Education occurs when someone wants to teach and someone wants to learn. While traditional education requires teachers and students to be in the same physical place and time, virtual education allows them to be in different places through the use of technology like the internet (WWW) or books. Some schools are making mistakes in virtual education by treating it as massive education rather than individualized learning, making it too complex, prioritizing technology over pedagogy, underestimating teachers and students, and taking the fun out of education. Schools should focus on the interaction between teachers and students and allow flexibility rather than standardization.
ASLA XXIII Biennial Conference - Dr Hilary Hughes - Designing a new school library offers opportunity to create innovative learning spaces for the whole school community. Drawing on recent research, this paper shares the experiences of teacher librarians/IC managers concerning the process and outcomes of school library design. Their insights provide an inspiring evidence base for future learning space initiatives.
ASLA XXIII Biennial Conference - Dr Hilary Hughes - Designing a new school library offers opportunity to create innovative learning spaces for the whole school community. Drawing on recent research, this paper shares the experiences of teacher librarians/IC managers concerning the process and outcomes of school library design. Their insights provide an inspiring evidence base for future learning space initiatives.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
The original is from Guillermo Ramirez: http://www.slideshare.net/guiramirez/the-5-bigmistakesofvirtualeducation
This truncated version shows perfectly what e-Learning is all about. Credits go to Guillermo Ramirez.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
The ELT environment has seen enormous changes over the past decades. Now as we enter the 21st century we find ourselves in a new era where digital technologies will be key to enhancing the learning experience. In this talk we will look at these new tools and how our concepts of education are evolving around them. We will also discuss what impact this has on the relationship between teachers and students.
Basic steps for to keep Positive Attitude by David Alexander NNUDavidAlexanderNNU
David Alexander NNU Says, motivation is a state of mind its on up to you how you can stay happy in your life. Positive attitude is the root of self motivation.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
An overview of 10 lessons I learnt about teaching from lectures I attended or gave. Presented as a Pecha Kucha to Coventry University staff as 10 questions to be discussed rather than 10 answers to be remembered
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Information for teachers who are new to online. Features tips and best practices as well as useful links and videos. Information based on recent literature.
This presentation by Sara Bragg (University of Brighton) was part of the Higher Education Academy (HEA) symposium at BERA Annual Conference in London, September 2014.
The project, funded by the HEA, offered groups of student teachers to reflect on the increased use of technology in schools to track students and the use of technology by students outside schools.
To find out more, read the project report at http://bit.ly/ZCqNq8
Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
The original is from Guillermo Ramirez: http://www.slideshare.net/guiramirez/the-5-bigmistakesofvirtualeducation
This truncated version shows perfectly what e-Learning is all about. Credits go to Guillermo Ramirez.
the craft of e-teaching; moving from digitally shy to digitally confident wit...Sue Watling
Presentation on e-teaching given at Blackboard World 2014 conference July 2014. Based on doctoral research investigating the influences on attitudes and behaviours of staff who teach and support learning towards virtual learning environments, it offers seven top tips for managing online learning based on the Teaching and Learning in a Digital Age (TELEDA) short postgraduate courses at the University of Lincoln.
Presentation online for Bucharest on 10/11/23. Full presentation first link, based on 13 Steps to a Craft of Teaching (in the Age of Algorithms) Individual resources listed thereafter (below) All resources derived from our book Digital Learning: Architectures of Participation
Explore how educators can infuse authentic project-based learning into the classroom to promote deeper student thinking and the development of critical life skills. Discover technologies that can help students take ownership of their learning as they demonstrate understanding of content.
Learn more: http://www.lynda.com/Education-Elearning-training-tutorials/1792-0.html
The ELT environment has seen enormous changes over the past decades. Now as we enter the 21st century we find ourselves in a new era where digital technologies will be key to enhancing the learning experience. In this talk we will look at these new tools and how our concepts of education are evolving around them. We will also discuss what impact this has on the relationship between teachers and students.
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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65. New principles
The Materials
Atoms vs. Bits
Processing Information
vs. Moving Objects
Intangibles
Collective Knowledge
Generation of Ideas
Overinformation
Misinformation
Gil Bruvel
66. New principles
The Place
Distance is redefined
Frontiers are obsolete
The World is your audience
and your competitor
Challenges and threats
are closer…
one click apart
Gil Bruvel
102. Technology is a multiplier
… but education is a one to one process.
#1
103. There is no limit in the number of
Participants
Materials
Activities
Links
…but learning is not accumulation but assimilation.
#1
104. You don’t have one course of 250
… you have 250 courses of one.
#1
105. You should be concerned when your desertion rate is 40%.
…That is. If you enrol 1000 students
into an 8 semester program.
Only 28 will be
at the graduation ceremony.
…One out of 40 students.
#1
108. There is no mystery in connecting someone who wants to
learn and someone who wants to teach.
…Give them the tools.
They’ll do the magic.
#2
109. There is a myth that goes around: A good traditional teacher
will not easily become a good virtual teacher.
...False. A good teacher is a good teacher
with any tool.
…Unless you think that
a «good» virtual teacher = a good actor.
#2
110. A halo of complexity and mystery is always convenient to
create an elite group within the school for virtual education.
…We are transferring the vices and bureaucracy of
old education to the new scenery.
…Welcome to the new and improved
virtual inferno of politics and intrigue.
#2
113. An educational system logic should be as follows:
Student ◄ Teacher ◄ Materials ◄ Technology
…Technology is the tool that helps the teacher create materials
to share with the student
…Technology should be the bridge that allows
the teacher – student interaction.
#3
114. But the real system usually works like this:
Student ◄ Materials ◄ Technology ◄ Teacher
…Teachers become subordinates of technology which dictates
the way they should tell the story.
…See how far the teacher is. Probably that is why they call it
“distance” education.
#3
117. Some schools have developed a virtual education system,
but it is a closed system.
…Closed to criticism, closed to experimentation,
closed to innovation
#4
118. Standardization and modularity are the dogma.
…Teachers cannot move freely
outside predetermined paths.
…Neither do students.
#4
119. Students receive predesigned “objects”, “packages”,
“modules”. Not courses.
…A package is the product of a designer.
A course is an unpredictable and single event
hosted by an educator.
…A module is predetermined, a course is contingent.
Like the course of a river.
#4
122. In some schools, virtual education and stress are synonyms.
…Control, supervision, measurements, indicators and reports
have replaced the freedom and flexibility
that was originally promised
in virtual education.
…Education was transformed into
an industrial process.
#5
123. Education should be accidental, unpredictable, unscripted.
…There is plenty of room in virtual education
for spontaneity.
…Students and teacher should be encouraged
to take risks.
#5
124. All courses cannot be structured the same way.
…Uniformity and homogeneity can not be part of a human process.
…Doing, thinking, watching, analizing, proposing, building: the same
ingredients cannot be equally formulated for all courses.
…Some courses are intensive in communication, some in reading,
some in autoevaluation, some in theory, some in practice.
…The only constant for all courses is the genuine desire of both
teachers and students to interact and have fun.
#5
125. Some schools are searching for the “formula” for virtual
education. For the mould of the perfect course.
…”Virtualizing” a subject of study
should not kill its charm.
…The labor of a virtual teacher should be
amusing and fascinating.
Although we have to disobey our institutions to make it so.
#5
129. Thank you
Find my free e-book
“El Profe Virtual” (Spanish)
http://www.profevirtual.com
Guillermo Ramírez
Oct. 2010
(Do not hesitate to vote for this presentation if you like it)