Mesure de travail en Industrie _ mis à jour 2017.
Le Temps dans l’Industrie
Evolution des temps et Capacité d'apprentissage
La mesure directe : Chronométrage
Chrono-analyse
Temps Prédéterminés
Observations instantanées
Outils de représentation des temps
Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
Mesure de travail en Industrie _ mis à jour 2017.
Le Temps dans l’Industrie
Evolution des temps et Capacité d'apprentissage
La mesure directe : Chronométrage
Chrono-analyse
Temps Prédéterminés
Observations instantanées
Outils de représentation des temps
Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
Activating students in hybrid and online lecturesMatleena Laakso
Workshop for university teachers. View Padlet for the links and additional information for this and other worshops: https://padlet.com/matlaakso/TUNIaktivointi
Using Groupsites to Construct Knowledge Sharing and Learning InfrastructuresPeter Bond
Presentation of a case in which an online collaboration platform was used to support a university based course in technology entrepreneurship. Exemplifies the opportunities and problems of using collaboration platforms to support learner networks including Communities of Practice.
ETUG Spring 2014 - My Toolbox is Full - How Why and When to use Digital Tools...BCcampus
The purpose of this workshop is to explore digital tools that can be used to facilitate communication, collaboration, critical thinking, problem-solving, and creativity for online students. We will look at a variety of tools and examine how they can be used for formative learning activities as well as assessments. Participants will be given the opportunity to explore specific websites and applications, reflect on current practices, and consider the benefits and limitations of use. We will also address concerns for implementation, such as evaluating non-traditional assignments, guiding both tech-savvy and tech-wary students, and other issues, such as copyright and privacy concerns
Re-engineering introductory Information Systems Course for the 21st CenturyBeata Jones
This presentation reports on the author’s low cost, innovative approach to an introductory Information Systems [IS] course, promoting twenty-first-century skills. By implementing several best instructional practices and through innovative use of technology to create community, the faculty member created a learning environment that students received with enthusiasm, and which helped them achieve at a higher level. The instructional practices included relevant AAC&U high-impact practices, ConnectedLearning.tv framework, and flipped classroom. This author describes the details of the approach and the course outcomes, followed by a discussion.
Johdatus tekoälyyn ja käyttötapoja kirjastotyössä 16.5.24Matleena Laakso
Tekoäly: mitä se on, miten se toimii, mitä sovelluksia on tarjolla, mahdollisuudet ja uhat ym.
Lue lisää blogisivulta: https://www.matleenalaakso.fi/p/tekoaly.html
Aktivointi ja osallistaminen digityökaluilla 15.5.24Matleena Laakso
Aktivoinnin sovelluksia. Kaikista tarkemmat ohjeet koulutuksen verkkoympäristössä sekä julkisesti blogisivulla: https://www.matleenalaakso.fi/p/koulutusdiat.html
Lue lisää kouluttajan tekoälysivulta: https://www.matleenalaakso.fi/p/tekoaly.html
Ilmoittaudu mukaan seuraavaan toteutukseen: https://www.matleenalaakso.fi/p/tervetuloa.html
Miten fasilitoida lähinä ja etänä? Ideoita, vinkkejä ja menetelmiä. Sähköisiä työkaluja näihin liittyen harjoitellaan seuraavassa webinaarissa. Niiden ohjeet myös blogisivulla: https://www.matleenalaakso.fi/p/koulutusdiat.html
Tallenne ja linkit keskeisiin lähteisiin koulutuksen oppimisympäristössä. Tekoälyn osalta myös blogisivulla: https://www.matleenalaakso.fi/p/tekoaly.html
Viron suomenopettajien hybridikoulutus (Narva/verkko) tekoälystä kielenopetuksessa.
Lue lisää tekoälystä, sovelluksista ja opetuskäytöstä: https://www.matleenalaakso.fi/p/tekoaly.html
Tekoäly valinnaisten kielten opetuksessa 15.4.24Matleena Laakso
Lukion kieltenopettajien ainetiimin tapamisen bloggaus dioineen ja linkkeineen: https://ainetiimit.blogspot.com/2024/04/tekoaly-kieltenopetuksessa.html
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
4. The NMC Horizon Reports
The New Media Consortium (NMC) is a
community of hundreds of leading
universities, colleges, museums, and
research centers.
The NMC Horizon Project is a global
ongoing research initiative that explores the
trends, challenges, and technology
developments likely to have an impact on
teaching, learning, and creative inquiry.
•Horizon-reports:
www.nmc.org/nmc-horizon
•Twitter: @nmcorg
•YouTube:
www.youtube.com/user/NewMediaConsortium
6. ”Drawing from best practices in both online and face-to-face methods,
blended learning is on the rise at colleges and universities
as the number of digital learning platforms and ways to leverage them for
educational purposes continues to expand.”
Image: Matleena Laakso, CC BY
7. “Collaborative learning, which refers to students or educators working
together in peer-to-peer or group activities,
is based on the perspective that learning is a social construct”
13. “Encompassed by the personalized learning movement
and closely linked to learning analytics,
adaptive learning refers to the technologies monitoring student
progress and using data to modify instruction.”
” The goal is to…move students through a learning path
•empowering active learning,
•targeting at-risk student populations, and
•assessing factors affecting completion and student success.”
Image: cdn.nmc.org/media/2017-nmc-horizon-report-he-EN.pdf
14. Mobile Learning
Mobile friendly environments, Communication 24/7,
Delivery and creation of educational content. …
Picture: Matleena Laakso, CC BY-SA
15. Learning environment of today
Häkkinen & Viteli (toim.) Pilvilinnoja ja palomuureja – tulevaisuuden oppimisen ja työnteon tilat, 2014
Physical and virtual
Personal
and Formal,
shared non-
formal and and
informal
Global and local
Picture: Kimhunghan CC BY-SA
16. What is typical for
good teaching methods?
Minna Lakkala: www.slideshare.net/MinnaHL/pedagogineninfra2015
• Students co-operate like professional teams.
• Students perform tasks and solve challanging problems.
• Students use various sources and digital techonology.
• Students create new knowledge together and make concrete final
results.
Picture: Sasint CC0, pixabay.com
17. padlet.com
Make beautiful boards, documents, and webpages that are easy to read
and contribute to. This ”digital flipchart” works as a tool for group, teacher
or student. For text, images, videos, voice, drawing, links,..
•Feedback about a guide book: padlet.com/matlaakso/TTYopas
•Examples of digital stories: padlet.com/matlaakso/digitarinat
•Try out the new format, backchannel: padlet.com/matlaakso/backchannel
19. Things to consider when
planning an online course
• Learning objectives and main themes
– And resources, time, students,..
• Totally online or blended learning with face-to-face meetings?
• Pedagogical approach
• Teacher-paced or self-paced?
– Study alone or in a group? With/without teacher?
– Webinars and other online meetings?
• Assesment, evaluation, feedback
• E-learning tools: Moodle, H5P, Adobe Connect, Facebook,..
• Structure of a course
– LMS organized according to themes or weeks?
20. How to study online?
Suominen & Nurmela: Verkko-opettaja. 2011.
• Aims and objectives
• Giving and receiving goes hand in hand
• Being part of a group lightens the work burden
• You cannot avoid hard work
• Take one hour every day for leaning
Kuva: monicore, pixabay.com, CC0
21. Starting point: What do the students do?
Picture: joepmeindertsma CC0, pixabay.com
22. Instruction and facilitation (ohjaus)
• When? How much? Tools/platforms?
• Between the two? Teacher and small/whole groups? Peers?
• It takes time!
Picture: Wokandapix CC0, pixabay.com
23. Roles of an Online Teacher
Bernard Bull: www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-
teacher
Tour Guide
Cheerleader
Learning Coach
Individual and Group Mirror
Social Butterfly
Big Brother
Valve Control
Co-learner
24. The Five Stage Model
Gilly Simon: www.gillysalmon.com/five-stage-model.html
“For online learning to be successful and happy,
participants need to be supported through
a structured developmental process.”
QR code to The Five Stage Model
by Gilly Simon (CC BY-NC-ND 4.0)
25. Do not overload students
• How many links is enough? How much material is needed?
• Do you want also your students to look for information?
• Dozens of small learning tasks vs. a few larger ones?
• Separate tasks or one larger project made step by step?
Picture: geralt CC0, pixabay.com (modified by Matleena Laakso)
26. 5 Tips To Transform Your Training
Materials Into Engaging eLearning
Yulianny Araujo: elearningindustry.com/5-tips-transform-training-materials-into-engaging-elearning
1. Adapt Your Content
2. Go Beyond Factual Information
– Build a story around the facts, use scenarios to increase interest,..
1. Keep It Short And Simple
– Keep audiences stimulated
– Find the perfect length
1. Use Interaction
– Passive Interactivity
– Limited Interactivity
– Moderate Interactivity
– Simulation
1. Increase Motivation
27. answergarden.ch
Create a new AnswerGarden by writing your theme or question and
then clicking Create. All other options are voluntary.
No signing in. Share with a link.
Create
32. What is H5P?
• H5P (= HTML5 Package) is a free and open-source content
collaboration framework based on JavaScript. H5P aims to make
it easy for everyone to create, share and reuse interactive content.
• Already almost 50 content types (and there are more to come).
• In English: h5p.org and in Finnish:
www.matleenalaakso.fi/2018/03/joko-tunnet-h5p-tyokalut.html
• Immediate feedback to leaning tasks which allows learners to
learn from mistakes.
33. H5P content types
Simple tools for creating one kind of tasks
•Drag the Words
•Fill in the Blanks
•Image Sequencing,..
More verstile tools for creating learning
tasks (combining simple tools)
•Column
•Interactive Video
•Course Presentation,..
Content creation tools
•Accordion
•Chart
•Collage
•Iframe embedder,..
34. Interactive video
Make your videos more engaging by adding multiple choice and fill in
the blank questions, pop-up text and other types of interactions to your
videos.
Picture: Joanna Siemek h5p.org/interactive-video
35. Course Presentation
Slide set where you can add text and images and embed videos and
tasks like single choice, drag and drop or true/false.
37. Learning tasks and activities
• Clear instructions
• Easy to individualise
• Offer immediate feedback to allow learners to learn from mistakes
(H5P).
• Include activities and assignments that encourage learners to
explore.
• Versatile tasks using different kind of media
• Motivate and engourage to reflection, critical thinking connected to
working life
Students feel that they need to work much harder during
online courses.
Annne Rongas: Kyytiä copy-paste –opiskelulle:
www.slideshare.net/arongas/kyyti-copypaste-opiskelulle (CC BY-SA)
38. Web tools for leaning tasks
• Moodle (its own tools, H5P, discussions,..)
• Social media (embed/link) or other web applications: videos, Audio
slideshows, Twitter feed, blogposts, Facebook group,
AnswerGarden, Padlet, Quizlet, Quizizz,..
• Office 365 or Google
• Offline tasks: take a photo, plan, interview, observe,.. share
experience or link to Moodle
Which tools the students would like to use for
communication?
39. Use different kinds of visual content
Slide sets in Finnish: www.matleenalaakso.fi/p/koulutusdiat.html
Images, infographics, graphical data, comics, videos, animations, screen-cast
videos, slide shows, memes, avatars, storytelling,..
40. Tips for online text and visuality
• Create clear structure and use visual elements
• Use subtitles (and built-in styles)
• Use short paragraphs and sentences
• Make your writing digestible
– Break your content up into smaller chunks to help avoid cognitive
overload
– Avoid using large blocks of text
– Add relevant images, videos etc. that support or expand your message
– Add not-too-many links to deepen your content
• Take time to get the content right
– Save your draft and look at it later Fix spelling mistakes and express
your thoughts more clearly
41. Improving your courses
• Ask for feedback and share your ideas and questions.
• Use check-lists
– TOMAS-hanke, Johanna Keskitalo (in Finnish):
tomashanke.net/2015/12/07/nain-luot-laadukkaan-verkkokurssin
– TAMKin digimentorit (in Finnish):
digimentorit.tamk.fi/2016/03/04/verkkokurssien-arviointityokalu
• Make changes immediately or write down what needs to be
changed for the next course.
• Learn more about e-learning!
42. Checklist for Online Course
Kerrie-Anne Chinn: www.go1.com/post/designing-elearning-course
• Clear aims and objectives
• Navigation
• Accessibility
• Content Creation
• Graphics and Fonts
• Multimedia
• Assessments
43.
44.
45. Creative Commons licenses are the standard for sharing
free content online.
•The most used license in the world
•International
•Non-commercial
You need it for
•Sharing your work
•Using and remixing
Screenshot: stateof.creativecommons.org CC BY
49. pixabay.com
All images and
videos are under
CC0-license
except those with
Shutterstock
watermark.
More CC0 images:
- unsplash.com
- www.pexels.com
- stocksnap.io
Language
50. What images can I use?
• Your own images.
• Images you have permission to use.
• Images shared with CC-license that are compatible with your other
materials.
• Images that are not protected under copyright law.
Pictures: CC0, pixabay.com
51. There are some exceptions
pixabay.com/en/blog/posts/public-domain-images-what-is-allowed-and-what-is-4
Exceptions (CC0 and PD)
•Identifiable people may not appear in a bad light or in a way that they may
find offensive, unless they give their consent.
•Do not suggest endorsement of products, services, etc. by depicted
people or organizations. For example: do not use an image of NASA and place
it in a way that suggests NASA would recommend the product.
Model- and Property Release
•Identifiable people must give their consent for public usage of their images.
•The same goes for private property, trademarks and visible logos.
Conclusions
Even if you have the permission to freely use an image,
it is still your responsibility, to make sure the depicted content
(persons, logos, private property, etc.) is suitable for your application
and does not infringe any rights.
52. Ideal way of giving attribution
Lifeboat in Finland by Tiia Monto is licensed under CC BY-SA 3.0
53. Linking is allowed
Linking and embedding is allowed
The photographer, publisher etc. and the original source
must be clearly visible.
Picture: PIRO4D CC0, pixabay.com
54. Questions about linking
• Is the document (video) legally and openly on web?
• If the owner removes the document, your link is broken.
• If the new version of the original document is published,
will the link navigate to the old or new version?
• You can always ask for permission – also for coping and sharing!
Picture: geralt CC0, pixabay.com
55. Some tips (mainly in Finnish)
Matleenan blogi www.matleenalaakso.fi
•Koulutusdiat (mm. ohjeita ja vinkkejä kymmeniin
opetuksen digisovelluksiin)
•Sähköiset kokeet (linkkejä esimerkkikokeisiin)
•Webinaarit
TTY:n Aktivoi luentosi –opas. Vinkkejä muuhunkin
opetukseen: bit.ly/aktivoiluentosi
Yli 200 pedagogien Facebook-ryhmää ja sivua
(lista siirtymässä toisaalle), sivuille koottu myös
blogeja: opeverkostot.wikispaces.com/Facebook
Free technology for teachers:
www.freetech4teachers.com
56. • Learn about CC-licensies: creativecommons.org
• CC BY-SA (these slides): creativecommons.org/licenses/by-sa/4.0
You are free to:
– Share — copy and redistribute the material in any medium or format
– Adapt — remix, transform, and build upon the material
– for any purpose, even commercially.
Under the following terms:
– Attribution — You must give appropriate credit, provide a link to the license, and indicate if
changes were made. You may do so in any reasonable manner, but not in any way that suggests
the licensor endorses you or your use.
– ShareAlike — If you remix, transform, or build upon the material, you must distribute your
contributions under the same license as the original.
• You can also contact me to get more rights. You will find all my slides in English
from this web page: www.matleenalaakso.fi/p/in-english.html
Licenced under Creative Commons
Attribution-ShareAlike 4.0
International License (CC BY-SA 4.0)
Editor's Notes
Creating e-learning courses, Lappeenranta University of Technology, Chemical Engineering 19.3.2018 made by Matleena Laakso has been licensed under Creative Commons Attribution-ShareAlike 4.0 International License. You can contact www.matleenalaakso.fi/p/in-english.html to get more rights. More information can be found on the last slide.