Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Improve your online course: meeting the needs of diverse learnersAlexandra M. Pickett
This document discusses best practices for meeting the needs of diverse online learners. It covers:
1) The differences between pedagogy and andragogy, and how online students have characteristics of both digital natives/millennials and adult learners.
2) A theoretical framework for effective online teaching comprising teaching presence, social presence, cognitive presence, and building an online learning community.
3) Key aspects of teaching presence include facilitating discourse, direct instruction, and instructional design/organization. Building class community also improves student satisfaction and learning.
4) Surveys show students report higher satisfaction and learning when instructors demonstrate teaching presence and build an engaged online community. The document advocates applying these theories to
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
Improve your online course: meeting the needs of diverse learnersAlexandra M. Pickett
This document discusses best practices for meeting the needs of diverse online learners. It covers:
1) The differences between pedagogy and andragogy, and how online students have characteristics of both digital natives/millennials and adult learners.
2) A theoretical framework for effective online teaching comprising teaching presence, social presence, cognitive presence, and building an online learning community.
3) Key aspects of teaching presence include facilitating discourse, direct instruction, and instructional design/organization. Building class community also improves student satisfaction and learning.
4) Surveys show students report higher satisfaction and learning when instructors demonstrate teaching presence and build an engaged online community. The document advocates applying these theories to
The document discusses the benefits of eLearning and classroom blogging. It states that eLearning can assist connections between learners and facilitate shared learning. Blogging provides an authentic audience, motivates engagement, and helps develop skills like collaboration and digital citizenship. Effective blogging involves using tools to teach skills like research, critical thinking, and presentation. Blogging can be used for displaying work, learning in real-time through collaboration, and as a catalyst for learning.
Digital Learning Architectures of Participation our new book published by IGI Global July 2020. How can we build learning infrastructures for the 21st century? We ask 8 key questions and answer them with new toolkits and our development frameworks. Links to the book and book chapters. Links to our blogs and more online resources
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
The document discusses the challenges of implementing whole-school change, including managing differing visions, building understanding and ownership, and aligning resources and professional development. It emphasizes the importance of a clear vision, shared leadership, a cohesive community, and authentic learning experiences to guide successful transformation.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
The Socratic seminar instruction model is a learner-centered approach where students actively discuss and debate topics through open dialogue. It originated from Socrates' teaching style of reciprocal exchange of ideas. This model is best used for students ages 7 and up in subjects like language arts and social studies that encourage communication. Teachers introduce topics, facilitate discussions, review key points, and evaluate student performance and understanding. Technology tools like Socrative and ClassDojo can also be incorporated to engage students and assess comprehension.
The document summarizes discussions from a Visitors' Day event at CyberCamp. It highlights questions asked about how students' experiences with projects at CyberCamp mirror experiences in the classroom, and how projects can probe important matters, make interdisciplinary connections, and promote collaboration. Additional topics discussed include essential learning functions of new technologies, exemplary student projects, and models of professional learning for teachers.
The document discusses the concept of Learner Generated Contexts (LGC), which refers to contexts created by learners interacting together with a common goal. It explores the perspectives of different stakeholders and proposes that an LGC can be characterized by learners having agency in identifying knowledge gaps and shaping their learning context through knowledge, curriculum, resources, environment and organization. The role of teachers as facilitators is also discussed. There is a call for further developing frameworks and examples to better understand the nature of LGC.
The document discusses the concept of a "Republic of Learning" as an alternative model of education based on self-accredited, interest-driven learning. It outlines 13 steps for building the Republic of Learning, including trusting learners, allowing open and emergent learning, participatory co-creation, and building on cultural folksonomies rather than institutional taxonomies. The Republic of Learning is presented as a post-institutional model that moves beyond traditional academic structures towards more open, contextual, and learner-centered forms of education and learning.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
- The document discusses the SUNY Learning Network (SLN), which has over 100,000 online student enrollments across 40 of SUNY's 64 campuses and offers 107 online degree programs.
- It also summarizes a presentation about improving one's online presence by focusing on engagement, learning over teaching, and allowing students to do most of the work. Effective strategies discussed include incorporating principles of online teaching and learning and fostering a strong sense of online community.
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Digital literacies tandc models of adult learningkarinpt29
This document discusses various models of learning, especially as they apply to adult learners and digital literacies. It summarizes key models from psychology, including behaviorism, cognitivism, constructivism, and developmental models. It also discusses social models like activity theory and communities of practice. Models from adult education are outlined, such as andragogy, humanistic psychology, self-directed learning, reflective learning, and transformative learning. Some proposals for new models to describe learning in digital environments are presented, though many resonate with existing models from psychology and adult education. Readers are invited to consider if new models are needed or if existing ones can account for digital learning, and to relate models to their own learning histories
Personal Learning Environments: If ePortfolios are the Solution, then what is...Mark Brown
The document discusses personal learning environments and ePortfolios. It argues that while ePortfolios have potential, formal education only covers a small portion of lifelong learning. It then provides examples of how ePortfolios have been implemented successfully at Massey University to promote reflection and lifelong learning beyond formal courses. It concludes by arguing institutions must think strategically about blended learning to effectively integrate technology and promote a digital learning culture.
Winston Salem Administrators Workshop - 7.28.09Chris Lehmann
This document outlines Chris Lehmann's vision for School 2.0, which focuses on creating schools that develop students' citizenship over workforce skills through progressive education supported by 21st century tools. It discusses problems with the current system like a lack of vision and humility. Lehmann advocates for student-centered, project-based, differentiated learning and sees technology as a tool to support inquiry, collaboration, and student work rather than direct instruction. The document calls for reexamining systems and structures through the lens of core values like learning that matters to students.
Educational technology is the use of technology to support and enhance learning. It involves using technology tools and resources to help teach students and solve educational problems. The document discusses educational technology from several perspectives: it can be both a boon and bane; it requires a systematic approach to teaching; and it plays various roles in supporting learning through representation, information, context, social interaction, and reflection. Learning through educational technology exposes students to new skills needed in the digital age and helps prepare them for the future.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary MotteramThe Open University
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
This document discusses future focused education and the need to transform education systems to prepare students for an uncertain future. It argues that education must shift from an industrial, compliance-based model to focus on developing skills like critical thinking, problem solving, creativity and collaboration. Schools need more flexible structures that allow for innovation, collaboration between educators, and input from students and communities. The focus should be on designing the future rather than looking back, and allowing new practices to emerge from the bottom up through an open, adaptive culture of innovation.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
More Related Content
Similar to Craft of Teaching in the Age of Algorithms
The document discusses key skills and competencies needed for the 21st century such as critical thinking, collaboration, adaptability, communication skills, and accessing and analyzing information. It mentions Tony Wagner's "Seven Survival Skills" and discusses the need for systemic changes in schools and classrooms to help students develop these skills. It also discusses concepts like personal learning networks, rethinking pedagogy, strength-based learning, passion-based learning, educational technology integration models, and developing communities of practice.
The Socratic seminar instruction model is a learner-centered approach where students actively discuss and debate topics through open dialogue. It originated from Socrates' teaching style of reciprocal exchange of ideas. This model is best used for students ages 7 and up in subjects like language arts and social studies that encourage communication. Teachers introduce topics, facilitate discussions, review key points, and evaluate student performance and understanding. Technology tools like Socrative and ClassDojo can also be incorporated to engage students and assess comprehension.
The document summarizes discussions from a Visitors' Day event at CyberCamp. It highlights questions asked about how students' experiences with projects at CyberCamp mirror experiences in the classroom, and how projects can probe important matters, make interdisciplinary connections, and promote collaboration. Additional topics discussed include essential learning functions of new technologies, exemplary student projects, and models of professional learning for teachers.
The document discusses the concept of Learner Generated Contexts (LGC), which refers to contexts created by learners interacting together with a common goal. It explores the perspectives of different stakeholders and proposes that an LGC can be characterized by learners having agency in identifying knowledge gaps and shaping their learning context through knowledge, curriculum, resources, environment and organization. The role of teachers as facilitators is also discussed. There is a call for further developing frameworks and examples to better understand the nature of LGC.
The document discusses the concept of a "Republic of Learning" as an alternative model of education based on self-accredited, interest-driven learning. It outlines 13 steps for building the Republic of Learning, including trusting learners, allowing open and emergent learning, participatory co-creation, and building on cultural folksonomies rather than institutional taxonomies. The Republic of Learning is presented as a post-institutional model that moves beyond traditional academic structures towards more open, contextual, and learner-centered forms of education and learning.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
Key issues in the 21st Century Future of Education; Pedagogy, Heutagogy, Technology, Social Media, New Learning Infrastructures based on Digital Learning Architectures of Participation We will need teacher as Digital Practitioners and Technology Stewards
- The document discusses the SUNY Learning Network (SLN), which has over 100,000 online student enrollments across 40 of SUNY's 64 campuses and offers 107 online degree programs.
- It also summarizes a presentation about improving one's online presence by focusing on engagement, learning over teaching, and allowing students to do most of the work. Effective strategies discussed include incorporating principles of online teaching and learning and fostering a strong sense of online community.
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Digital literacies tandc models of adult learningkarinpt29
This document discusses various models of learning, especially as they apply to adult learners and digital literacies. It summarizes key models from psychology, including behaviorism, cognitivism, constructivism, and developmental models. It also discusses social models like activity theory and communities of practice. Models from adult education are outlined, such as andragogy, humanistic psychology, self-directed learning, reflective learning, and transformative learning. Some proposals for new models to describe learning in digital environments are presented, though many resonate with existing models from psychology and adult education. Readers are invited to consider if new models are needed or if existing ones can account for digital learning, and to relate models to their own learning histories
Personal Learning Environments: If ePortfolios are the Solution, then what is...Mark Brown
The document discusses personal learning environments and ePortfolios. It argues that while ePortfolios have potential, formal education only covers a small portion of lifelong learning. It then provides examples of how ePortfolios have been implemented successfully at Massey University to promote reflection and lifelong learning beyond formal courses. It concludes by arguing institutions must think strategically about blended learning to effectively integrate technology and promote a digital learning culture.
Winston Salem Administrators Workshop - 7.28.09Chris Lehmann
This document outlines Chris Lehmann's vision for School 2.0, which focuses on creating schools that develop students' citizenship over workforce skills through progressive education supported by 21st century tools. It discusses problems with the current system like a lack of vision and humility. Lehmann advocates for student-centered, project-based, differentiated learning and sees technology as a tool to support inquiry, collaboration, and student work rather than direct instruction. The document calls for reexamining systems and structures through the lens of core values like learning that matters to students.
Educational technology is the use of technology to support and enhance learning. It involves using technology tools and resources to help teach students and solve educational problems. The document discusses educational technology from several perspectives: it can be both a boon and bane; it requires a systematic approach to teaching; and it plays various roles in supporting learning through representation, information, context, social interaction, and reflection. Learning through educational technology exposes students to new skills needed in the digital age and helps prepare them for the future.
EUROCALL Teacher Education SIG Workshop 2010 Presentation Gary MotteramThe Open University
The document discusses several topics related to social and professional identity in education:
1) Examples of real-world research projects and their messy but vital nature.
2) The sociocultural paradigm and how it defines learning as a social activity.
3) The concept of "bricolage" or fashioning research instruments from available materials.
4) The development of a community of practice for teachers using a virtual world to support ongoing professional development.
This document discusses future focused education and the need to transform education systems to prepare students for an uncertain future. It argues that education must shift from an industrial, compliance-based model to focus on developing skills like critical thinking, problem solving, creativity and collaboration. Schools need more flexible structures that allow for innovation, collaboration between educators, and input from students and communities. The focus should be on designing the future rather than looking back, and allowing new practices to emerge from the bottom up through an open, adaptive culture of innovation.
This document discusses strategies for transforming schools into learning organizations. It distinguishes between reform, which works within an existing system, and transformation, which alters the underlying culture and structure to enable new innovations. The document advocates for a transformational approach to change in schools. It argues schools should shift their focus from teaching to co-learning, empowering students as knowledge producers. Connected learning through online networks and tools is presented as a way to support this transformation by connecting students to global knowledge and communities of learners.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Celebrating 10 years of World Heutagogy Day; What is Heutagogy? PAH Continuum, Double Loop Learning, examining heutagogical practices, Creativity in Learning, Green My Learning, Heutagogy for Teachers, Heutagogy for Primary School, with access to free online resources for teachers and learners
Data, Information, Knowledge, Wisdom. An overview discussion of education and learning. Do I enter education merely to receive curated information or to acquire some core knowledge on my own path to wisdom? Some questions / provocations
FREE DOWNLOAD of Heutagogy for Primary Schools book by Vijaya Khanu Bote (edited). Edited by Nigel Ecclesfield and presented for use by teachers, outside the Indian education system, who wish to develop their learner-centred practice and increase learner-agency in primary schools.
This document discusses heutagogy, or self-determined learning, as an educational approach for primary school children. It begins by defining heutagogy and explaining how it differs from pedagogy and andragogy in focusing on learner agency rather than being teacher-led or group-focused. It then provides examples of how heutagogy has been implemented in classrooms, including encouraging self-directed learning, storytelling, and project-based activities. Requirements for implementing heutagogy like a digital classroom, library, and activity areas are outlined. The document argues that heutagogy cultivates lifelong, self-directed learners and global citizens through a more hands-on, experimental approach compared to
What we learned about education and self-determination when we occupied Northern Poly for 5 months and ran it as a community festival. We occupied the canteen for 5 years and discovered social anarchism as a natural human organising principle, so becoming socially useful human beings
This document summarizes an online book about unleashing learner agency through heutagogy (self-determined learning). It provides an overview of the book's 18 chapters, grouped into sections on theory, learning, barriers, and learners. Each chapter summary briefly describes the chapter's focus and key ideas. Overall, the book argues that heutagogy empowers learners by giving them control over their learning and allowing education systems to shift from authoritative to learner-centered models.
An Urban Ecology for the re-enchantment of cities, lives and people based on community-building, place-making and social interactions in digital Third Places. Proposing we develop a practice of #socialimprov to transform our neighbourhoods by developing cultural folksonomy based on local actions
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
A Curated Conversation on the question "Is Heutagogy the Future of Education?" by 16 members of the World Heutagogy Crew answering the UNESCO call on the Future of Education for 2050
An overview of ideas and approaches that teachers can use, adopt or think about in developing their practice from subject based learning based on content delivery to a more inclusive learner-centred approach. This is based on developing the confidence and curiosity of their learners by developing the self-determination of their learning. How can teachers achieve this in the digital age of learning? Here are some ideas and successful practice that teachers can emulate and learnt from
A potential book cover for our upcoming book. If you have a preference please comment below OR follow the blog learnteach21
https://learnteach21.wordpress.com/
Vijaya Bhanu Kote from India presented on implementing Heutagogy, which is self-determined learning, for primary school children. The main goals are to teach children to conserve nature and build a sustainable world through daily activities. Children are given freedom and learn through play, experiments, projects of their own choosing and involving the community. They assess their own progress and learn various subjects through correlation and stories. The results have included improved learning and children publishing their own book on Heutagogy.
A curated conversation collaboratively answering the question How Do We Green Our Learning with 5 themes; Ecosystem, Planet & Lifestyles, Movement & Natural Curiosity, Context & Place, Science & Technology
This document outlines 10 steps to green your learning: 1) embrace nature; 2) learn from other views of nature; 3) green your reading; 4) engage in social action; 5) set your own learning goals; 6) green your learning; 7) green your research; 8) green your institution; 9) build a green centre; and 10) create a transition town. It discusses greening one's learning through embracing nature, reading green books, engaging in social action projects, setting self-directed learning goals, conducting public interest research, making institutions more sustainable, opening environmental education centers, and starting local sustainability initiatives. The document shares the author's experiences taking these steps over 40 years and resources to support greening
What is World Heutagogy Day, a historical overview of Heutagogy and what we have discussed about learning since 2013. How can we change education into learner-centred learning
This is a novelisation of the Open Context Model of Learning written to show how I had become a self-determined learner. It's about the schools I went to in 1963 and 1968 and how all my real learning was through music and with friends. There is a hidden reason why I picked music from 1963 & 1968. Can you guess why?
1963 music Playlist;
https://www.youtube.com/watch?v=W7vcRyBAQZA&list=PL897435F6EE8E8A49
1968 music Playlist;
https://www.youtube.com/watch?v=14ViwvgtvbA&list=PL9E082BA70EC068E2
An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
1. The Craft of Teaching in the Age of #Algorithms
Creative Teaching Bucharest 23 @fredgarnett
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
2. P A H
Teacher
School
Teacher/
Learner
Learner
Research
Cognition Epistemic
Cognition
Meta-
Cognition
Adult
2008 Open Context Model of Learning; PAH Continuum
A Post-Web 2.0 Model of Learning (This is our ANSWER!!!)
ANDRAGOGY
Seminar
Collaborate
PEDAGOGY
Lecture
Content
HEUTAGOGY
Workshop
Create
A Craft of
Teaching
AI Chatbot
REPEAT
Algorithms
RE-USE
Discussions
RE-formulate
Tinkering
Thinking
FAST
Thinking
SLOW
A Craft of
Learning
4. Craft of Teaching in the Age of #Algorithms
SO? What QUESTIONS Did We Ask?
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
5. 13 Questions to… The Craft of Teaching
1. Trust the Learner; everyone wants to learn; not necessarily what you want to teach
2. Trust the Teacher; every learner (learns) that all teachers teach differently
3. The Textbook is an algorithm - Socrates ‘you’ll regret writing everything down”
4. What is the Craft of Teaching?
5. Learning is Emergent (A Craft of Learning)
6. What are Learning Architectures of Participation?
7. Designing Participatory Institutions of Learning 3 E’s; Enable, Explore, Evaluate
8. I Am Curious (the Digital Practitioner) “Artfully-crafted Learning Experiences”
9. Learning Psychotherapy
10.AMBIENT Learning City fit for context learning
11.Everything is a Metaphor nothing is real so reconceptualise the metaphor
12.A Romanian Model of Learning; peer-to-peer and just like The Beatles
13.You You YOU - whatever works for you and your students… MORE LINKS &
RESOURCES
6. Craft of Teaching in the Age of #Algorithms
Step 1 Trust the Learner
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
7. WikiQuals; What we’ve learnt…
Learners want to learn (so, trust them)
Once accreditation is understood…
They are not interested in quals
They are interested in doing
Structured conversations with Sqolars
Not structured interrogation by exam
Building their own personalised
learning environments…
8. Craft of Teaching in the Age of #Algorithms
Step 2 Trust the Teacher
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
9. 8. It's the Q & A that matters…
• AND - students accept any lecturing style, as long as you
know what you are talking about; they will decode your
lecturing style and make sense of it for themselves.
• Some years ago, on a Masters Degree on Information
Systems and Technology we had a lecturer who was the
number one expert on Intellectual Property and had written
the number one textbook on IP… But! She couldn't lecture…
• FROM A history of TEACHING IN 10 Lectures (Staff
Development Keynote Presentation for Coventry University)
10. Our craft of teaching* revolves around…
…The PAH
continuum
*teaching;
(a craft takes
10,000 hours
5 years)
11. Craft of Teaching in the Age of #Algorithms
Step 3 TextBooks ARE Algorithms (P of PAH)
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
12. Step 3 TextBooks ARE Algorithms
1. Socrates ‘you’ll regret writing everything down” (Because the
Textbook is an algorithm)
Plato’s Academy; 3 part learning model Painting of the Academy after invention of printing
13. Craft of Teaching in the Age of #Algorithms
“Heutagogy is a Walk” Ronan O’Beirne
Learning is Conversation! 2500 years ago Painting of “Plato’s Academy” 2000 years later
A FAKE HISTORY PROMOTED BY GOOGLE
14. Plato’s Academy; pagan, oral culture. 2,500 years ago Learning was; formal, talking to the wise (Socrates), informal
peer conversations in the orchards, non-formal, physically working off the activity in the Gymnasium
Renaissance Platonic (modern) Academy; monotheistic, patriarchal, written culture. 500 years ago. Academic model
is built around libraries and remembering what “great” men are previously recorded as having said.
Plato’s Academy Athens Renaissance painting of Platonic Academy
Florence
15. Step 3 TextBooks ARE Algorithms
1. Socrates ‘you’ll regret writing everything down” The Textbook is an
algorithm; a set of rules, content curation; gathering information
relevant to a particular topic. Questions promote learning; Sugata
The Answer is Questions
16. Craft of Teaching in the Age of #Algorithms
Step 4 What is the Craft of Teaching???
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
17. P A H
Teacher
School
Teacher/
Learner
Learner
Research
Cognition Epistemic
Cognition
Meta-
Cognition
Adult
2008 Open Context Model of Learning; PAH Continuum
A Post-Web 2.0 Model of Learning (This is our ANSWER!!!)
ANDRAGOGY
Seminar
Collaborate
PEDAGOGY
Lecture
Content
HEUTAGOGY
Workshop
Create
A Craft of
Teaching
AI Chatbot
REPEAT
Algorithms
RE-USE
Discussions
RE-formulate
Tinkering
Thinking
FAST
Thinking
SLOW
A Craft of
Learning
18. Pedagogy Andragogy Heutagogy
From Andragogy to Heutagogy
Pedagogy Andragogy Heutagogy Continuum
Pedagogy the institutionalisation of learning around
facts, resource scarcity, subject disciplines;
education as a delivery system (cognition) RePeat
Andragogy negotiated, collaborative, interest-driven
learning brokered into ‘open’ spaces – at best the
community is the curriculum (meta-cognition)
ReUse
Heutagogy self-determined learning where learner
creativity enables innovation (epistemic cognition)
Reformulate ReFresh ReFrame
19. Craft of Teaching in the Age of #Algorithms
Step 5 Emergent Learning (BACK to the learning itself)
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
21. Craft of Teaching in the Age of #Algorithms
Step 6 Learning Architectures of Participation
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
22. Towards an Organisational Architecture of
Participation
“The Answers are already
here!
We are just asking the wrong
Questions…”
Adaptive Institutions working
across participatory networks
23. JISC RSC Northwest
Learner Modelling (see handout)
“Goal-seeking” motivated learners
Animateurs as “Trusted Intermediaries” provide
“timely interventions”
Animateur build learning communities & mentors
Learners respond to social needs
Animateurs suggests resources (from links page)
Modelling Learners behaviour;
only time it has been done…
24. Craft of Teaching in the Age of #Algorithms
Step 7 Designing the Participatory Institution
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
25. Before & After Institutions
In our participatory organisations;
Strategic actions create learning
platforms
Learning management designs &
evaluates new learning behaviours
Operational behaviour is created by
learners evolving new tech practices
26. 3 Levels of the Participatory Institution
Level Responsibility Aim
Strategic Senior Managers Technical
Infrastructure
Enabling
Platform
Learning
Management
Course Team Learning
Resources
Learning Ecology
Learner
Behaviours
Students Union New
Technologies
Resource
Discovery
An Institutional Development Framework
Needing 3 Levels of Technology Stewards
27. Craft of Teaching in the Age of #Algorithms
Step 8 I Am Curious (#Digital Practitioner) LINK
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
28. We found that Digital Practitioners;
Explore;
• With Confidence
• Think Divergently
Trust in;
• A Tapestry of Technology
• Student Play
• Bring Your Own Device
Use;
• Personal curiosity to Discover resources
& Collaborate confidently
30. Step 9 Learning Psychotherapy WikiQuals
The Republic of Learning
Plato’s Academy Athens Renaissance painting of Platonic Academy Florence
31. WikiQuals “Yes You Can!”
Learning not Education
Liminal not Institutionalised
Bio-diversity not Monoculture
Learner-centric not Student-centred
Learner-generated not Course-defined
Community as Curriculum not Syllabus defined
Community of Sqolars not Community of Practice
Personal Learning Networks not Content-delivery
Quality Assured not Quality Controlled
Affinity not Supervision
Emergent not Linear
Trust the learner to find their own Identity
Alternative University and WikiQuals Learning Models
2011 The
University
Project –
WikiQuals
32. Fit For Context Learning #Timisoara
Step 10 Ambient Learning City beyond the
classroom
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
33. Social Cities of Tomorrow
Some New Answers
New Permissions
New metaphors
New relationships
Object-centred sociality
Participative curatorial strategies
Aggregate then Curate
Post-institutional thinking
Participatory Cities
Social cities not smart cities
34. Pedagogies are not enough
Learning is Emergent; http://heutagogicarchive.wordpress.com/
Emergent Learning Model http://www.slideshare.net/fredgarnett/fg-ouemergenttable
Learning is Emergent not institutionalised! We need to
design for emergence and create tools to support that in a
wiki-based collaborative world – Fit for Context Learning
Emergent Learning Model rethinks learning as
i. Social Processes not classrooms
ii. Content Creation or Curation not textbooks
iii. Quality Assurance not high-stakes assessment
We needed to build new learning exemplars of ‘non-
linear dynamic systems’
35. Craft of Teaching in the Age of #Algorithms
Step 11 Everything is a Metaphor Bucharest
2012
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
36. Your metaphors change how you see
Affected by;
•Cultural Context (Romania, Europe, Planet)
•Values (content? collaboration? or creativity?)
•Meaning (Individual? Social? Ecological?)
•Purpose (Qualification? Identity? Community?)
What Metaphors are you designing for?
CROS The Classroom is a metaphor
Beyond the classroom learning requires
NEW Metaphors…Be Creative!!
37. Step 12 The Romanian Model of Learning
IS The Beatles of Model of Songwriting
Melania Medeleanu @CROS Lennon and McCartney @forthlin road
38. Step 12 The Romanian Model of Learning
IS The Beatles of Model of Songwriting
CROS - Romanian Learning Lennon and McCartney and Beatles
Peer-to-Peer
Learning
Discussing with Friends
CROS @ summer camp
Lennon & McCartney
Songwriting
John, Paul, George, Ringo - Song Arranging
Abbey Road Studio - Record Producing
39. 13 Steps to… The Craft of Teaching RESOURCES
1. Trust the Learner; everyone wants to learn; not necessarily what you want to teach
2. Trust the Teacher; every learner (learns) that all teachers teach differently
3. Socrates ‘you’ll regret writing everything down” The Textbook is an algorithm
4. What is the Craft of Teaching?
5. Design participatory Architectures of Participation 3 E’s; Enable, Explore, Evaluate
6. Trust curiosity “artfully-crafted student-centred learning experiences”
7. Support Ambient Learning in City 2.0 Aggregate then Curate
8. Encourage self-accredited learning WikiQuals “We are rhizomatic”
9. Before and After MOOCs we need multiple fit for context learning
10.Build participatory organisations 3 E’s; Enable, Explore, Evaluate
11.Everything is a Metaphor nothing is real so reconceptualise the metaphor
12.A Romanian Model of Learning; peer-to-peer and just like The Beatles
13.You You YOU - whatever works for you and your students… MORE LINKS &
RESOURCES
40. Craft of Teaching in the Age of #Algorithms
“YOU! & in the End” “It’s down to YOUR choice”
CO-creating Authentic Learning Experiences Your Folksonomy is not my Taxonomy
42. All You Need is Social Improv (w/others)
FSL not ESL
A brief history of #socialimprov
Created a soccer league, soccer
club, run all day, draw a map of
the world, playwright,
drummer, band, editor (paper,
journals) occupier, film festival,
benefit concerts, student union
study group, new subjects,
learning platform, urban
ecology, community centre (2),
public technology group, open
research group, WikiQuals
43. We are Wired for Culture
• AND Wired for Survival mutually…
44. P A H
Teacher
School
Teacher/
Learner
Learner
Research
Cognition Epistemic
Cognition
Meta-
Cognition
Adult
2008 Open Context Model of Learning; PAH Continuum
A Post-Web 2.0 Model of Learning (This is our ANSWER!!!)
ANDRAGOGY
Seminar
Collaborate
PEDAGOGY
Lecture
Content
HEUTAGOGY
Workshop
Create
A Craft of
Teaching
AI Chatbot
REPEAT
Algorithms
RE-USE
Discussions
RE-formulate
Tinkering
Thinking
FAST
Thinking
SLOW
A Craft of
Learning