This presentation proposes transitioning MKU from a traditional university to a virtual learning environment modeled after Abilene Christian University's mobile learning initiatives. It describes ACU's use of iPhones to enhance learning through connectivity between students and professors, interactive textbooks, and classroom response systems. Research studies at ACU show mobile devices improve comprehension, retention, and student engagement when used for remote teaching, personalized learning, and daily formative assessments. Adopting ACU's mobile learning approach could benefit MKU students by preparing them for technological careers and allowing real-time feedback through blogs and surveys.
The document discusses research on using apps and mobile devices for learning. It finds that apps can promote learning anywhere and anytime, and enable more personalized and student-controlled learning. Studies show apps and games can significantly improve performance in subjects like math and literacy. They also increase student engagement, independence, confidence, and participation. The document describes several educational apps and how they integrate with online assessment and student progress tracking systems to support a variety of curricula.
Η παρουσίασή μου στο 9ο Πανελλήνιο Συνέδριο "Τεχνολογίες Πληροφορίας και Επικοινωνιών στην Εκπαίδευση". Ρέθυμνο, 4/10/2014.
My presentation in 9th Panhellenic Conference "ICT in Education". Rethymnon, Crete 4/10/2014
The document recommends spending on instructional technology to improve student outcomes. It argues that technology allows for more interactive teaching, better prepares students for their careers, and helps close achievement gaps. When used effectively by trained teachers, technology can boost test scores, engage students in their learning, and develop higher-order thinking skills. However, the most important factor is teacher efficacy; simply giving teachers technology without proper training may not improve learning. The recommendation is for ongoing, supported professional development to help teachers learn how to design interactive lessons that meet standards through technology integration.
Developing confidence in the use of digital toolsCraig Wakefield
This document summarizes a study conducted by Dr S.L. Greener and C. Wakefield on developing teacher confidence in using digital tools. The study had three stages: 1) providing teachers with tablets to encourage digital tool use and surveying student views, 2) surveying teacher digital engagement and views of tablets, and 3) interviewing teachers. The major barrier found was helping teachers understand the pedagogical reasons for using mobile technologies, beyond just enthusiasm. Future work should focus on rationalizing mobile learning tools and providing support to make the pedagogical case for their use.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
Technology in the Classroom discusses the benefits and risks of integrating technology into the K-12 classroom. It argues that technology allows the focus to shift from teacher-centered learning to student-centered learning, as it enables more complex assignments that require higher-order thinking. However, risks include students accessing inappropriate content and wasting time online. The document provides examples of how teachers can implement technology, such as using online news sources, and recommends resources for learning how to effectively incorporate technology-based lessons.
Teachers faced several challenges with the implementation of flexible learning during the pandemic. They had to familiarize themselves with technology like laptops and tablets to deliver online lectures. This was difficult for some teachers unused to computers. Teachers also had to adjust their schedules and learn how to set up digital classrooms to manage their online students. Despite these struggles, teachers demonstrated their commitment to students' education even during the difficult circumstances of the pandemic.
This presentation proposes transitioning MKU from a traditional university to a virtual learning environment modeled after Abilene Christian University's mobile learning initiatives. It describes ACU's use of iPhones to enhance learning through connectivity between students and professors, interactive textbooks, and classroom response systems. Research studies at ACU show mobile devices improve comprehension, retention, and student engagement when used for remote teaching, personalized learning, and daily formative assessments. Adopting ACU's mobile learning approach could benefit MKU students by preparing them for technological careers and allowing real-time feedback through blogs and surveys.
The document discusses research on using apps and mobile devices for learning. It finds that apps can promote learning anywhere and anytime, and enable more personalized and student-controlled learning. Studies show apps and games can significantly improve performance in subjects like math and literacy. They also increase student engagement, independence, confidence, and participation. The document describes several educational apps and how they integrate with online assessment and student progress tracking systems to support a variety of curricula.
Η παρουσίασή μου στο 9ο Πανελλήνιο Συνέδριο "Τεχνολογίες Πληροφορίας και Επικοινωνιών στην Εκπαίδευση". Ρέθυμνο, 4/10/2014.
My presentation in 9th Panhellenic Conference "ICT in Education". Rethymnon, Crete 4/10/2014
The document recommends spending on instructional technology to improve student outcomes. It argues that technology allows for more interactive teaching, better prepares students for their careers, and helps close achievement gaps. When used effectively by trained teachers, technology can boost test scores, engage students in their learning, and develop higher-order thinking skills. However, the most important factor is teacher efficacy; simply giving teachers technology without proper training may not improve learning. The recommendation is for ongoing, supported professional development to help teachers learn how to design interactive lessons that meet standards through technology integration.
Developing confidence in the use of digital toolsCraig Wakefield
This document summarizes a study conducted by Dr S.L. Greener and C. Wakefield on developing teacher confidence in using digital tools. The study had three stages: 1) providing teachers with tablets to encourage digital tool use and surveying student views, 2) surveying teacher digital engagement and views of tablets, and 3) interviewing teachers. The major barrier found was helping teachers understand the pedagogical reasons for using mobile technologies, beyond just enthusiasm. Future work should focus on rationalizing mobile learning tools and providing support to make the pedagogical case for their use.
Presentation Research and Web Tool to ShareJoan Wall
This document discusses using technology to create engaging learning experiences that meet diverse needs. It examines research on student and faculty access and use of mobile devices at Portage College in 2014. The research found high access to smartphones but also distraction as a drawback. It provides examples of apps that can be used for various purposes like notes, communication, and presentations. Specific recommendations include guiding effective mobile device use, having valid uses, and addressing access issues through professional development.
Technology in the Classroom discusses the benefits and risks of integrating technology into the K-12 classroom. It argues that technology allows the focus to shift from teacher-centered learning to student-centered learning, as it enables more complex assignments that require higher-order thinking. However, risks include students accessing inappropriate content and wasting time online. The document provides examples of how teachers can implement technology, such as using online news sources, and recommends resources for learning how to effectively incorporate technology-based lessons.
Teachers faced several challenges with the implementation of flexible learning during the pandemic. They had to familiarize themselves with technology like laptops and tablets to deliver online lectures. This was difficult for some teachers unused to computers. Teachers also had to adjust their schedules and learn how to set up digital classrooms to manage their online students. Despite these struggles, teachers demonstrated their commitment to students' education even during the difficult circumstances of the pandemic.
Educational technology is the study and practice of using technology to improve learning and performance. Assessments of student achievement when using educational technology should be appropriate to the learning outcomes promoted by the specific technologies used. There are seven key factors for successful technology implementation in schools: effective teacher training; aligning technology use to curriculum standards; individualized feedback; incorporating technology into daily lessons; encouraging student collaboration; using project-based and real-world simulations; and support from teachers, administrators, and parents. Research shows that combining technology with traditional instruction can increase student learning compared to traditional instruction alone.
The document discusses different methods of teaching using ICT, including problem-oriented, application-oriented, menu-oriented, function-oriented, and concept-oriented methods. It also discusses approaches for using ICT in schools, such as with interactive boards, computer-facilitated experiments, videos, PowerPoint, animations, learning platforms, disseminating information, and distance education. The goal is to improve teaching methods and make processes more visible through the use of ICT and computer technologies in schools.
This document discusses effective use of information and communication technologies (ICT) in teaching and learning. It begins by listing objectives like exploring open educational resources and web tools for teaching. It introduces ICT, noting they are powerful tools for educational change. It then provides numerous links to open educational resources, e-learning platforms, and tools for creating and sharing educational content online. It discusses concepts like personal learning environments and networks. The document serves as a guide to leveraging digital technologies and online resources to enhance education.
11.towards a model of e learning in nigerian higher institutionsAlexander Decker
This document summarizes a study on developing an e-learning model for higher education institutions in Nigeria. It presents an evolutionary software modelling approach to developing the e-learning platform in increments, getting user feedback at each stage. The paper reviews existing e-learning models and frameworks. It then describes the modules that would make up the proposed e-learning model, including login, profile, forum, chat and search pages. The goal is to design an interactive interface to support collaborative online learning and address limitations of traditional education systems in Nigeria. Future work will involve developing a prototype and integrating it into other higher education institutions.
4.[31 39]towards a model of e-learning in nigerian higher institutionsAlexander Decker
This document summarizes an ongoing study to develop an e-learning model for higher education institutions in Nigeria using an evolutionary software modeling approach. The study aims to introduce a flexible model that can be adapted over time based on user feedback, rather than using distinct phases that do not allow for changes. The model is being developed and tested at a polytechnic in Nigeria. The document provides background on e-learning and argues that an evolutionary approach will increase the efficiency, flexibility, quality and reusability of the developed e-learning system for Nigerian higher education.
Role of Online Learning in the Quality Improvement of Higher Education Md. Nazrul Islam
E-learning involves electronically supported learning and teaching, including online courses, digital collaboration, and computer-based learning. It provides flexible learning opportunities that can take place both in and out of the classroom. E-learning has several benefits - it is student-centered, empowers equal access to educational resources, and can improve the quality of higher education by enabling innovative teaching methods and easier sharing of information. Common types of e-learning include web-supplemented, web-dependent, and mixed-mode courses. E-learning applications aim to enhance learning and make it more accessible and effective through the use of modern technologies.
Tan, julius peter ed tech 2 assignment chapter 4 (assess)Jaypee Tan
This document discusses the impact of information and communication technology (ICT) and computers on education from the present until 2025. It outlines how ICT currently enables self-paced learning and facilitates interaction between teachers and students. Emerging technologies like blogging, e-learning and m-learning are changing education. The document predicts that by 2020-2025, technology will be more integrated into teaching; laptops and internet access will be improved; virtual reality may be used; and there will be more online schools and advanced security and monitoring systems in schools.
The document discusses integrating technology into teaching and learning. It defines ICT integration as strategically incorporating information and communication technologies into all aspects of education, including administrative functions and business models that support learning. The purpose is to improve quality, accessibility, and cost-efficiency of education delivery while taking advantage of networking learning communities. Effective ICT integration involves students actively using technology to support meaningful learning and attainment of curriculum objectives. Common barriers to integration include lack of resources and teacher skills, while facilitators include strong leadership and professional development.
This document describes a mobile learning project called MoULe carried out in Italian secondary schools. The MoULe system allows students to access a collaborative learning platform from computers and mobile devices. It includes tools for searching and sharing information, communicating, and annotating locations with geotags. Students used the wiki and mobile devices to organize information from multiple sources into collaborative knowledge spaces. They found geotagged photos and audio notes more engaging than texts. Motivation was an important factor for teachers and students.
This document discusses preparing teachers to use technology effectively in the classroom. It notes that while most teachers have access to computers and the internet, only one-third feel well prepared to use technology for instruction. While technology can enhance learning, its impact is limited unless teachers receive adequate training. The document recommends that in order to implement technology successfully, teachers need knowledge and competency in using various technologies, and support from administrators, funding, peer collaboration, and online resources.
This document discusses digital learning and technology. It begins by outlining the current landscape of digital learning, which includes blended learning, webinars/virtual classrooms, learning libraries/wikis, audio learning/podcasts, and rapid authoring software. It then discusses the benefits and challenges of technology-enhanced learning, including learner interaction with content, experts, other learners, and social/enterprise media. Finally, it considers near future opportunities around big data and augmented reality to further connect learners with digital content and real-world contexts.
The document discusses three main approaches to educational technology:
1) Hardware approach, which focuses on applying machines and physical devices to teaching. This includes teaching machines and tools for mass media education.
2) Software approach, which applies principles of teaching and learning to directly shape student behavior.
3) Systems approach, which takes a problem-solving perspective and involves training psychology, systems analysis, mission analysis, and functional analysis. It views education as an evolving process impacted by advances in science and technology.
This document outlines the work done by Stephen-Lee Farmer to implement new technologies at St James School to support teaching and learning, engage students, and improve communication. Key projects include establishing a school-wide social network called St James Voice, training staff on new technologies, creating student blogs and social media accounts, developing mobile and social media policies, and obtaining grants to expand these initiatives to other schools. The goal is to establish St James as a leader in educational technology and to increase use of new technologies across the curriculum by students and teachers.
The document outlines a technology action plan for Mildred Williams Woodson K-8 school with the goal of having all teachers and students utilize technology effectively. It details objectives of training teachers to use various tools like Campus Online and ASPIRE to analyze student data and improve instruction. It provides a timeline and names of facilitators for training teachers on these tools as well as Gradespeed, Teacher Workbench, SMART Boards, and interpreting AEIS reports from December 2009 to June 2010. It also describes how principals will evaluate teachers' login usage, lesson plans, and need for intervention after trainings.
This document discusses the importance of teacher professional development for effective technology integration in classrooms. It notes that technology is now ubiquitous in schools and daily life, but many teachers do not feel prepared to use it for teaching. Quality, ongoing professional development can help teachers develop the technological, pedagogical and content knowledge needed to harness technology and employ student-centered models like mobile and personalized learning. When teachers receive adequate training, studies show students achieve significant academic gains.
Here is a success story about Insight 360.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Point.
Bill McIntosh
Authorized K-12 Consultant for eInstruction by Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Stay Connected - @eInstruction • Facebook
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
This document discusses the hardware and software approaches to educational technology. The hardware approach uses electro-mechanical equipment for instructional purposes and includes technologies like radios, TVs, and film projectors. The software approach, also called management technology, is based on behavioral sciences and psychology of learning and produces programmed learning materials and teaching strategies. Key differences are that hardware has its origins in physical sciences while software stems from behavioral sciences, and hardware provides direct services while software helps produce materials. Both approaches individualize instruction, use multimedia, manage education efficiently, and fulfill expectations of distance learning.
The document discusses educational technology and its role in education. It provides background on two students, Marcelo B. Boslo and Meah H. Laab, and discusses how educational technology 2 aims to engage students through collaborative learning using the internet. It also discusses how technology can transform teaching by connecting teachers to resources. The document then covers various topics related to educational technology including how it provides a better understanding of integrating technology into teaching and learning.
Edtech 2d importance of technology in education 2arch19
Technology plays an important role in education according to the document. It discusses several ways that technology is used such as through social networking tools for learning, educational television, online teaching, multimedia content, and email for submitting assignments. Teachers are able to create online class pages on social media, have students watch educational programs on television, provide online tutoring, use audio/visual aids, and collect student work via email.
Case Study by Ramco - Petroleum HelicoptersRamco Systems
- Petroleum Helicopters Inc. (PHI) is a leading helicopter company that transports passengers and provides services to the oil and gas industry.
- PHI lacked visibility and real-time data across its 200 global locations due to disparate data sources, leading to delays and inaccurate information.
- PHI implemented Ramco DecisionWorks to integrate data from various systems into a centralized data warehouse, providing automated collation and multidimensional reports with KPIs for business users. This enabled improved financial analysis, reduced aircraft downtime, and enhanced marketing and safety analysis.
ICOP For Safe Working in A Confined Space 2010 by Mr Husdin Che MatMoon Girl
The document provides guidelines for safe working in confined spaces according to the Industry Code of Practice for Safe Working in a Confined Space 2010 (ICOP 2010). It defines a confined space and outlines general requirements including hazard identification, permit systems, and duties of responsible persons like employers, permit issuers, entry supervisors, and standby persons. The document also describes requirements for confined space entry programs, risk assessments, control measures, atmospheric testing, rescue plans, training, and record keeping.
Educational technology is the study and practice of using technology to improve learning and performance. Assessments of student achievement when using educational technology should be appropriate to the learning outcomes promoted by the specific technologies used. There are seven key factors for successful technology implementation in schools: effective teacher training; aligning technology use to curriculum standards; individualized feedback; incorporating technology into daily lessons; encouraging student collaboration; using project-based and real-world simulations; and support from teachers, administrators, and parents. Research shows that combining technology with traditional instruction can increase student learning compared to traditional instruction alone.
The document discusses different methods of teaching using ICT, including problem-oriented, application-oriented, menu-oriented, function-oriented, and concept-oriented methods. It also discusses approaches for using ICT in schools, such as with interactive boards, computer-facilitated experiments, videos, PowerPoint, animations, learning platforms, disseminating information, and distance education. The goal is to improve teaching methods and make processes more visible through the use of ICT and computer technologies in schools.
This document discusses effective use of information and communication technologies (ICT) in teaching and learning. It begins by listing objectives like exploring open educational resources and web tools for teaching. It introduces ICT, noting they are powerful tools for educational change. It then provides numerous links to open educational resources, e-learning platforms, and tools for creating and sharing educational content online. It discusses concepts like personal learning environments and networks. The document serves as a guide to leveraging digital technologies and online resources to enhance education.
11.towards a model of e learning in nigerian higher institutionsAlexander Decker
This document summarizes a study on developing an e-learning model for higher education institutions in Nigeria. It presents an evolutionary software modelling approach to developing the e-learning platform in increments, getting user feedback at each stage. The paper reviews existing e-learning models and frameworks. It then describes the modules that would make up the proposed e-learning model, including login, profile, forum, chat and search pages. The goal is to design an interactive interface to support collaborative online learning and address limitations of traditional education systems in Nigeria. Future work will involve developing a prototype and integrating it into other higher education institutions.
4.[31 39]towards a model of e-learning in nigerian higher institutionsAlexander Decker
This document summarizes an ongoing study to develop an e-learning model for higher education institutions in Nigeria using an evolutionary software modeling approach. The study aims to introduce a flexible model that can be adapted over time based on user feedback, rather than using distinct phases that do not allow for changes. The model is being developed and tested at a polytechnic in Nigeria. The document provides background on e-learning and argues that an evolutionary approach will increase the efficiency, flexibility, quality and reusability of the developed e-learning system for Nigerian higher education.
Role of Online Learning in the Quality Improvement of Higher Education Md. Nazrul Islam
E-learning involves electronically supported learning and teaching, including online courses, digital collaboration, and computer-based learning. It provides flexible learning opportunities that can take place both in and out of the classroom. E-learning has several benefits - it is student-centered, empowers equal access to educational resources, and can improve the quality of higher education by enabling innovative teaching methods and easier sharing of information. Common types of e-learning include web-supplemented, web-dependent, and mixed-mode courses. E-learning applications aim to enhance learning and make it more accessible and effective through the use of modern technologies.
Tan, julius peter ed tech 2 assignment chapter 4 (assess)Jaypee Tan
This document discusses the impact of information and communication technology (ICT) and computers on education from the present until 2025. It outlines how ICT currently enables self-paced learning and facilitates interaction between teachers and students. Emerging technologies like blogging, e-learning and m-learning are changing education. The document predicts that by 2020-2025, technology will be more integrated into teaching; laptops and internet access will be improved; virtual reality may be used; and there will be more online schools and advanced security and monitoring systems in schools.
The document discusses integrating technology into teaching and learning. It defines ICT integration as strategically incorporating information and communication technologies into all aspects of education, including administrative functions and business models that support learning. The purpose is to improve quality, accessibility, and cost-efficiency of education delivery while taking advantage of networking learning communities. Effective ICT integration involves students actively using technology to support meaningful learning and attainment of curriculum objectives. Common barriers to integration include lack of resources and teacher skills, while facilitators include strong leadership and professional development.
This document describes a mobile learning project called MoULe carried out in Italian secondary schools. The MoULe system allows students to access a collaborative learning platform from computers and mobile devices. It includes tools for searching and sharing information, communicating, and annotating locations with geotags. Students used the wiki and mobile devices to organize information from multiple sources into collaborative knowledge spaces. They found geotagged photos and audio notes more engaging than texts. Motivation was an important factor for teachers and students.
This document discusses preparing teachers to use technology effectively in the classroom. It notes that while most teachers have access to computers and the internet, only one-third feel well prepared to use technology for instruction. While technology can enhance learning, its impact is limited unless teachers receive adequate training. The document recommends that in order to implement technology successfully, teachers need knowledge and competency in using various technologies, and support from administrators, funding, peer collaboration, and online resources.
This document discusses digital learning and technology. It begins by outlining the current landscape of digital learning, which includes blended learning, webinars/virtual classrooms, learning libraries/wikis, audio learning/podcasts, and rapid authoring software. It then discusses the benefits and challenges of technology-enhanced learning, including learner interaction with content, experts, other learners, and social/enterprise media. Finally, it considers near future opportunities around big data and augmented reality to further connect learners with digital content and real-world contexts.
The document discusses three main approaches to educational technology:
1) Hardware approach, which focuses on applying machines and physical devices to teaching. This includes teaching machines and tools for mass media education.
2) Software approach, which applies principles of teaching and learning to directly shape student behavior.
3) Systems approach, which takes a problem-solving perspective and involves training psychology, systems analysis, mission analysis, and functional analysis. It views education as an evolving process impacted by advances in science and technology.
This document outlines the work done by Stephen-Lee Farmer to implement new technologies at St James School to support teaching and learning, engage students, and improve communication. Key projects include establishing a school-wide social network called St James Voice, training staff on new technologies, creating student blogs and social media accounts, developing mobile and social media policies, and obtaining grants to expand these initiatives to other schools. The goal is to establish St James as a leader in educational technology and to increase use of new technologies across the curriculum by students and teachers.
The document outlines a technology action plan for Mildred Williams Woodson K-8 school with the goal of having all teachers and students utilize technology effectively. It details objectives of training teachers to use various tools like Campus Online and ASPIRE to analyze student data and improve instruction. It provides a timeline and names of facilitators for training teachers on these tools as well as Gradespeed, Teacher Workbench, SMART Boards, and interpreting AEIS reports from December 2009 to June 2010. It also describes how principals will evaluate teachers' login usage, lesson plans, and need for intervention after trainings.
This document discusses the importance of teacher professional development for effective technology integration in classrooms. It notes that technology is now ubiquitous in schools and daily life, but many teachers do not feel prepared to use it for teaching. Quality, ongoing professional development can help teachers develop the technological, pedagogical and content knowledge needed to harness technology and employ student-centered models like mobile and personalized learning. When teachers receive adequate training, studies show students achieve significant academic gains.
Here is a success story about Insight 360.
I am the authorized K-12 representative in South Carolina for eInstruction by Turning Point.
Bill McIntosh
Authorized K-12 Consultant for eInstruction by Turning Technologies
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
Website : www.einstruction.com
Stay Connected - @eInstruction • Facebook
Turning Technologies | 255 West Federal Street | Youngstown, OH Main: 330-746-3015 | Toll Free: 866-746-3015 | Fax: 330-884-6065
www.TurningTechnologies.com
This document discusses the hardware and software approaches to educational technology. The hardware approach uses electro-mechanical equipment for instructional purposes and includes technologies like radios, TVs, and film projectors. The software approach, also called management technology, is based on behavioral sciences and psychology of learning and produces programmed learning materials and teaching strategies. Key differences are that hardware has its origins in physical sciences while software stems from behavioral sciences, and hardware provides direct services while software helps produce materials. Both approaches individualize instruction, use multimedia, manage education efficiently, and fulfill expectations of distance learning.
The document discusses educational technology and its role in education. It provides background on two students, Marcelo B. Boslo and Meah H. Laab, and discusses how educational technology 2 aims to engage students through collaborative learning using the internet. It also discusses how technology can transform teaching by connecting teachers to resources. The document then covers various topics related to educational technology including how it provides a better understanding of integrating technology into teaching and learning.
Edtech 2d importance of technology in education 2arch19
Technology plays an important role in education according to the document. It discusses several ways that technology is used such as through social networking tools for learning, educational television, online teaching, multimedia content, and email for submitting assignments. Teachers are able to create online class pages on social media, have students watch educational programs on television, provide online tutoring, use audio/visual aids, and collect student work via email.
Case Study by Ramco - Petroleum HelicoptersRamco Systems
- Petroleum Helicopters Inc. (PHI) is a leading helicopter company that transports passengers and provides services to the oil and gas industry.
- PHI lacked visibility and real-time data across its 200 global locations due to disparate data sources, leading to delays and inaccurate information.
- PHI implemented Ramco DecisionWorks to integrate data from various systems into a centralized data warehouse, providing automated collation and multidimensional reports with KPIs for business users. This enabled improved financial analysis, reduced aircraft downtime, and enhanced marketing and safety analysis.
ICOP For Safe Working in A Confined Space 2010 by Mr Husdin Che MatMoon Girl
The document provides guidelines for safe working in confined spaces according to the Industry Code of Practice for Safe Working in a Confined Space 2010 (ICOP 2010). It defines a confined space and outlines general requirements including hazard identification, permit systems, and duties of responsible persons like employers, permit issuers, entry supervisors, and standby persons. The document also describes requirements for confined space entry programs, risk assessments, control measures, atmospheric testing, rescue plans, training, and record keeping.
The document discusses various aspects of problem solving including:
1) Problem solving involves identifying and understanding problems, planning solutions, monitoring progress, and reviewing outcomes.
2) It provides an example logical problem about two men ordering the same dish at a restaurant, with one shooting himself outside afterwards.
3) Different types of problems are listed such as logical problems, story problems, rule-using problems, and more.
Marketing for Small Business - Packers Mentor-Protege Program PresentationDana Vanden Heuvel
The document discusses marketing strategies for small businesses. It covers developing a marketing map, defining an ideal customer through buyer personas, differentiating from competitors, understanding how customers make purchasing decisions today, embracing inbound marketing, creating educational content on a publishing schedule, and living by a content marketing calendar. The overall strategies presented focus on engaging customers through knowledge and trust rather than traditional advertising.
The document discusses the blessings of teachability, including wisdom, extended life and prosperity, and honor. It then explores why people struggle with teachability, such as wanting their own way, feeling they know how to succeed, and laziness. The document provides strategies that people use to dodge correction, like ignoring it, being wise in their own eyes, resisting, and scorning correction. Finally, it offers keys to teachability, such as changing mental models, changing action models, applying teachings, and learning from precept or pain. Teachability involves learning from instruction and correction.
2011.11.13 attitudes of success part 6 (1)Pacific Church
The document discusses the importance and benefits of patience. It states that patience originates from God, characterizes His people, and is the key to enjoying His promises and inheriting what is promised. Patience results in God's blessing, fully developed Christian character, and exponential payback. It is developed through trials and difficulties. The document contrasts patience with its opposites like pride, anger, disgrace, and haste. Overall, the document encourages farming difficulties through patience like a farmer waits for crops, in order to reap rewards.
This document discusses cyber bullying, including what it is, where it occurs, who the bullies and targets typically are, and some statistics about its prevalence. It defines cyber bullying as mean-spirited electronic messages or threats posted anonymously online. Common platforms include email, social media, texting, and chat rooms. Bullies often target those who are smaller or bigger, minorities, disabled, or lack confidence. Over half of students report being cyber bullied or bullying others. The document recommends that schools develop policies, train staff, educate students and parents, and coordinate with the community to address this growing issue.
Pemerintah mengumumkan rencana untuk membangun pusat perbelanjaan baru di pusat kota untuk mendukung pertumbuhan ekonomi. Rencana ini mendapat dukungan dari kalangan bisnis tetapi ditentang oleh kelompok lingkungan karena khawatir akan mengganggu ekosistem setempat. Perdebatan masih berlanjut mengenai dampak sosial ekonomi dan lingkungan dari rencana pembangunan tersebut.
O documento discute o subgênero musical "witch house", incluindo suas origens na internet em 2009, influências como filmes "found footage", moda gótica e ocultismo, e sonoridades baseadas em ruídos e vocais sussurrados. Também analisa a viralização do termo "witch house" através das redes sociais e a disputa sobre sua aceitação como um gênero musical autêntico.
Garispanduan ini menjelaskan Sistem Pengurusan Keselamatan dan Kesihatan Pekerjaan (OSHMS) yang terdiri daripada lima elemen utama untuk mengurus risiko keselamatan dan kesihatan di tempat kerja. Ia menerangkan langkah-langkah penting seperti pengenalpastian bahaya, penilaian risiko, dan tindakan pembetulan untuk memastikan pematuhan terhadap undang-undang dan peningkatan prestasi. OSHMS diperlukan
Program Comprehension - An Evaluation of the Strategies of Sorting, Filtering...ICSM 2011
Paper: An Evaluation of the Strategies of Sorting, Filtering, and Grouping API Methods for Code Completion
Authors: Daqing Hou and Dave Pletcher
Session: Research Track Session 8 -Program Comprehension
This document provides an overview of integrated digital marketing and marketing communications at the University of Calgary. It discusses how traditional marketing is being replaced by new approaches that are integrated, measurable, media agnostic, and user-focused. Various digital marketing tactics are mentioned such as web development, email, mobile, SEO, gamification, and social media. The importance of integration and evaluating the full digital marketing strategy is emphasized. Suggested readings on digital marketing strategy, social media, user experience design, and form design are also provided.
The document provides information about SCORE, a quantitative assessment tool developed by SME Corp Malaysia to evaluate the competitiveness and growth of SMEs. SCORE aims to identify companies' strengths and weaknesses in order to recommend improvements and facilitate linkages with larger companies. It involves comprehensive diagnostic visits and ratings across parameters like business performance, financial capability, and management capability. Companies receive ratings from 0 to 5 stars based on their capabilities. SCORE has been utilized by various strategic partners and government agencies to monitor vendors and qualify companies for support programs.
Factors Affecting Safety Culture Amongst Employees in Fast Food Restaurant by...Moon Girl
This document summarizes a study on safety culture in fast food restaurants. The study examined the relationship between employee behavior, management systems, working conditions, and safety culture. It developed hypotheses that each of the three independent variables (employee behavior, management systems, working conditions) would positively relate to the dependent variable of safety culture. Survey data supported all three hypotheses. The study provided implications for theory, research methodology, and practice in maintaining a positive safety culture.
This document discusses safety measures for power presses in Japan and proposals for Malaysia. It summarizes:
1) Japan has reduced power press accidents from 12,000 in 1972 to 559 in 2010 through phased safety measures including compulsory inspections, safety devices like light curtains, and prioritizing keeping hands out of dies.
2) Recommendations for Malaysia include following Japan's example of annual inspections, operator safety training, appointing operation chiefs, and adopting new regulations for automatic feeds and pressbrakes.
3) Proposals also involve introducing proper timing for inspections, safe operations, risk assessment, and establishing an occupational safety and health management system.
The document discusses empowerment, accountability, and responsiveness in occupational safety and health (OSH). It defines empowerment as giving employees freedom and authority, accountability as being responsible and answerable, and responsiveness as reacting quickly. It emphasizes clear lines of accountability in safety management and evaluating OSH committee effectiveness. An accountable safety system requires authorized behaviors, objective evaluation, and appropriate consequences.
This document presents a project on mobile learning. It discusses the objectives of teaching students about mobile learning, its advantages, and challenges. It defines mobile learning as obtaining educational content on devices like phones and tablets. It provides examples of mobile learning devices and apps that can be used, such as smartphones, e-book readers, tablets, Evernote, Twitter, and chemistry apps. It discusses the concepts of mobile learning including the mobility of technology, learning, and learners. It outlines advantages like flexibility and collaboration, and challenges like cultural attitudes, learning theories, and device limitations.
This presentation proposes transitioning MKU from a traditional to a virtual learning environment, using Abilene Christian University's mobile learning initiatives as an example. ACU provides all students with iPhones and uses them extensively in the classroom for activities like polling, submitting assignments, accessing course materials, and interacting with professors and peers. Research studies at ACU examine how mobile technology impacts learning outcomes, student engagement, and preparation for technological careers. The presentation argues MKU could implement a similar program to stay competitive and provide students an advanced educational experience.
This document discusses challenges and perspectives in teaching "mobile natives" or students who have grown up with mobile devices in Russia. It notes that mobile devices have become widespread in Russia, with over 237 million mobile devices owned. It explores how mobile learning can provide just-in-time, collaborative learning and increase student motivation. Research with students found they are ready to use mobile devices for learning but teachers do not fully guide their use of educational apps. The challenges are developing teacher mobile literacy and strategies for integrating mobile devices into traditional classrooms.
A Step-by-Step Guide to Instituting Mobile Learning LiveTiles
In the past, the idea of using cell phones in school has been strongly discouraged. Today, these devices have the ability to enhance learning in many different ways. Here is a guide to instituting mobile learning.
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This document discusses mobile device ownership statistics and various studies related to college students and mobile devices. Some key findings are that 90% of American adults own cell phones, 58% own smartphones, and college students believe tablets can improve learning and replace textbooks. The document recommends that faculty design courses to incorporate formal and informal mobile learning and collaborative assignments. It also describes a mobile media study project for students to research how people use mobile devices for social media.
The document outlines an upcoming presentation on emerging technologies in education. It includes:
1) An introduction that defines emerging technologies as innovative tools that can transform education and make teaching and learning more engaging.
2) Examples of emerging technologies being used in education like mobile learning, virtual labs, MOOCs, games/gamification, 3D printing, and wearable tech.
3) The goals of using emerging technologies which are to improve students' knowledge, service, professionalism and leadership skills.
Community-Based Learning (CBL) via Facebook Mobile It is Time to BYOD (Bring ...Heiða Reed
Presenters: Dr Ferial Khaddage & Adalheidur Reed PhD Candidate School of Information Technology Deakin University Australia. University of North Texas, College of Information, Learning Technologies USA SITE 2013 New Orleans Louisiana USA 25-29 March
This document discusses LectureTools, an interactive presentation and assessment tool that allows teachers to create PowerPoint lessons with embedded formative assessments. Students can view and interact with presentations, providing real-time feedback to teachers. Research shows that when web applications encourage participation, technology can increase student engagement rather than serve as a distraction. LectureTools supports educational goals like differentiated instruction, communication, and monitoring of student understanding.
Uo W – 25th Annual Distance Learning ConferenceGary Marrer
Gary Marrer presented at the 25th Annual Distance Teaching and Learning Conference on assessing the effectiveness and efficiency of mobile teaching and learning. He discussed various methodologies for assessing mobile learning, including traditional assessment techniques as well as newer measures like tracking student retention and skills development. Marrer also reviewed examples of empirical research on mobile learning and frameworks for evaluating mobile learning at the micro, meso, and macro levels. He emphasized that assessing mobile learning effectiveness is still a work in progress due to the newness of the technology.
Mobile Learning: Lessons Learned and Next StepsJulie Evans
This document summarizes three initiatives that are exploring the use of mobile devices in education:
1) Onslow County's 1:1 math initiative provided smartphones, netbooks, and tablets to students to personalize learning and improve math achievement.
2) Chicago Public Schools' "Making Learning Mobile" project equipped 150 5th grade students with tablets to use in class and at home, focusing on improving research skills.
3) The EcoMOBILE augmented reality project used mobile devices to enhance a field trip experience for 8th grade students in Washington D.C.
Mobile technology is transforming education by allowing learning anywhere and anytime through mobile devices like smartphones, laptops, and tablets. Students are increasingly using these technologies outside of school and expect to use them for school as well. Mobile learning provides many benefits like personalized instruction, increased collaboration, and access to expertise. For schools to successfully integrate mobile devices, they need a clear vision and plan that supports essential use of mobile technologies in and out of the classroom through teacher professional development and modernized infrastructure.
Leverage Mobile Technology In Your DistrictBlackboard
Is it becoming more difficult to keep students and parents engaged and informed of critical information? Discover how Blackboard Mobile Learn can impact teaching and learning and extend online learning by giving students and teachers access to course content, and the ability to view documents in multiple formats, post announcements (teachers), create discussion threads and posts, and comment on blogs and journals. Also, learn about Blackboard Mobile Central - a dynamic communication tool that gives students, parents, and teachers on-demand access to district-wide resources and essential information such as directories, calendars, lunch balances and course schedules on the mobile devices they already own.
Whitepaper Mobile Solutions for the Education IndustryCygnet Infotech
The education industry finds itself on the tip of a revolution as conventional methods of learning and teaching are rapidly replaced by high-tech learning & training. Today, teachers and students are dynamic and technology savvy and they love to access learning resources from anywhere,anytime.This trend has redefined the entire training and learning process and the way universities, colleges and educational organizations deliver learning solutions.
Mobile learning involves using mobile technologies to enable learning anywhere and anytime. It provides students with multimedia-rich, bite-sized learning opportunities that are time and location independent. Mobile learning is adaptive, personalized, and context-aware. It supports authentic, collaborative, and inquiry-based learning. Mobile learning utilizes the affordances of mobile devices and wireless connectivity to enhance the learning experience for students.
Community-Based Learning (CBL) via Facebook Mobile It is Time to BYOD (Bring ...Heiða Reed
Presenters: Dr Ferial Khaddage & Adalheidur Reed PhD Candidate School of Information Technology Deakin University Australia. University of North Texas, College of Information, Learning Technologies USA SITE 2013 New Orleans Louisiana USA 25-29 March
Leveraging the Potential of Mobile LearningDanni M
Keynote Presentation for Faculty Development Day at PCCC given on May 15, 2014. Discusses the potential of mobile learning in the context of higher education. Links to resources are provided.
Mobility for Education: The new paradigm in learning[x]cube LABS
Our whitepaper focuses on Mobility for Education and endeavors to explore the transformation, approaches, benefits, opportunities and challenges of adopting mobility solutions in the learning sphere.
This document discusses pedagogical innovation through mobile learning and technologies. It defines pedagogical innovation as implementing new ways of teaching and learning to promote meaningful learning. It discusses technologies shaping classrooms today, including the flipped classroom approach and e-books. It also covers mobile learning models, advantages and challenges of mobile devices, and concludes that pedagogical innovations with technology aim to improve learning and teaching through evaluation and refinement.
Exploitation & Enslavement: A Story of Social MediaTim Klapdor
Tim Klapdor discusses the history and impact of social media. He notes that while the web was originally meant to be open and free, social media platforms have led to the "enclosure" of the digital world through their acquisition of user data and control of information flows. This digital enclosure has created new vectoralist and hacker classes that extract value from users. Major social media companies own little assets but have achieved huge valuations by accumulating and monetizing user data and social graphs without users fully understanding how their digital identities and relationships are being defined and exploited.
Empowering the Node & Avoiding EnclosureTim Klapdor
This document discusses the concepts of enclosure, where public resources are made private, using examples like social media platforms. It proposes an alternative model called MYOS (my online self) that is based on principles of federation, APIs, blockchain, and putting the individual in control of their own data and connections rather than private companies. This new model is presented as a way to enhance diversity and create new commons on the internet through distributed, cooperative, autonomous and connected networks.
The document discusses networks and empowered individuals. It argues that current systems do not allow individuals to have ownership and autonomy over their own data and digital identities. It raises three main issues: (1) who owns an individual's data and how they define their identity, (2) the lack of transparency in algorithms that power technologies, and (3) the rise of "vectoralists" who enclose the digital commons and own large platforms without owning core assets. However, the document suggests that "hacker classes" can develop new "nodeware" software and hardware to create distributed, cooperative networks that empower individuals and establish new digital commons.
Learning Technology Innovation - Different ArchitecturesTim Klapdor
Presentation as part of the u!magine Supporting Learning Technology Innovation workshop. The presentation was aimed at providing some hints of how we can extend the current LMS, but also exploring the use of APIs. The use of APIs can be simply explained through services like IFTTT that empower users to connect services in combinations that suit them.
Tribes & Treasure Maps: The Networked ProfessionalTim Klapdor
This document discusses mapping networks and relationships. It introduces tools for mapping networks, including shared notes and a workshop site. Various types of maps are described such as those of nations, continents, places and journeys. Networks can also be mapped and represented in terms of territories, audiences, roles, purpose and definitions. The document encourages attendees to make their own map and shares stories of building and breaking networks. Images of tribes, maps and places are also included.
Badges for the Institution: OBANZ presentationTim Klapdor
This document discusses Charles Sturt University's plan to implement a badges project on a larger scale. It will involve course directors from all four faculties to define the value, purpose, meaning, and consistency of badges through a framework. The badges trials will capture skills demonstrated across subjects and courses, as well as specializations and partnerships. Currently, the badges are being designed with marketing and the university will trial the Mozilla BadgeKit platform, recognizing there is more to badges beneath the surface and a larger initiative is needed.
This is my Think Piece for 2014 tackling the development of the theme of the future CSU graduate. It addresses one of the key graduate learning outcomes - digital literacies - by discussing the concept of networks and how they apply in a variety of ways in education.
Presentation with audio is available here: http://youtu.be/6pdVeboAOLA
The Adaptive Digital Publishing Engine (TADPOLE) uses an Adaptive Media Element (AME) to make learning resources available across multiple devices. An AME contains media files like videos along with metadata, allowing a single piece of content to be published in multiple formats. TADPOLE aims to create resources once and publish them everywhere by adapting content for different outputs like print, ebooks, and the web using AMEs. A demonstration of TADPOLE shows how a video AME can be adapted for different formats.
The document discusses how smartphones have enabled information and communication to be accessible to nearly everyone globally in just 70 years. It argues that higher education assessment is still based on a contextual model of learning around campus, while the mobile age allows for assessment to be location-independent, convenient, learner-controlled, and socially connected. The document provides examples of how different types of mobile assessments could work, such as presentations, role plays, reflections, and discusses both opportunities and issues to consider with adopting mobile assessments.
1) The document discusses an iterative project management approach called "Build, Measure, Learn, Rinse, Repeat" for technology projects.
2) It describes a mobile learning project that involved testing iPads in classrooms to engage students and improve learning, which was done through short iterative cycles.
3) Key aspects of the approach included building solutions quickly, measuring outcomes, learning lessons, and continuously refining the project based on those lessons.
The document discusses how the context of learning has changed from being campus-centered to student-centered due to advances in technology and mobility. It notes that learning is no longer confined to physical environments and can occur anywhere through embedded and distributed technologies. A new model is needed that recognizes students' goals, social environments, and access to information instead of relying on traditional campus-based pedagogy. This updated model will provide a more relevant, convenient, flexible, socially connected, and reflective learning experience for students.
Standing on the Shoulders of Giants: Improving existing systems with HTML5Tim Klapdor
This document discusses improving existing educational systems using HTML5. It notes that over 1 billion smartphones are in use worldwide and over half of Australians own smartphones. This represents a post-PC era with most internet traffic now wireless. The document advocates standing on the shoulders of existing educational content, staff expertise, and systems ("giants") to build future-friendly and interoperable solutions. It provides examples of liberating and repurposing content across platforms using APIs and HTML to make content accessible on any device.
How To Use Mobile Technology for Engaging & Successful Learning & TeachingTim Klapdor
The document discusses how to effectively use mobile technology for learning and teaching. It begins by defining what mobile devices are and their key characteristics of connectivity, portability, utility, and ubiquity. It notes statistics about the widespread adoption of smartphones and mobile internet usage. The document then argues that educational institutions should embrace mobile learning to keep up with technological changes and the shifting to a more participatory learning culture. It provides examples of how mobile devices can be used to engage students through accessible content, connect students both inside and outside the classroom, shift the learning space, and utilize apps to teach and support learning. The key message is that the purpose of mobile learning should drive how the technology is implemented.
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
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
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.
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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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Mobile learning at CSU
Increasing flexibility for our students
Associate Professor Philip Uys Tim Klapdor
mLearn Project Sponsor mLearn Project Manager
puys@csu.edu.au tklapdor@csu.edu.au
2. Key tenetS of Mobile learning
mLearning deals with the mobility of the learner
anywhere, anytime
OR
everywhere, all the time
It also integrates the use of
mobile devices to facilitate learning.
3. Mobile learning SUpportS:
• Personalised learning par excellence
• Authentic, situated, contingent and
contextualised learning
• Emergent learning
• Social constructivist learning via direct
communication and social media.
4. Mobile CreateS neW learning
and teaChing opportUnitieS:
• Accessing learning materials
• Performing learning tasks
• Participating in learning interactions
• Performing assessment tasks
• Evaluating teaching.
5.
6. learning paCKageS
Kevin (20) is a student stuck in public transport
While waiting to get home he uses his mobile
device to download and read through his subject
study guide.
online reSoUrCeS
Michael (23) is a final year Vet student and he
is going to do his 3rd clinical rotation in a dairy
practice. He uses his iPad to download some
readings and videos about common procedures
he can watch on the drive to the farm.
9. eportfolio
Liz (24) is a final year student currently
studying Social Networking in an Info Studies
subject. She is able to use social media
applications and update her ePortfolio from her
smart phone.
Mobile CaptUre
Mick (44) is a mature age student in his second
year of study by DE. Out in the field Mick is able
to use his phone to take photos of examples
from his study that are geo-tagged and uploaded
into the subjects Interact site .
12. forUMS
George (22) is on practicum for his nursing
subject. He uses his mobile device to access
the online forums to see how his peers are
going and to share their experiences.
Web appliCationS
Liz (24) is immersed and engaged with a variety
of Web 2.0 tools integrated in Interact2. The
class is able to aggregate and share content in
one central location. She can also use tools she
is already using and familiar with.
13. ON LOCATION
INSTANTANEOUS
AGGREGATE & SHARE
USE EXISTING SkILLS
14.
15. Self aSSeSSMent
James (29) is about to undertake a multiple
choice test on the train as part of his subject
revision. Once complete, James will get
instantaneous feedback and see where he may
need to focus his studies for the exam
Mobile Made
Susan (35) is studying communication and
needs to create a short film for assessment.
She uses the tools at her disposal and is able to
record, edit and submit her film from her mobile
phone.
18. ClaSSrooM feedbaCK
Leanne (31) is a first year academic teaching
Accounting. She is nervous about her
performance and she will be in charge of
reviewing and updating the subject next
session. Leanne wants to ensure that she is
engaging with the students, that they are finding the subject
information useful and the assessments beneficial so she has
deployed a range of feedback tools. Students take polls and
provide short answers at the end of each class and are able
to submit their comments simultaneously, using a their phone
or laptop. Leanne can quickly find areas that are difficult to
understand and knows that they need further development.
23. Mobility
Create new learning environments, create blended
learning spaces, break away from the classroom,
applications for DE and workplace learning
24. teChnology
Trial new ways to improve learning and teaching
to be more timely, interactive & informative and
create new learning opportunities
26. Mlearn taSKS:
Mobilise Interact
Mobilise Learning Resources
Trial devices in a range of learning contexts
Mobilise the Online Evaluations tool
27. the plan
201230 SeSSion - the Sprint
• Mobilise current Interact tools - MSI
• Four trials in a range of learning contexts
28. the plan
201260 & 201330 - phaSe 2
• Mobilise Interact2 - Sakai OAE
• More trials of devices - Tablets, Smart Phones,
and eReaders
• Developing ‘mobile friendly’ digital resources
• Mobilise the Online Evaluation system