and learning practices. • Enabling the embodiment of ‘authentic learning’ – i.e. facilitating anywhere, anytime, student centered learning. • Engaging students with the affordances of mobile Web 2.0 technologies: connectivity, mobility, geo-location, social networking, etc. • Moving from a model of fixed, dedicated general computing to a mobile, wireless computing paradigm that turns any space into a potential learning space.
4. Why ConnectYard? Widget based. Can easily use in Portal, LMS, Ning, Grou.ps, etc. Integrated texting, Facebook, Twitter, and email Nice pricing model… lost cost to enter. Faculty don’t have to be “friends” with their students or even have students “follow” them in Twitter.
5. What is a Widget (Gadget)? Widgetbox Popular in sites like: Ning Grou.ps iGoogle Portals LMS
6. “The underlying nature of this new class of software exists in the effort to combine the power of social networking (that is, of social learning) with the academic infrastructure. And its critical nature is that faculty members are not on the spot to activate or support or train students to use these new student-oriented learning management systems.” Batson (2010)
16. Let’s take a look at the “live” space for my class. http://angel.oneonta.edu or http://greenbjb.ning.com or http://grou.ps/greenbjb or http://myoneonta.oneonta.edu
19. What we learned: Technology was easy to learn and use. Little or no instruction was necessary. Widget approach proved useful – integrated into any platform. Students don’t use it unless it counts (glad you were sitting down?). Given a choice, email was the preferred method. Let’s look at the space to see how student’s used it.
20. Bibliography Ash, Katie. "Full Speed Ahead In Higher Ed." Education Week 29, no. 26 (March 18, 2010): 30. MasterFILE Premier, EBSCOhost (accessed May 25, 2010). Batson, Trent, “Academic IT for Students: A New Growth Area?”, Campus Technology accessed via web May 2010 at: http://campustechnology.com/articles/2010/05/05/academic-it-for-students-a-new-growth-area.aspx Cochrane, Thomas, and Roger Bateman. "Smartphones Give You Wings: Pedagogical Affordances of Mobile Web 2.0." Australasian Journal of Educational Technology 26, no. 1 (January 1, 2010): 1-14. ERIC, EBSCOhost (accessed May 25, 2010). Cornelius, Sarah, and Phil Marston. "Towards an Understanding of the Virtual Context in Mobile Learning." ALT-J: Research in Learning Technology 17, no. 3 (November 1, 2009): 161-172. ERIC, EBSCOhost (accessed May 25, 2010). Dew, John, “Global, Mobile, Virtual, and Social: The College Campus of Tomorrow” , The Futurist, March-April 2010, pp 46-50. Schaffhauser, D., “ConnectYard Launches Hosted Social Learning Service on Facebook”, Campus Technology, accessed via web May 2010 at: http://campustechnology.com/articles/2009/02/18/connectyard-launches-hosted-social-learning-service-on-facebook.aspx Relynard, Ruth, “Mobile Learning in Higher Education”, Campus Technology, accessed via web May 2010 at: http://campustechnology.com/articles/2008/04/mobile-learning-in-higher-education.aspx ConnectYard also has a Facebook presence. Search for “ConnectYard” A Twitter you can follow : ConnectYard ConnectYard has a Ning Site at http://connectyard.ning.com/