The document summarizes a study on students' views of using virtual classrooms to support interaction, communication, and relationship development in their courses. The study examined students' perspectives on two virtual classrooms, Adobe Connect Pro and Wimba-Live Classroom, over two semesters. Key findings included that the virtual classrooms helped consolidate relationships but did not establish new ones, and factors like multimedia usability, communication tools, tasks, and technical/logistical issues influenced students' ability to interact and communicate effectively.
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
SLMOOC14: Using Second Life in the K-12 ClassroomDavid W. Deeds
Presentation for the 2014 Second Life Massively Open Online Course (SLMOOC14). Using Second Life in the K-12 Classroom covers 8 years of using this Immersive Learning Environment to teach, with a focus on K-12 although higher ed is also discussed. OpenSimulator is also mentioned.
This document discusses fostering creativity in higher education. It explores different levels and perspectives of creativity concepts from the individual to societal level. It also references a framework with three dimensions - science, person, and practice. The document outlines a study that interviewed professors and conducted an online survey of teachers to understand their conceptions of student creativity. The study found teachers associate student creative achievements with six facets: self-reflective learning, independent learning, showing curiosity and motivation, learning by creating something, multi-perspective thinking, and reaching original ideas.
Iced2014 bl-v2-What is blended in Blended Learning?Isa Jahnke
This document summarizes a presentation on perspectives of blended learning in Europe. It discusses difficulties in defining "Europe" and "blended learning" for research purposes. It also shares the results of an expert survey that uncovered diverse uses and opinions of the term "blended learning" among European researchers. Additionally, the presentation analyzes differences between educational researchers in Europe and North America in their approaches to studying blended learning.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
Smart ways of using virtual sticky notes workshop pesentation - teflin 2015Nina Septina
This is a study on technology integration into the teaching & learning practice to maximise students participation within and beyond classroom walls by utilising the online tools namely Lino and Padlet as the main instruments.
This document provides an overview of Moodle, an open-source learning management system, and discusses its uses and implementation for language learning. It covers the basics of Moodle, including its modular structure and flexibility. Pedagogical considerations for using Moodle are addressed, such as student skills, course content, and participation. Approaches to learning like constructivism and connectivism are also discussed. Stages of Moodle integration from basic to more advanced uses are presented. Finally, resources for further learning about Moodle are provided.
SLMOOC14: Using Second Life in the K-12 ClassroomDavid W. Deeds
Presentation for the 2014 Second Life Massively Open Online Course (SLMOOC14). Using Second Life in the K-12 Classroom covers 8 years of using this Immersive Learning Environment to teach, with a focus on K-12 although higher ed is also discussed. OpenSimulator is also mentioned.
This document discusses fostering creativity in higher education. It explores different levels and perspectives of creativity concepts from the individual to societal level. It also references a framework with three dimensions - science, person, and practice. The document outlines a study that interviewed professors and conducted an online survey of teachers to understand their conceptions of student creativity. The study found teachers associate student creative achievements with six facets: self-reflective learning, independent learning, showing curiosity and motivation, learning by creating something, multi-perspective thinking, and reaching original ideas.
Iced2014 bl-v2-What is blended in Blended Learning?Isa Jahnke
This document summarizes a presentation on perspectives of blended learning in Europe. It discusses difficulties in defining "Europe" and "blended learning" for research purposes. It also shares the results of an expert survey that uncovered diverse uses and opinions of the term "blended learning" among European researchers. Additionally, the presentation analyzes differences between educational researchers in Europe and North America in their approaches to studying blended learning.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
This document summarizes a workshop on computer-supported collaborative learning (CSCL) at the workplace. The workshop was organized to further develop understanding of how CSCL can be applied and studied in workplace settings. Presentations were given on conceptual frameworks for CSCL@Work, theories of collaborative cognition, and case studies of CSCL in industries and healthcare. Participants then discussed challenges and criteria for CSCL@Work frameworks. The workshop aimed to identify research questions at the intersection of CSCL and computer-supported cooperative work (CSCW) and establish an interdisciplinary network to advance the field.
This paper was presented at the 2012 NSTA STEM & Expo in Atlantic City. Our teachers worked with Drs. Hui-Yin Hsu and Shiang-Kwei Wang to present the paper. Teacher presenters are: Mr. Stephen Green (IS 109 Jean Nuzzi Intermediate), Ms. Mayen Davis (The Young Women's Leadership School of Queens), and Ms Vivian Alforque (The Middle Village School).
18 educational models for use the DIGITAL WHITEBOARD (DWB)PERE MARQUES
The document describes models for educational use of a digital whiteboard (DWB) in the classroom. It discusses 13 models that are centered around either the teacher or the student. Models centered on the teacher involve the teacher explaining concepts, asking questions, and leading activities, while models centered on the student give students more initiative to complete tasks like presenting their work or preparing educational materials for the class. The goal of the models is to encourage interaction and participation from both teachers and students using the capabilities of a DWB.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
This document summarizes key findings from the 2010 Speak Up survey conducted by Project Tomorrow with Florida high school students. Some of the main points are:
- Florida high school students see the best teacher role as a resource recommender and coach rather than solely a content expert.
- Students prefer learning through hands-on experiments and small group projects over traditional lectures.
- They want flexibility to learn at their own pace using various digital tools and resources.
- A personalized, mastery-based science class allowing choice and collaboration was seen as very beneficial.
- Trends include more student-directed learning and the development of personal expert networks anytime, anywhere.
This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
- NUTN Library
- NUTN CSIE Department
- NUTN Digital Art and Interactive Design Lab
- NUTN Student Affairs Office
- NUTN Career Planning and Counseling Center
- NUTN College of Liberal Arts
- NUTN College of Science and Engineering
- NUTN College of Management
- NUTN College of Electrical Engineering and Computer Science
- NUTN College of Human Ecology
- NUTN College of Arts
- NUTN College of Medicine
- NUTN College of Nursing
- NUTN College of Education
- NUTN College of Social Sciences
- NUTN College of Communication
- NUTN College of
Douglas Fisher discusses his experience incorporating MOOCs and online resources into on-campus courses. He has used video lectures from MOOCs for "flipping" classes, where passive content is received outside of class and active learning takes place in class. His online content created for students has also been used by MOOC students. He believes online education can support customization by instructors and collaborative textbook creation.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
You are invited to join the opening ceremony of the first Moodle MOOC of its kind hosted by Dr. Nellie Deutsch and Jason R. Levine also known as Fluency MC and Ambassador and Knowledge Entertainer at WiZiQ.
The highlight of the opening ceremony is our very special guest Martin Dougiamas . Martin Dougiamas is the brain child and developer of Moodle .
Teaching with Moodle is a self-paced 4-week Massive Open Online Course (MOOC) for teachers and anyone interested in teaching online using Moodle, WizIQ, and other web technologies. The course will take place in the month of June 2013. The MOOC is in the spirt of open education and is completely free.
Participants will become acquainted with Moodle as a course and learning management system. They will learn how Moodle can be used in fully online, blended learning, and the flipped class. The course will include both asynchronous (not dependent on time) and synchronous (time dependent) elements. The course is self-paced with ongoing discussions (facilitator and technical support available), live online classes (recordings), videos, and other relevant content.
Unlike the traditional MOOCs that stress content and course delivery, Moodle MOOC will focus on active learning, reflection, sharing, and collaboration. The aim of the course is for the participants to learn through meaningful connections and social interactions. The MOOC and the live online classes will be moderated by Dr. Nellie Deutsch and facilitated by Dr. Nancy Zingrone, Dr. Ramesh Sharma, and Judith Behrens (doctoral student).
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
This document summarizes a study on using different web technologies to engage students' critical thinking abilities in a required writing course. The study found that blogging and a traditional argument essay were most effective, while wikis and in-class writing were least effective. Students enjoyed open-ended projects that allowed choosing genres like videos or blogs. Facebook groups constrained critical thinking due to its structure. Reflective writing provided insights into students' experiences. Technologies that restricted text or were unfamiliar presented barriers to critical thinking.
This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
This document outlines the research design for a study investigating students' and teachers' digital intercultural networks. The study aims to [1] develop an understanding of how networking enhances pedagogical thinking and promotes collaboration and [2] explore how digital tools contribute to content creation and literacy development. Data will be collected from students and teachers in Finland, Greece, and the US through video recordings, interviews, and diaries to observe outcomes like problem solving, adoption of new technologies, and evidence of self-regulation and collaboration. The research uses qualitative methods and analyses to gain insight into literacy development and the impact of networking in different educational contexts.
El documento presenta instrucciones para dibujar la perspectiva de un prisma triangular con ninguna de sus caras paralelas a las líneas de fuga. El observador se encuentra a 15 cm de distancia y mira al prisma desde 1.5 metros por encima. Se pide al alumno que dibuje los pasos en boceto, identifique los puntos significativos, y produzca una lámina final para su evaluación.
U3 t2 a1_Geometria Poligonal por Javier Cervantes EstradaJavier Cervantes
Este documento presenta una serie de ejercicios de geometría para construir diferentes figuras geométricas como triángulos, cuadrados, rectángulos, rombos y hexágonos. Los ejercicios incluyen instrucciones para construir cada figura dadas longitudes de lados u otros atributos geométricos como ángulos. El objetivo es practicar la construcción de estas figuras a partir de las especificaciones dadas.
This paper was presented at the 2012 NSTA STEM & Expo in Atlantic City. Our teachers worked with Drs. Hui-Yin Hsu and Shiang-Kwei Wang to present the paper. Teacher presenters are: Mr. Stephen Green (IS 109 Jean Nuzzi Intermediate), Ms. Mayen Davis (The Young Women's Leadership School of Queens), and Ms Vivian Alforque (The Middle Village School).
18 educational models for use the DIGITAL WHITEBOARD (DWB)PERE MARQUES
The document describes models for educational use of a digital whiteboard (DWB) in the classroom. It discusses 13 models that are centered around either the teacher or the student. Models centered on the teacher involve the teacher explaining concepts, asking questions, and leading activities, while models centered on the student give students more initiative to complete tasks like presenting their work or preparing educational materials for the class. The goal of the models is to encourage interaction and participation from both teachers and students using the capabilities of a DWB.
Publications
a) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Digital Didactical Designs in iPad-classrooms. In: Proceedings of European Conference on Technology-Enhanced Learning, ECTEL 2013, 17-21 September 2013, Cyprus.
b) Isa Jahnke, Lars Norqvist, & Andreas Olsson (2013). Designing for iPad-classrooms. In Adjunct Proceedings of European Conference on Computer-Supported Cooperative Work (ECSCW), 21-25 September, Cyprus. (WIP)
This document summarizes key findings from the 2010 Speak Up survey conducted by Project Tomorrow with Florida high school students. Some of the main points are:
- Florida high school students see the best teacher role as a resource recommender and coach rather than solely a content expert.
- Students prefer learning through hands-on experiments and small group projects over traditional lectures.
- They want flexibility to learn at their own pace using various digital tools and resources.
- A personalized, mastery-based science class allowing choice and collaboration was seen as very beneficial.
- Trends include more student-directed learning and the development of personal expert networks anytime, anywhere.
This short presentation provides an overview of key considerations when initiating an online design - it leverages the process of problem based learning to ensure an 'active' role for the participating learners
The document discusses creative learning cultures and educational innovations in a Web 2.0 world. It outlines how technologies like Wikipedia, discussion boards, Facebook, and Twitter have enabled new forms of collaboration and knowledge sharing. However, it also notes potential problems with issues of reliability, privacy, and plagiarism. The document proposes that these issues can be addressed through socio-technical and educational design that considers the interdependencies between technology, teaching/learning cultures, and didactic approaches. It describes ongoing research projects focused on designing technology-enhanced learning environments and fostering creativity in higher education.
- NUTN Library
- NUTN CSIE Department
- NUTN Digital Art and Interactive Design Lab
- NUTN Student Affairs Office
- NUTN Career Planning and Counseling Center
- NUTN College of Liberal Arts
- NUTN College of Science and Engineering
- NUTN College of Management
- NUTN College of Electrical Engineering and Computer Science
- NUTN College of Human Ecology
- NUTN College of Arts
- NUTN College of Medicine
- NUTN College of Nursing
- NUTN College of Education
- NUTN College of Social Sciences
- NUTN College of Communication
- NUTN College of
Douglas Fisher discusses his experience incorporating MOOCs and online resources into on-campus courses. He has used video lectures from MOOCs for "flipping" classes, where passive content is received outside of class and active learning takes place in class. His online content created for students has also been used by MOOC students. He believes online education can support customization by instructors and collaborative textbook creation.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
Understanding, reflecting, designing mobile learning spaces, the classroom of tomorrow - challenges in research and teaching -- a) Emerging problems in the Social Media World b) Yes, we need to educate the Homo Interneticus
You are invited to join the opening ceremony of the first Moodle MOOC of its kind hosted by Dr. Nellie Deutsch and Jason R. Levine also known as Fluency MC and Ambassador and Knowledge Entertainer at WiZiQ.
The highlight of the opening ceremony is our very special guest Martin Dougiamas . Martin Dougiamas is the brain child and developer of Moodle .
Teaching with Moodle is a self-paced 4-week Massive Open Online Course (MOOC) for teachers and anyone interested in teaching online using Moodle, WizIQ, and other web technologies. The course will take place in the month of June 2013. The MOOC is in the spirt of open education and is completely free.
Participants will become acquainted with Moodle as a course and learning management system. They will learn how Moodle can be used in fully online, blended learning, and the flipped class. The course will include both asynchronous (not dependent on time) and synchronous (time dependent) elements. The course is self-paced with ongoing discussions (facilitator and technical support available), live online classes (recordings), videos, and other relevant content.
Unlike the traditional MOOCs that stress content and course delivery, Moodle MOOC will focus on active learning, reflection, sharing, and collaboration. The aim of the course is for the participants to learn through meaningful connections and social interactions. The MOOC and the live online classes will be moderated by Dr. Nellie Deutsch and facilitated by Dr. Nancy Zingrone, Dr. Ramesh Sharma, and Judith Behrens (doctoral student).
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Digital technologies in language learning and teachingJames Little
This document discusses using technology in language learning and teaching. It begins by considering the positives and drawbacks of educational technologies. It then discusses debates around the "digital native" concept and differences between residents and visitors online. Examples of tools for vocabulary learning and interactive exercises are provided. The document stresses that pedagogical aims should determine technology use rather than the other way around. It provides guidance on integrating technologies and reflects on taking a learner-centered approach to educational design.
This document summarizes a study on using different web technologies to engage students' critical thinking abilities in a required writing course. The study found that blogging and a traditional argument essay were most effective, while wikis and in-class writing were least effective. Students enjoyed open-ended projects that allowed choosing genres like videos or blogs. Facebook groups constrained critical thinking due to its structure. Reflective writing provided insights into students' experiences. Technologies that restricted text or were unfamiliar presented barriers to critical thinking.
This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
This document outlines the research design for a study investigating students' and teachers' digital intercultural networks. The study aims to [1] develop an understanding of how networking enhances pedagogical thinking and promotes collaboration and [2] explore how digital tools contribute to content creation and literacy development. Data will be collected from students and teachers in Finland, Greece, and the US through video recordings, interviews, and diaries to observe outcomes like problem solving, adoption of new technologies, and evidence of self-regulation and collaboration. The research uses qualitative methods and analyses to gain insight into literacy development and the impact of networking in different educational contexts.
El documento presenta instrucciones para dibujar la perspectiva de un prisma triangular con ninguna de sus caras paralelas a las líneas de fuga. El observador se encuentra a 15 cm de distancia y mira al prisma desde 1.5 metros por encima. Se pide al alumno que dibuje los pasos en boceto, identifique los puntos significativos, y produzca una lámina final para su evaluación.
U3 t2 a1_Geometria Poligonal por Javier Cervantes EstradaJavier Cervantes
Este documento presenta una serie de ejercicios de geometría para construir diferentes figuras geométricas como triángulos, cuadrados, rectángulos, rombos y hexágonos. Los ejercicios incluyen instrucciones para construir cada figura dadas longitudes de lados u otros atributos geométricos como ángulos. El objetivo es practicar la construcción de estas figuras a partir de las especificaciones dadas.
This document defines key terms related to bond valuation, including par value, coupon rate, coupon payments, maturity date, yield to maturity, and more. It then provides an example to demonstrate how to calculate the price of a bond given its coupon payments, face value, maturity date, and required rate of return. Finally, it discusses how to calculate the realized rate of return for an investor who purchased a bond at one price and sold it later at a different price.
Intense full color LED digital outdoor advertising
with clear and sharp images located on top of Rio Grande Plaza Hotel in Laredo, Texas. At 150 feet in the air facing bridges 1 and 2 between Laredo, Texas & Nuevo Laredo, Mexico, a broad multinational advertising market is reached. Advertise with us today!
El documento describe el proceso de dibujar un cubo de 1000 cm3 en un sistema de axonometría. Primero se calcula la longitud de las aristas como la raíz cúbica de 1000, que es 10. Luego se dibuja el cubo de 10 x 10 x 10 en el triedro trirrectángulo y se nombran los vértices y se calculan las coordenadas. Finalmente, se describen las 12 aristas rectas y las 6 caras o planos que componen el cubo.
Over generations, two populations of rabbits in a desert evolved into separate species due to adaptation to their environments through natural selection. Hawks preyed on rabbits, eliminating those with coats that did not camouflage them against the color of the local soil. Over time, the rabbit populations on opposite sides of the desert developed distinctly light and dark coats, with genes for the other coat color disappearing. When a flood separated the populations, their genetic differences could no longer mix through breeding, allowing them to continue evolving as distinct species.
Este documento presenta definiciones y ejemplos de diferentes tipos de perspectiva, incluyendo perspectiva de lo que ya existe, perspectiva de lo que no existe pero se va a producir, perspectiva de algo que no existe ni existirá, perspectiva estereoscópica, perspectiva de tamaño acostumbrado, perspectiva aérea, perspectiva de detalle, perspectiva de tamaño, perspectiva lineal, perspectiva de tono y matiz, perspectiva de gradiente de textura, perspectiva de interposición, perspectiva
This document summarizes a research project on creating a sense of course identity through social networking platforms for undergraduate English students. Focus groups and interviews were conducted with students and staff. Key findings included that students felt social networking could help them feel part of the course and make friends, while staff emphasized the importance of physical space. Both groups agreed an alternative user-friendly platform with social elements, managed jointly by staff and students, could benefit course identity.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Using Social Media to Foster Learning Connectionssharstoer
This document summarizes a study on using social media to foster learning connections. The study had two parts: the first involved using Facebook for asynchronous discussions in an English composition course, and the second involved graduate students developing personal learning networks through social media in an online course. Key findings included that Facebook discussions were no better or worse than the learning management system, but had technical limitations. Students had positive and negative reactions to using social media, with some seeing the benefits of connecting to experts, while others found it overwhelming. Overall, social media helped students make connections beyond the classroom and develop personal learning networks, though guiding and listening to students was important.
Learners' and teachers' experiences of live online learning with web conferen...Sarah Cornelius
This document summarizes research on teachers' and learners' experiences with live online learning using web conferencing software. It finds that while such software enables collaboration across locations, both teachers and learners face technical issues that can impact the experience. Teachers in particular find it a demanding environment requiring monitoring of multiple communication channels. The research also identifies strategies to improve engagement, such as facilitating small group work and ensuring all learners have opportunities to contribute.
Online PBL: Is this like e-learning with more problems?Nadia Naffi, Ph.D.
Davidson, A.-L., Naffi, N. (2014). Online PBL: Is this like eLearning with more problems? E.scape, Knowledge, Teaching, Technology. Conference theme: Innovations in teaching: getting the most out of online learning. Concordia University. http://www.concordia.ca/events/conferences/escape-2014/master-class-series.html
This document summarizes the benefits of using the web tool Slideshare in education. It begins by noting that students often seem disengaged in class and suggests using web tools like Slideshare can help engage students. The document then outlines how Slideshare allows teachers to share presentations, students to access materials anywhere, and add audio to presentations. It provides examples of educational uses and references research supporting the tool's ability to increase student attention and collaboration.
The document summarizes a presentation on using technology effectively for teaching and learning. It discusses developments in hardware like tablets and smartphones that tutors can use, as well as web-based software resources. The presentation introduces different devices and applications, provides examples of literacy, numeracy and language learning resources, and suggests ways that learners can use mobile technologies to personalize their learning. It emphasizes creating flexible classrooms that incorporate collaboration using mobile devices.
Teaching and Learning in Second Life as Part of a Blended Approach:Reflectio...Ridvan Ata
This document summarizes a presentation on teaching and learning in Second Life as part of a blended learning approach. It discusses the context of an Information Literacy module taught at the University of Sheffield involving face-to-face and Second Life components. Reflections are provided on teaching the class, including Second Life activities such as familiarization, mini-islands, interviews and presentations. Lessons learned include the value of practice in Second Life skills and having empathetic interview subjects, while some students struggled to make connections between the virtual and real worlds.
Pleanary- Blending Learning Efficiently: The Role of the Flipped ClassroomRussell Stannard
This is the plenary I gave in Vilnius in 2017.It is about the Flipped Classroom. It focuses on the key tools to produce Flipped Classroom content and talks about why the Flipped Classroom can be a efficient form of blended learning. The tool focus is on the use of screen cast technologies.
The document discusses using electronic portfolios to support assessment and deep learning in a rural high school class. Key findings include:
1) Electronic portfolios can support both the teacher's need for assessment and students' deep learning by allowing reflection and feedback.
2) Benefits include developing technology skills, organization, and motivation, while disadvantages include technology access and support as a single teacher.
3) Formative assessment through reflection and discussion supported learning, while summative assessment incentivized completion when used to support learning.
4) Overall, the benefits of reflection, sharing work, and developing learning goals outweighed the disadvantages, but strategies are needed to better support reflection as portfolios.
1:1 Computing and the Limitless Classroom Presented by Patrick Fogartyedmodo
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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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.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Inside the Virtual Classroom:
Student views and operational
influences
DEANZ Conference - April 2012
Garry Falloon and Maria Persson
Thursday, 12 April 2012
2. A two semester, two virtual classroom
study...
What
were
students’
views
of
the
effec4veness
of
the
virtual
classrooms
for
suppor4ng
interac4on,
communica4on
and
rela4onship
development?
What
factors
influenced
students’
ability
to
use
the
virtual
classrooms
for
these
purposes?
Thursday, 12 April 2012
3. What is a virtual classroom?
For
this
study...
“An
online
synchronous
communica4on
system
where
par4cipants
are
able
to
engage
in
virtual
mee4ngs
and
communicate
using
mul4media
services
such
as
streamed
audio
and
video”
(Falloon,
2012,
p.
6)
Thursday, 12 April 2012
4. The Virtual
Classrooms
Adobe
Connect
Pro
Wimba-‐Live
Classroom
(Blackboard
Collaborate)
Thursday, 12 April 2012
5. Research context
•
22
Postgraduate
e-‐Educa4on
students
(2010-‐11)
•
Totally
online
asynchronous
(Moodle)
•
Two
half
year
papers
(PROF522:
2010-‐Adobe;
2011-‐
Wimba-‐Live
Classroom)
•
Assessed
seminars
(analysis
of
affordances
and
limita4ons
of
ODL
for
a
selected
learner
group)
Thursday, 12 April 2012
6. Research method
•
Interpre4ve
case
studies
over
2
years
•
Semi-‐structured
interviews
•
Online
Likert
survey
and
short
response
ques4onnaire
(100%
comple4on)
•
Analysis
of
screen
capture
video
Thursday, 12 April 2012
7. Findings: themes from data
Theme
1.
Virtual
Classroom
influences
on:
•
Learning
community
consolida4on
(rela4onships)
•
Communica4on
and
sharing
knowledge
Thursday, 12 April 2012
8. Findings - theme 1
Consolidated
rather
than
established
rela4onships:
•
visuals
and
audio
helped
‘personalise’
rela4onships
•
nature
of
contact
promoted
responsibility
and
commitment
towards
others
•
helped
lessen
sense
of
distance
(‘feeling
of
home’)
•
viewed
as
an
adjunct
to
asynchronous
systems
Thursday, 12 April 2012
9. “I
feel
that
they
are
not
only
pictures.
I
see
them
as
real
people.
I
can
talk
with
them.
We
talk
not
only
about
the
learning,
we
talk
about
other
things
like
another
par4cipant’s
cat.
I
see
how
they
act.
In
the
last
week,
I
didn’t
write
many
comments
in
Moodle
as
I’m
afraid
I’d
mistake
or
something
(sic),
but
a`er
I’d
finished
that
classroom,
I
went
to
Moodle
and
wrote
two
or
three
comments
including
jokes
from
me
because
I
feel,
‘Oh,
they
are
friendly.
It’s
OK
to
make
mistakes
with
them’”
(Student
B,
August
2010).
Thursday, 12 April 2012
10. Themes from data
Theme
2.
Influences
on
students’
ability
to
interact
and
communicate
in
the
virtual
classrooms
•
Task
•
Mul4media
usability
•
Communica4on
tool
•
Technical/logis4cal
Thursday, 12 April 2012
12. Task influences
•
Seminars
required
significant
offline
prepara4on
in
advance
to
support
interac4on
in
the
virtual
classroom
•
Synchronous
interac4on
in
the
virtual
classroom
affords
limited
reflec4ve
4me
suppor4ve
of
deeper
learning
•
Over
use
could
detract
from
learner
autonomy
(3-‐4
sessions
per
course
@
1.5hrs
max.)
Thursday, 12 April 2012
13. Multimedia-usability influences
Technical
‘know-‐how’
about
mul4media
opera4on
and
capability
affected
students’
op4ons
Thursday, 12 April 2012
14. Multimedia-usability influences
Technical
‘know-‐how’
about
mul4media
opera4on
and
capability
affected
students’
op4ons
Thursday, 12 April 2012
15. Synchronous communication tool
influences
Wimba-‐Live
Classroom’s
single-‐image
video...
“...
was
like
lecturing
into
cyberspace.
It’s
the
first
4me
I’d
experienced
it
(the
virtual
classroom),
and
I
found
it
a
bit
strange
talking
into
the
ether.”
(Student
N,
November
2011)
Thursday, 12 April 2012
16. “
…you
were
just
firing
away
with
your
presenta4on,
but
there
was
a
thought
in
the
back
of
my
head,
can
they
actually
hear
me
–
how
am
I
coming
across?
Not
being
able
to
get
that
instant
feedback,
like
in
a
room
when
you’re
speaking…
you
know
how
to
adjust;
you
can
read
your
audience
beler.
That
was
a
bit
daun4ng…
there
was
just
no
way
of
knowing.
I
wasn’t
sure
I
was
making
that
connec4on...”
(Student
A,
October
2010).
Thursday, 12 April 2012
19. Text
chat
pods
rated
highly
for
sharing
ideas
publicly
and
privately
Use
of
feedback/ques4on/chat
pods
needs
careful
monitoring
Thursday, 12 April 2012
20. Communication tool influences:
operational
“I
kept
signalling,
but
nobody
took
any
no4ce!
Maybe
they
were
concentra4ng
on
Sam’s
presenta4on
or
something…
I
had
a
ques4on
I
wanted
to
ask
her
about
one
of
her
slides,
but
by
the
4me
she’d
finished
the
moment
had
passed,
so
I
didn’t
bother.”
(Student
M,
November
2011).
Thursday, 12 April 2012
21. Guidelines for use of communication
tools should be established
“...
it
caught
my
eye
all
the
4me...
flashing
away
in
the
bolom
corner.
I
wanted
to
see
what
they
were
saying
about
my
work...
it
was
hard
to
concentrate.”
(Student
G,
October
2010)
Thursday, 12 April 2012
22. Technical and logistical influences
•
Hardware
and
so`ware
•
Organisa4on
and
logis4cal
Thursday, 12 April 2012
23. Hardware and software
•
Low
spec
laptops
on
wireless
connec4ons
•
Capped
upload
speeds
(128-‐256k)
on
many
broadband
plans
•
Outdated
player
versions
(Adobe
Flash)
•
Conflicts
with
other
video
applica4ons
(eg:
Skype)
•
Ins4tu4onal
firewalls
(port
access)
Thursday, 12 April 2012
24. Organisational/Logistical
•
Students
opted
to
access
others’
equipment
due
to
performance
and
reliability
concerns
(schools,
public
libraries
etc.)
•
Security
concerns
at
venues
•
Time
zone
issues
for
interna4onal
students
(eg:
Canada,
Sudan,
Korea,
South
Africa)
Thursday, 12 April 2012
25. Conclusions and Implications
•
Synchronous
and
asynchronous
systems
in
ODL
serve
different
but
complementary
func4ons
(social
presence/
community
consolida4on
vs
deeper,
more
reflec4ve
learning)
•
Students
must
be
confident
users
of
tools
and
features
•
Efforts
should
be
made
to
ensure
students
are
not
disadvantaged
due
to
hardware/connec4vity
limita4ons
Thursday, 12 April 2012
26. Implications
Design
and
plan
for
interac2on
•
Establish
guidelines
for
communica4on
tool
use
•
Plan
carefully
for
feedback
opportuni4es
(structure
if
necessary)
•
Overuse
of
synchronous
systems
could
be
counterproduc4ve
•
Remember
implica4ons
for
teachers’
work
•
Consider
system
limita4ons.
Interac4on
‘style’
is
NOT
conversa4onal
(eg:
half-‐duplex
audio,
single
image
video)
Thursday, 12 April 2012
28. Asynchronous Tool Use
•
Prior
set
up
of
course
&
L.O
choice
by
lecturer
(Garry)
encouraged
early
dialogue
•
Personal
&
collegial
connec4ons
were
made
using
forums
before
seminars
•
Peer/Peer
&
Peer/Tutor
feedback
and
support
used
and
unobtrusively
monitored
by
tutor
•
Experimenta4on
encouraged
–
WIMBA
Voice
added
another
dimension
to
communica4on
Thursday, 12 April 2012
31. My virtual classroom experience
•
Presenta4on
mode
primarily
controlled
by
tutor
•
Synchronous
chatng
during
presenta4on
a
distrac4on
•
Presenta4on
was
an
assessed
task
•
Pressure
to
ensure
objec4ves
were
met
•
Pressure
due
to
uncertainty
of
classroom’s
stability
&
lack
of
confidence
using
new
technology
•
Revealed
issues
including
a
sense
of
‘presenter
isola4on’
with
no
audience
to
view
in
Wimba-‐Live
classroom
Thursday, 12 April 2012
34. Support
•
Audience
list
visible
•
Chat
box
accessible
to
view
while
presen4ng
•
Lack
of
body
language
compensated
by
use
of
emo4cons
•
Tutor
presence
assists
in
trouble
shoo4ng,
interac4on,
flow
and
reduces
sense
of
‘isola4on’
Thursday, 12 April 2012