This document discusses new approaches to learning design and visualization. It emphasizes shifting from implicit to explicit and design-based approaches. Various tools are presented for visualizing course design, including course maps, pedagogy profiles, learning activities diagrams, and learning outcome maps. These tools make the design explicit, enable sharing of designs, and encourage reflective practice. Workshops and Cloudworks are presented as ways to collaborate and discuss designs.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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!
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. New methods to think
about design
Gráinne Conole,
The Open University, UK
Online Educa, Berlin, 1/12/10
cloudworks.ac.uk/cloudscape/view/2227
2. The OU Learning Design Initiative
Shift from belief-based, implicit approaches
to design-based, explicit approaches
Encourages reflective, scholarly practices
Promotes sharing and discussion
Learning Design
A design-based approach to
creation and support of courses
Andrew Brasher, Paul Clark, Simon Cross, Juliette Culver, Rebecca Galley, Paul Mundin
4. Representation The Open University, UK
KE312
Working together with children
What’s the problem?
Text-based/focus on content
Doesn’t show what the course is really
like or what it consists of
How are courses typically represented?
How explicit is the inherent design?
5. Moving beyond content
The power of visualisation
Shift emphasis away from content
Help articulate designs
Supports effective design
Provides focus at different levels
Acts as a dialogic mediating
artefacts
Provides a design record
Encourages reflective practice
Enables sharing of designs
6. Now you!
How to ruin a course
Tools in use
Course views
Course map
Learning activities
Course dimensions
Pedagogy profile
Learning outcomes map
7. How to ruin a course
Issues and strategies important for the success of a
course
Check list for design and evaluation of a course
Activity:
List 10 ways that technologies can make your course fail
Compare and discuss
Look at other examples:
http://cloudworks.ac.uk/cloud/view/2597
8. Cloudworks
Social networking site
for sharing and
discussing learning and
teaching ideas
Boundary crossing
Best of web 2.0
functionality and
practices
Do the Cloudquest
challenge!
9. Quick language guide
Cloud:
Anything to do with
learning and teaching
Cloudscape:
A collection of
clouds
Activity stream:
Latest activities on a
Cloudscape or people Favourites:
Vote for things
your like
RSS feeds:
For Cloudscapes,
Clouds & people
Follow:
Cloudscapes, Clouds
or people
Attend:
Conferences &
workshops
10. Tools in use
In this activity you will explore the term ‘affordances’ and decide on tools
based on their positive and negative affordances
Produce a map
Activity
Choose a task and 3 tools
Put the task in centre of paper and tools on the outside
Add positive and negative affordances
Decide which tool to use
Compare and discuss
Look at other examples: http://cloudworks.ac.uk/cloud/view/4042
11. Co-evolution of tools and practice
Evolving
practices
Characteristics
of people
Preferences
Skills
Interests
Context
Characteristics of
tools
Reflection
Dialogue
Aggregation
Interactivity
Affordances (Gibson)
‘All "action possibilities" latent in
an environmentt…
but always in relation to the actor
and therefore dependent on their
capabilities.’
For instance, a tall tree offers the
affordances of food for a Giraffe
but not a sheep.
Basic
communications
& gestures
Symbolic
representations
(words, numbers)
1st wave technologies
(phone, radio, fax,
TV, CD/DVDs)
2nd wave technologies
networks, mobiles, the
Internet)
12. Foundations: technology affordances
Positive affordances,
promotes…
Interaction
Collaboration
Reflections
Dialogue
Creativity
Organisation
Inquiry
Authenticity
Costly to produce
Time consuming (developmen
Difficult to use
Time consuming (support)
Assessment issues
Lack of interactivity
Difficult to navigate
New literacy skills
Negative affordances,
think about…
A blog for reflective practice
Affordances (Gibson)
All "action possibilities"
latent in an environmentt…
but always in relation to the
actor and therefore
dependent on their
capabilities.
For instance, a tall tree
offers the affordances of
food for a Giraffe but not a
sheep.
13. Course map
This activity produces an ‘at a glance’ view of a course
Produces a map of a course
Activity:
Use the course map guide, fill in the six boxes for your course
Compare and discuss
Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
14. Guidance & Support
Course structure and timetable
e.g. course calendar, study
guide, tutorials
Reflection &
Demonstration
Internalization and reflection, e.g.
in-text questions, blogs, e-
portfolios
Diagnostic, formative or
summative assessment
Content & Activities
Course materials, prior
experience, learner-generated
content, e.g. readings, DVDs,
podcasts, labs
Communication &
Collaboration
Dialogic aspect of the course,
interaction between learners
&tutors - course forum, email,
etc.
Course summary
Level, credits, duration, key features
Key words
Descriptive words indicating pedagogical approach
Course map
15. Guidance & Support
Course guide, study calendar,
study planner, 20 learning
guides, General assessment
guidelines and assignments
Tutor support: 1:20, 21 contact
hours
Reflection &
Demonstration
Journal space in the Mystuff e-
portfolio,
6 assignments online (50% of
overall score)
Content & Activities
3 co-published books, DVDs of 3
practice settings, core questions,
thinking points in course books
Plus own experience and
practice
PDFs, e-journal articles &
websites, activities in learning
guides, 5 website interactivities
Communication &
Collaboration
F-t-F tutorials near beginning,
middle and end, Course-wide
café forum, Tutor-group forums
with sub-groups for each block
Course summary
KE312 - Working together with Children,
60 pt course over 32 weeks, 3 blocks/20 learning
guides
Whole weeks devoted to assignments
Consolidation week (week 22)
Key words
Practice-related, aligned to latest professional
framework for multi-agency working, rich case
studies,
Read-Relate to practice – Reflect - Write
KE312 - Course map
16. Learning activities
This activity produces a task swimlane of an activity and the tools and
resources used
Produces a swimlane diagram
Activity:
Decide on the learning outcomes, tools, resources and assessment for
this activity
Use the stickers/icons to map out the activity
Use pens and arrows to add explanations
Compare and discuss
Look at other examples: http://cloudworks.ac.uk/cloud/view/3422
17. Task swimlane
Focus on the tasks learners do
Base on:
Roles (learner, tutor, etc.)
Tasks (read, discuss, etc.)
Tools and resources
Outputs
Advantages
Makes design explicit
Maps out design
Sharable with others
Good at activity level
Use
Mindmapping tools –
CompendiumLD, CMap,
Freemind
Pen, paper and stickers
19. Pedagogy profile
Learning Design Taxonomy - Conole, 2008
Map of learner tasks to time
periods (weeks, semesters, etc.)
6 types of learner task +
assessment
Assimilative
Information handling
Communication
Productive
Experiential
Adaptive
Assessment
Each cell indicates the amount of
time spent on each type of task
21. +Learning outcomes
Mapping learning outcomes to:
Activities
Assessment
Based on Biggs’ work (1999) on
constructive alignment
Maps course and highlights any
gaps
22. Reflection
What three words would you use to describe
this workshop?
What did you like about this workshop?
What could have been better?
What three words would you use to describe
Cloudworks?
What three words would you use to describe
the course views?
What action points will you do as a result?