navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
BYOD: How Long Can Schools Afford to Neglect Personal Tech?ColinHaines2
Each and every day countless teachers are forced to reprimand students for using their personal electronic devices in class since it is against a school or district policy, but are these policies in fact a detriment to the very students whose learning they seek to protect?
Building a Digital Platform - iPads in Undergraduate Medicinetbirdcymru
This presentation was given at the Apple Medical Leadership Event in February 2015 in Edinburgh, UK, on behalf of the University of Leicester Department of Social Care and Medical Education
BYOD: How Long Can Schools Afford to Neglect Personal Tech?ColinHaines2
Each and every day countless teachers are forced to reprimand students for using their personal electronic devices in class since it is against a school or district policy, but are these policies in fact a detriment to the very students whose learning they seek to protect?
Building a Digital Platform - iPads in Undergraduate Medicinetbirdcymru
This presentation was given at the Apple Medical Leadership Event in February 2015 in Edinburgh, UK, on behalf of the University of Leicester Department of Social Care and Medical Education
Essential Social Media for Historians and History Projectstbirdcymru
This workshop was convened with members of the University of Leicester School of Historical Studies, the University of Leicester library, and was led by Terese Bird of the Institute of Learning Innovation. Contact Terese on tmb10@le.ac.uk.
Mobile devices and open education: Match made in heaven or shotgun wedding?tbirdcymru
This presentation was part of a webinar for Open Education Week 2013, with the title: New global education trends: policy, learning design, mobile.http://www.openeducationweek.org/
Overview of Woekpor Digital Literacy InitiativeGameli
Woekpor (meaning try it and see in the Ewe language) is an initiative of the Global Shapers Ho Hub. The project seeks to inculcate digital literacy and problem-solving skills in basic school students and teachers. The presentation gives an overview of what the project is about.
Keynote on 'Pedagogies for Today' given by Professor Rebecca Ferguson of The Open University at the International Conference on Computers in Education (ICCE 2022), a hybrid conference based in Kuala Lumpur, Malaysia.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
Presented by Antonella Poce, Maria Rosaria Re, and Francesco Agrusti (Roma Tre University, Italy), Gonçalo Cruz and Caroline Dominguez (University of Trás-os-Montes e Alto Douro, Portugal) during the 1st European Summit for Critical Thinking Education
Star Trek or Minority Report: Assessment and feedback demands, trends, and fu...tbirdcymru
What works for Higher Education assessment, and what do we wish we could have in Higher Education assessment Terese Bird keynote at Assessment on Tour London 2019.
3D Printing for Engaging Post-Digital Learningtbirdcymru
With Thanin Ong, Dr Steve Jacques, Dr Vrushant Lakhlani, Dr Vikas Shah. Leicester Medical School and School of Psychology have been working with 3D Printing for undergraduate learning and share inital findings on feasibility, cost, and benefits.
The 7 Cs of Learning Design - presented at the Fourth International Conference of E-Learning and Distance Learning - Riyadh, Saudi Arabia - February - March 2015
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
Googling is core and the textbook is extra: information-seeking behaviour and...tbirdcymru
How do students who have never known a world without the internet search for and construct knowledge in the digital age? How do they decide what are trusted sources, and what are their learning and digital literacy strategies? Terese Bird and Sarah Whittaker researched these and other questions in this project conducted among Leicester Medical School students in 2016-2017.
An Evaluation of Medical Students' Responses to Structured Exam Feedback from...tbirdcymru
Presentation given at the Association for the Study of Medical Education Scientific Meeting in July 2016 in Belfast. This presentation summarises findings from my masters dissertation done for MA in International Education at University of Leicester.
Sina Weibo and other social media for academic networkingtbirdcymru
I shared this presentation at a seminar for scholars from Nantong University, which took place at University of Leicester 20 August 2015. It was a great opportunity to consider using tools which are often associated only with trivial and personal use, for use in educational networking and professional profiling.
Presentation shared with Colleges-University of Leicester Network Conference 16 June 2015. A look at Bring Your Own Device initiatives in comparison with institutionally-purchased-device initiatives, for mobile learning.
Building and maintaining your digital research profiletbirdcymru
Workshop shared with colleagues at School of Education Summer School, 27 June 2015. A digital research profile is what a researcher wants to share about herself and her work online, including some work which may be created online, and research which may be conducted online.
At the intersection of open practice and institutional collaboration: eMundus...tbirdcymru
This presentation was shared at the OER15 Conference in Cardiff. It showcases the work of eMundus Project, an EU-funded project promoting open practice and institutional collaboration.
Credit and Collaboration in MOOCs: Where are we now?tbirdcymru
This presentation was presented in a webinar for Open Education Week 10 March 2015, on behalf of the work of eMundus EU Project, which promotes and researches collaborative work in open educational practice.
The challenges and possibilities of using social media for educational purposestbirdcymru
This workshop was presented by Alison Fox and Terese Bird of University of Leicester, at the Inspiring Leaders conference, at the National Teaching College Training Center, Nottingham, UK, 16 October 2014.
Lecture Capture at University of Leicester: Pilot, Evaluation, Next Stepstbirdcymru
A look at the pilot project of Lecture Capture at University of Leicester in 2013/14, including evaluation.... and a look at the university's next steps in lecture capture for 2014/15.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
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.
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.
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.
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.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
4. The importance of e-learning
• Potential to support
interaction, communication and collaboration
• Developing digital literacy skills
• Preparing students for an uncertain future
• Improving employability opportunities
• Increased importance of technology in society
• Connecting students beyond the course
5. The MATEL study
• Productivity and creativity
• Networked collaboration
• Content creation
• Visualisation and simulation
• Learning Management Systems
• Learning environment
• Games
• Devices, interfaces and connectivity
http://www.menon.org/matel/
6. 6
• Technology immersed
• Learning approaches: task-
orientated, experiential,
just in time, cumulative,
social
• Personalised digital
learning environment
• Mix of institutional systems
and Cloud-based tools and
services
• Use of course materials
with free resources
Learner experience
Sharpe, Beetham and De Freitas, 2010
EDUCAUSE survey
7. Institute of Learning Innovation
• Mission
– To research and apply learning
innovations to inform policy and
shape practice
• Vision
– To enable creativity, quality and
innovation in learning and
teaching to enhance the
learner experience
8. Areas of activity
• Research
• Teaching
• Supervision
• Consultancy
• Visiting scholars
• Institutional advice
9. Areas of research
• Openness (OER, MOOCs, digital scholarship)
– POERUP, OER in Rwanda
• Learning Design
– SPEED and METIS
• Mobile learning
– eBooks and PLACES, iPads for reading strategies, podcasts
• Virtual worlds
– SWIFT
• Social media
– use for research
• Learner experience/teacher practice
– use with teachers
• Digital literacies and creativity
– PELECON
• Technology-Enhanced Pedagogies
– Overview and SCENE
10. POERUP outputs
• An inventory of more than 100 OER initiatives
http://poerup.referata.com/wiki/Countries_with_OER_initiatives
• 11 country reports and 13 mini-reports
http://poerup.referata.com/wiki/Countries
• 7 in-depth case studies
• 3 EU-wide policy papers
12. Promise and reality
Social and
participatory media
offer new ways to
communicate and
collaborate
Wealth of free
resources and tools
Not fully exploited
Replicating bad pedagogy
Lack of time and skills
14. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCapture ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
http://www2.le.ac.uk/projects/oer/oers/beyond-distance-research-alliance/7Cs-toolkit
15. Course features
• Pedagogical approaches
• Principles
• Guidance and support
• Content and activities
• Reflection and demonstration
• Communication and collaboration
http://cloudworks.ac.uk/cloud/view/5950
16. Embedded E-books and E-Readers in
Distance Learning
Lessons from projects
DUCKLING
& Places
Terese Bird
Learning Technologist and SCORE Research Fellow
MobiLearn Asia 2012
Singapore
Photo by brewbooks on Flickr
17. DUCKLING: Delivering University Curriculum: Knowledge,
Learning and INnovation Gains
• 3 distance programmes in 2 disciplines:
– One MA in Applied Linguistics and TESOL, Education
– Two MSc in Occupational Psychology, Psychology
• 4 technologies:
Podcasting Wimba Voice Board Sony E-book readers Second Life
http://www.le.ac.uk/duckling
18. 28 Sony PRS-505 e-book readers, pre-loaded with course materials and
podcasts, given to 17 TESOL and 11 OP students
Instruments TESOL OP Total
Blackboard Survey 17 11 28
Cognitive mapping
Interviews
9 3 12
Causal map
The pilot and research
20. Flexibility and mobility
Small, compact size
Readability
Easy on the eyes
Access from a single
device without internet
Portability Capacity
Long battery life
Continue reading, Bookmark
Photo by Kzeng on Flickr
Photo by Yummy Pancake on Flickr
24. Overall course evaluations 2012-2013:
50%
use the Course App and iPad daily
90%
found iPad to be ‘useful’ or ‘very useful’ part of the study pack
61%
use the Course App more than Blackboard
…even though Blackboard is required
25. Student comments:
Being in the military I needed a course I could study literally anywhere.
The innovation of Leicester in taking distance learning forward into the 21st
Century made it an obvious choice.
The course App is easily accessed, it is pre- structured and organised. I find it a
logical progression and a great guide to complete a unit by using the course
app. If it was not available I would use the blackboard as opposed to
print, again as it easier to access view. I travel quite a lot for work making the
use of Ipad ideal
Course tutor’s comments:
“…Absolutely fantastic. Aside from it being so intuitive, the way students can
access materials, it’s just so lightweight; the amount of stuff they get, it
doesn’t take up much room. “
“… In the field, they’re not going to take their laptop, they may not have access
to computers… but they’ve got their iPad, so they can look at the material.”
26. Enhancing learners’ metacognition about L2 reading in
Mobile Assisted Language Learning (MALL)
School of
Education
Postgraduate
Researcher
Conference
2013
Saturday 29th
June 2013
27. Enhancing learners’ metacognition about L2 reading in
Mobile Assisted Language Learning (MALL)
School of
Education
Postgraduate
Researcher
Conference
2013
Saturday 29th
June 2013
Natalia Auer
28. PURPOSE
• To examine the reading strategies used by
adult Spanish learners to understand
digital texts when using tablets
• To determine which features in the tablets
enable awareness of reading strategies
29. RESEARCH QUESTIONS
• How L2 metacognitive reading
strategies can be mediated by the
technology?
• What type of metacognitive L2 reading
strategies do Spanish language learners
use with tablets?
• Which functions in the tablets (iPad)
facilitate metacognitive L2 reading
strategies?
33. Social Media
to enable and profile the researcher
Terese Bird, Institute of Learning Innovation
Dr Alan Cann, Department of Biology
Researchers’ Workshop, 14 June 2013
University of Leicester
Photo by
jennifermackenziejones,
Flickr
34. iTunesUReach & SPIDER Projects: Social
Media to conduct & disseminate research
• Website
• Blog – open notebook,
disseminate, collaborate
• Online survey – baseline
• Scoop.it – identify, curate,
collaborate, disseminate
• Data collection via Twitter and
‘Chinese Twitter’ Weibo
• YouTube, Vimeo - disseminate
• Slideshare - disseminate
• Twitter & Facebook to
disseminate and discuss
35. SWIFT – Learning in virtual worlds
Features:
• Harnesses imagination
• Experiential learning
• Creates learning context
• Computer as personal tutor
Example applications:
• Practical subjects
• Language practice
• Abstract concepts
• Artistic creation
36. SCENE – Problem-Based Learning (PBL)
Aims:
• Promote the use of PBL
as a teaching method
in the EU
• Train teachers, trainers
and head teachers on
PBL pedagogy
Online course
video, discussion
forums, virtual
classrooms
PBL repository
To share PBL
scenarios
Virtual
Facilitator
To assist learners
37. Research Aims
• To identify HE students’ access to and the use
of digital technologies and web 2.0 tools for
their formal and informal learning in HE.
• To identify their level of media
literacy, awareness and to develop strategies
for addressing gaps in levels of literacy.
• To make recommendations for supporting
students to further develop their
competencies with online information.
38. Methods
• Questionnaire surveys of 100 undergraduate and
postgraduate students to identify their ownership of and
use of digital devices and web 2.0 tools
– First round (2010-11) returned: 53
– Second round (2011-12): returned 41
• Focus groups (4) with students (3 – 4 in each group) to
gain a deeper insight into their use of web 2.0 tools in a
learning context
– First round (2010-11) 3 groups (10 students in total)
– Second: 1 group of 3 students
• Workshops with students to develop and validate
appropriate online activities and learning tools to improve
their level of web awareness and literacy.
40. You can download the data from the
2010-2011 questionnaire survey
http://goo.gl/kraQF
Next slides based on 2011 - 2012
data
41. Ownership of computer and other digital devices (% reporting)
2012 data
35
100
82.5
17.5
92.5
87.5
42.5
10
25
0 20 40 60 80 100 120
Desktop
laptop
Smartphone
Phone
Camera
MP3Player
Tablet
eReader
GameDevice
2012 data set 1, n = 40
42. Devices used to access internet during term-time (% reporting)
2012 data
85
100
77.5
7.5
10
25
0 20 40 60 80 100 120
UniComputer
OwnComputer
MobilePhone
iPodTouch
OtherDevices
Tablet
2012 data set 1, n = 40
[55% in 2011]
43. FrequencyofusingWeb2.0toolsandactivities–2012data 0 5 10 15 20 25 30 35 40 45
Update SNS
Watch Television
Listen to radio
Write blog
Use SBMS
Contribute to wikis
Play video games
Download / share music
Use 3-D virtual worlds
Chat (e.g., MSN)
VOIP
Share digital photographs
Share videos
Record own music
Mix music
Make graphic art
Contribute to bulletin boards
Microblogging
Subscribe to RSS feeds
Programming
Selling on ebay
Online shopping
Online banking
Use ‘Apps’
Missing
Rarely/never
Sometimes
Frequently
49. PhD students and visitors
• 11 PhD students
• 2 - 3 visiting scholars per year
• Visiting delegates (including: OU
China, Denmark teachers, Finland, South
Africa, India, Kurdistan)
• 2 – 3 visiting PhD students
50. Consultancy
• Offerings across our research expertise areas
• Learning Design workshops particularly
popular
• Clients (including: Singapore, South
Africa, Ireland, China, UK, Malawi/Ghana)
• Off the shelf workshop and bespoke offerings
51. Activities
• Cutting edge research and
horizon scanning
• Institutional service and
support
• Advice and consultancy
• Input to policy debate at
UoL and beyond
• Dissemination (at events
and via social media)
52. Learner practice
Use of technologies Diversity/culture
Teacher practice
Design practice
Use of technologies
Research
OER
Learning design
Web 2.0
Virtual worlds
Learner experience
Horizon scanning
Research into practice
Policy
OER/iTunes
Learning spaces
Cloud computing
Virtual Learning Environment
53. Future challenges
• Disaggregation of
Education
• Digital literacies
• Digital skills and
jobs gap
• Changing business
models
• Future of work
http://www.flickr.com/photos/mrsdkrebs/6400358699/
Editor's Notes
§
VW: 3D space; represented by avatarCreate any context in which to learnSimulation – real, imagined, impossibleDemo: SWIFT Genetics lab (experiential; computer as tutor)Demo: Language-learning in context / with nativesDemo: SWIFT XP3 (Abstract)Demo: Artistic (Castle)SL; OpenSim; HTML5
PBL:Constructivist approach to learningLearner focusedLearners develop problem-solving, self regulated learning and team based learning skillsGeared toward “real world” tasks; projects or problems have more than one approachEmphasis on authentic, performance based assessmentContext: EU-funded;10 partner organisations ; 6 languages; adapted for each culture (GR,RO,IT,TU,PG,EN)Theoretical andpracticalelements - participants work alone &in groups engaging and interactiveEmploysSalmon’s (2002) E-tivity model:Stage 1 - Access and motivationStage 2 - On-line socializationStage 3 - Information exchangeStage 4 - Knowledge constructionStage 5 - DevelopmentVirtual Facilitator: expert system to guide learners in designing PBL sessions by asking questions/offering suggestions.An open access area for participants to share their own PBL scenarios / designPBL repository: An open access area for participants to share their own PBL scenarios / design