The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Presented at the Project Management Western Cape Conference, November 2017. Discusses approaches to becoming a self-motivated professional learner in the field of project management.
The Beautiful, Messy, Inspiring, and Harrowing World of Online LearningGeorge Veletsianos
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
Presented at the Project Management Western Cape Conference, November 2017. Discusses approaches to becoming a self-motivated professional learner in the field of project management.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Engaging students through social learningLisa Harris
Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
Finding new spaces through media enhanced learningAndrew Middleton
Drawing upon studies into learning spaces, media-enhanced learning and the use of personal smart technologies we will reflect on the redundancy of longstanding binaries such as physical-virtual, formal-informal, synchronous and asynchronous learning environments and what this means for our practice. We will consider examples of how digital and social media are being used to enhance learning and how such innovations are creating a ‘third space’ in which the learner is more active and present.
Tesol 2015 featured presentation on Crossing Networks, Building Connections t...Vance Stevens
This presentation is from the TESOL Conference in Toronto, March 28, 2015, entitled Crossing networks, building connections: Inspiring always-on learners and teachers. The presentation covers 15++ years experience with learners and colleagues in virtual spaces practicing engagement in online and blended contexts. It examines the burgeoning of connectivist learning opportunities from pioneer days to the proliferation of those available today, and explores ways in which learning online reshapes our notions of engaging with students.
Integrating deep learning skills into the curriculumLisa Harris
Slides for panel discussion at British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Engaging students through social learningLisa Harris
Keynote for British Council / Microsoft Deep Learning Event, Kuala Lumpur, May 2015
http://www.britishcouncil.my/events/asean-deep-learning-policy-series
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The Emergence of Open Courses: Understanding Open Education by drawing on the...Andreas Meiszner
During the past years there has been a growing trend within traditional education to ‘open up'. The case of MIT's OpenCourseWare initiative marked the start of the Open Educational Resource (OER) movement, a movement largely strategically driven on institutional levels. With this movement good quality tools and educational materials were made freely available to educators and learners throughout the globe. More recently one can observe a further type of openness within the educational domain, an openness where formally enrolled students engage with their peers at the web, resulting to an ever blurring border between the formal and the informal and providing the potential of taking further advantage of the opportunities the participatory web provides. Those attempts, unlike the OER case, seem to be more driven by individuals on a course level, but not be strategically addressed at the institutional level. This knowledge café is aimed at advancing our understanding on Open Course design by drawing on the Open Source case and recent trends in formal education.
Finding new spaces through media enhanced learningAndrew Middleton
Drawing upon studies into learning spaces, media-enhanced learning and the use of personal smart technologies we will reflect on the redundancy of longstanding binaries such as physical-virtual, formal-informal, synchronous and asynchronous learning environments and what this means for our practice. We will consider examples of how digital and social media are being used to enhance learning and how such innovations are creating a ‘third space’ in which the learner is more active and present.
Presentation to the University of Johannesburg (UJ) Faculty of Science First Year Lecturer Academy on 2 November, and to UJ's Faculty of Management and CPASD Teaching and learning seminar on 1 November 2011.
Using tablets to create and facilitate learning networksCarina van Rooyen
Presentation on 6 November 2013 to a workshop arranged by UJ's Centre for Academic Technologies, regarding the introduction of tablets for learning to UJ first year students.
Indigenous knowledge and cognitive justice: Towards a co-production of knowle...Carina van Rooyen
Presentation to SOTL@UJ on 11 September 2014. This was the third leg of the presentation; the other two was by Thea de Wet and Gert van der Westhuizen.
Presentation at the workshop on Decolonisation of the curriculum, arranged by Ad hoc Senate task team on the decolonisation of knowledge. On 24 May 2016 at APK UJ
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
What Works and What Doesn’t in Online/Hybrid TeachingPhil Hill
Hill slides lms 20160531
This workshop will present an overview of online/hybrid best practices that can promote successful learning experiences, including planning and management, teaching techniques, and assessing and evaluating students.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Presentation on communication, collaboration, presentation, and interactive online tools that can be used in a virtual classroom to engage learners of all styles.
What requirements are embodied in the art of teaching in online learning? An effective teacher must be true to the learning objectives of the subject-matter at hand while attending to the multitude of facilitation requirements and characteristics students bring to the experience. Effective teachers bridge content and student needs through appropriate student engagement; a tactic as old as education itself (Astin, 1993; Schwab, 1978). The sense of bricoleur, or one who creates from a diverse range of materials and tools, is appropriable. This presentation will review data from 39 online teachers from two open and distance institutions regarding the concepts in the Community of Inquiry (CoI) model for online environments (Garrison, Anderson & Archer, 2000). Particular emphasis is noted on the role of emotion in online environments. It is possible that emotional presence impacts perceptions of teaching, sets online classroom climate and both enhances and hinders students learning.
M. Cleveland-Innes
Athabasca University
Your Hybrid Classroom: Will You Change Your Paradigm? social media, 21st cent...Michelle Pacansky-Brock
Teaching a hybrid class has the potential to be a paradigm altering experience. The choice is yours. Will you take the leap and rethink your students' learning? Will hybrid teaching infuse your students' experiences with participatory, global, relevant learning?
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
Dr. Michael Stephens participated on a panel discussing the use of Massive Open Online Courses (MOOCs) for professional development at the International Federation of Library Associations and Institutions (IFLA) 80th General Conference and Assembly, held in Lyon, France from Aug. 16, 2014 to Aug. 22, 2014. Stephens presented some of his findings from his ongoing research with The Hyperlinked Library MOOC. “The panel in France was also about the broader idea that large scale learning is something that information professionals should be using, and about how it supports professional development,” said Stephens. An assistant professor at the San Jose State University School of Information, Stephens teaches courses in the iSchool's exclusively online Master of Library and Information Science degree program.
Presentation on 17 July 2015 at the workshop for new academic staff, organised by the University of Johannesburg's Professional Academic Staff Development Unit.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
How libraries can support authors with open access requirements for UKRI fund...
Creating wow learning experiences
1. Creating WOW learning
experiences
Carina van Rooyen
Presentation to the Department of Industrial Psychology and People
Management, UJ at the Teaching and Learning Indaba on 18 April 2013
You realise it’s just the
same 26 letters being re-
arranged, don’t you?
Source:ofphoto:http://weknowawesome.com/page/197/
7. Principles for effective
teaching
•Teamwork
•Personalise the course – have contact with students,
and them amongst one another
•Create a learning community
•Ensure active engagement: from attention to
comprehension to integration
•Scaffolded, integrated teaching – authentic learning
•Communicate high expectations
•Give prompt feedback
•Respect diverse talents and backgrounds
•Reflect on and research your own teaching
8. From passive learning to active
learning
Source:http://mathsimulationtechnology.wordpress.com/2012/02/16/active-learning-passive-
teaching/
25. able to create something new
Effective communicators & creators are…
http://www.flickr.com/photos/beija-flor/867886652/
Source:Tolisano
26. able to communicate across
culture, time & distance
Effective communicators & creators are…
http://www.flickr.com/photos/practicalowl/1331640797/
Source:Tolisano
50. Learning can & does take place
beyond walls of classrooms
Source: http://9gag.com/gag/4894845
51. •Tweet as ideal student
•Post links
•Students follow at least two experts
•Discussions related to content: discussion beyond classroom
•Summarise paragraph
•Building a learning community: last year’s students tweeting to
this year’s first years
•Responded to questions: enhances feelings of care and
connectivity
75. Further acknowledgements
•Tolisano SR 2009 Shifting to 21st
century learning.
Available at http://www.slideshare.net/langwitches/shifting-
to-21st-century-learning
•Wheeler S 2010 Lifelong learning in a digital era.
Presentation at the Joint Teaching and Learning Conference
on 24 June. Available online at
http://www.slideshare.net/timbuckteeth/lifelong-learning-in-
a-digital-age
•Wheeler S 2011 Learning and teaching in the digital age.
Presentation to the 8th
International Teacher Training
Seminar in Barcelona, Spain on 6 October
76.
Creating wow learning experiences by Carina van Rooyen is
licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Un
Editor's Notes
Have you had some wow learning experiences yourself? Share these, and why wow for you. Play telephone game.
Aim is that your whole course must be to ‘wow’; ‘unflat’ course should be the usual In teaching, wowing is not a single event, but a process; everything in course – from pre-course contact, to learning guide, to class meetings and tutorials/practicals, to email contact, to face-to-face one-on-one meetings, assessment practices, tutor engagement – is consciously put together to ‘wow’ Is about opening the student eyes/head; get the penny to drop
Can’t assume that because you teach, students will
‘ Wow’ through both content and the way content is delivered by you - Passion and expertise of lecturer (model to your students) Start strong / with quality – get attention (party tricks such as toilet paper, foot spa, flying planes, flash mob) Have element of surprise (destablise) Ensure relaxed atmosphere within structure: permission to try and make mistakes, but have to learn from mistakes Respectful engagement with students; being accessible
Using tech is a TOOL that can be used for wow learning. Tech can be anything.
Lifelong learners Can learn how to learn Independent learners Metacognitive Intrinsically motivated Focus on self improvement
Evaluate information for authenticity, relevance and bias. Evaluate tools for applicability and effectiveness. Intuitively filter and focus.
Able to create something new and communicate those ideas with a wide audience in an appropriate way Using multiple media to send a message
Time, space, location are not boundaries
Videos: Academic Earth (online courses from world’s top scholars)
Prominent idea in this field is benchmarking = “the process of comparing one’s business processes and performance metrics to industry bests and/or best practices from other industries”. If know how compare, what next? Best practice do become obsolete as context change Best practice = Prescribed practice Best practice good for novices, to get up to speed with status quo
Rather that focus on the past (benchmarking), focus on the future: “While best practice is a snapshot of what we know has worked well in the past, next practice is an attempt to take that prior experience and improve upon it rather than merely replicate it” Not about reaching a goal, but the journey Focus on process Not looking for quick-fix, magic bullets What are the opportunities ahead
Best practice is necessary Learn from what worked in past over time Ensure quality through benchmarking But best practice not sufficient Next practice helps one think of what drives learning process
Repetition also part of this Face-to-face interaction for reinforcing concepts, not communicating content ~ Neil Butcher at Wits Big class teaching
Source: Google images
Twitterfall.com
Tweetstats
Source: Google Images
Source: Google Images
Sequenced assignment tasks Resources on Edulink Tutorials focused on skills development with help of the Writing Centre
Source: Google images
Youtube
“ Don’t ask what the technology can do for you, rather what the pedagogy needs.” ~ Gilly Salmom, Uni of Leicester