Presented at ACODE 64: Developing Staff Digital Literacies Concepts, Policies and Practices for Staff. University of Waikato, New Zealand. 20-21 March.
Edujournal is a Singapore based Learning Management System software company providing administration, documentation, tracking etc...
visit: https://www.edujournal.com/
What is old can be new again: Or don’t throw out the baby with the bath waterCharles Darwin University
Keynote Presentation to the 'Pathways to Future Learning'. Technology for Learning. T3 Learning & Teaching Symposium. Torrens University Australia. 6 September.
ABSTRACT: Online education has been with us for more than 20 years now and over that time we have leaned many enduring lessons. However, with the advent of more collaborative forms of learning and assessment we have seen new tools emerge that help us to systematise some of these new approaches. The problem (if it is in fact a problem) is that many of these tools do not sit directly in our LMS, so we end up taking our students out to all types of different systems. But wait, what did we do before we had all these technology solutions, we had other ways of creating engaging learning experiences. So have we thrown out the baby with the bath water? In many way authentic assessment is still authentic assessment, but we just have a new kit bag of tools to help us deliver or package, with a slightly different bent. So together we will take a look at what is old to see if it can be made new again.
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
The document summarizes changes made to student and teaching support at University College Dublin (UCD) Library following a restructuring. Key changes include reducing the number of school liaisons from 19 to 6 college liaisons and scaling back face-to-face support in favor of more online learning objects like tutorials, videos and guides. The library also developed a "Learning Support Menu" to promote these e-learning resources and support self-directed learning. Future steps discussed include developing more online content, getting academic feedback, and promoting the Learning Support Menu.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
Edujournal is a Singapore based Learning Management System software company providing administration, documentation, tracking etc...
visit: https://www.edujournal.com/
What is old can be new again: Or don’t throw out the baby with the bath waterCharles Darwin University
Keynote Presentation to the 'Pathways to Future Learning'. Technology for Learning. T3 Learning & Teaching Symposium. Torrens University Australia. 6 September.
ABSTRACT: Online education has been with us for more than 20 years now and over that time we have leaned many enduring lessons. However, with the advent of more collaborative forms of learning and assessment we have seen new tools emerge that help us to systematise some of these new approaches. The problem (if it is in fact a problem) is that many of these tools do not sit directly in our LMS, so we end up taking our students out to all types of different systems. But wait, what did we do before we had all these technology solutions, we had other ways of creating engaging learning experiences. So have we thrown out the baby with the bath water? In many way authentic assessment is still authentic assessment, but we just have a new kit bag of tools to help us deliver or package, with a slightly different bent. So together we will take a look at what is old to see if it can be made new again.
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
The document summarizes changes made to student and teaching support at University College Dublin (UCD) Library following a restructuring. Key changes include reducing the number of school liaisons from 19 to 6 college liaisons and scaling back face-to-face support in favor of more online learning objects like tutorials, videos and guides. The library also developed a "Learning Support Menu" to promote these e-learning resources and support self-directed learning. Future steps discussed include developing more online content, getting academic feedback, and promoting the Learning Support Menu.
The document discusses what makes a successful online learner based on a research study. Some key findings include:
- Successful online learners are motivated, autonomous, and self-regulated. They engage proactively with course content and communicate effectively.
- Online learners feel enjoyment in their learning even when challenged, and feel in control of their learning outcomes. They employ strategies to cope with technology issues.
- Factors like educational background, access to technology, and other demands on time can impact an online learner's success. Support from instructors is important.
The document recommends that institutions and instructors choose courses thoughtfully for online learning, support learners' digital skills, and create a sense of community
Developing digital literacies - Sarah Davies - Jisc Digital Festival 2014Jisc
This document summarizes a presentation on developing digital literacies. It discusses defining digital literacies as the capabilities needed for living, learning and working in a digital society. It addresses aspects of digital literacy like ICT literacy, information literacy, and digital identity and career management. It also discusses supporting the development of digital literacies for students, staff, and embedding digital activities in the curriculum. The document provides examples of barriers and enablers to digital literacy development for both students and staff.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
Moving Face-to-face Professional Development Online: Blackboard Client Spotli...Blackboard
Districts across the nation are looking for new models to deliver ongoing, job-embedded and relevant professional development opportunities in a cost-effective manner.
Learn from the Schultz Center, a non-profit organization supporting the professional development needs of 5 Northeast Florida districts including Duval County, about the challenges, successes and lessons learned when moving face to face professional learning to an online environment. Paty Savage, Director of Instructional Technology, shares how Schultz Center has managed to transition professional learning activities into an online environment while keeping them aligned with national standards and maintaining their rigor and relevance.
Also explored is how districts can expand professional learning opportunities and nurture powerful educator communities in a cost-effective manner using Blackboard solutions.
This document discusses building a team through training and capacity building for ePortfolios at the institutional level. It recommends defining learning outcomes, understanding stakeholders, designing learning activities, providing examples and feedback, and ensuring the pedagogical meaningfulness of ePortfolios. Technical assistance should be provided to faculty, staff, and students, and conditions for success include an ePortfolio-based curriculum and promotion of ePortfolio value by faculty.
The document outlines an agenda for a day exploring digital resources for curriculum, assessment, and technology. The schedule includes introductions, a questionnaire, group work, identifying tools, and evaluation. It also discusses possible plans to address issues of access to technology resources and staff development through workshops and support sessions. Finally, it covers benefits and challenges of communities of practice for sharing expertise, resources, and improving quality of teaching, as well as a proposal for common staff development days and calendar in 2010-2011.
The Center for Excellence in Teaching and Learning at Grand View University was established in 2005 to advance teaching excellence, improve instructional technologies, and enhance student learning. The Center provides various technologies, professional development opportunities, and individual consultations to support the entire teaching community. Its resources include laptop carts, computer workstations, presentation equipment, and editing software to support innovative teaching methods and the use of technologies in instruction.
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Designing and implementing a digital skills certificate using Xerte and MoodleJisc
Speakers:
Ben Gill, IT trainer and support adviser, Lancaster University
Ryan Kavanagh, digital skills graduate intern, Lancaster University
We’ll start off with an interactive debate about the subjects that should be included in a digital skills certificate for students. Following this, we’ll take a look at how we’ve implemented our chosen curriculum at Lancaster, including how we’ve used Xerte and Moodle to develop content, assessments and digital badges.
This document discusses blended learning at HOW College and the Blended Learning Consortium. It provides reasons for adopting blended learning including making use of technology, developing independent learning skills, and maintaining programmes with less funding. It describes how the consortium works, with member colleges voting on and developing online content to share. It outlines the roles of different groups in supporting blended learning. The consortium has grown to include 63 colleges and has funded the development of over 750 hours of online content in areas like digital literacy, employability, and engineering.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
The document discusses several key aspects of institutionalizing learning design (LD) in higher education. It touches on the evolution of e-learning systems, mainstreaming innovation through staff development, integrating various tools for authoring, storage, and player functions. It also addresses questions around the appropriate level of quality control, fostering reuse while allowing for innovation, and changing academic culture to support LD as it matures as a knowledge domain.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
- The document discusses Walnut Valley Unified School District's implementation of the Blackboard Learn platform to provide integrated online learning, professional development for teachers, and increased communication and parent involvement.
- The objectives are to increase access to learning, support online courses and collaboration, provide professional development, and create a central portal for information.
- Implementation began in 2007 with a starter edition and has expanded with new purchases, upgrades, and the formation of an advisory group to develop training and customize the platform for the district.
- Success requires dedicated staff, a clear timeline, communication of goals, relevant content, and ongoing evaluation.
The document outlines 5 reasons why now is the right time to move learning to the cloud: flexibility and scalability, reliability, innovation and change management, ability to handle big data, and Blackboard's cloud architecture. It discusses how the cloud provides flexibility to quickly scale resources up or down, reliability through redundancy and self-healing environments, and supports innovation through continuous updates and integration. Blackboard's cloud architecture allows for scaling to meet demand, content delivery through networks, automated updates and testing for quality and reliability.
The document discusses enhancing the quality of e-learning through meaningful interactions. It outlines Open University Malaysia's blended learning approach which combines print modules with other forms of learning. Meaningful interactions are important for collaborative constructivist learning and include learner-teacher-content interactions through discussion forums and multimedia courseware. Quality e-learning requires instructional design that creates opportunities for deep, meaningful learning through collaboration and construction of knowledge.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
The document discusses the future of food technology and proposes a device that could instantly materialize any food upon command. Currently, food requires preparation time and cooking. However, in the future, this device could end world hunger by providing food anywhere and anytime with just an order. While some food businesses may struggle, the technology could allow people to eat healthier options and reduce issues like diabetes and obesity by improving access to nutritious meals.
Developing digital literacies - Sarah Davies - Jisc Digital Festival 2014Jisc
This document summarizes a presentation on developing digital literacies. It discusses defining digital literacies as the capabilities needed for living, learning and working in a digital society. It addresses aspects of digital literacy like ICT literacy, information literacy, and digital identity and career management. It also discusses supporting the development of digital literacies for students, staff, and embedding digital activities in the curriculum. The document provides examples of barriers and enablers to digital literacy development for both students and staff.
This document profiles Andy Petroski, the Director of Learning Technologies and Assistant Professor of Learning Technologies at Harrisburg University of Science & Technology. It provides his contact information and lists his areas of focus as online and blended learning goals, opportunities, strategies, technologies, examples, challenges, and facilitation. The document then provides examples of blended learning implementations at Comcast and discusses associated blended learning modes, mediums, identification, technologies, and challenges.
Moving Face-to-face Professional Development Online: Blackboard Client Spotli...Blackboard
Districts across the nation are looking for new models to deliver ongoing, job-embedded and relevant professional development opportunities in a cost-effective manner.
Learn from the Schultz Center, a non-profit organization supporting the professional development needs of 5 Northeast Florida districts including Duval County, about the challenges, successes and lessons learned when moving face to face professional learning to an online environment. Paty Savage, Director of Instructional Technology, shares how Schultz Center has managed to transition professional learning activities into an online environment while keeping them aligned with national standards and maintaining their rigor and relevance.
Also explored is how districts can expand professional learning opportunities and nurture powerful educator communities in a cost-effective manner using Blackboard solutions.
This document discusses building a team through training and capacity building for ePortfolios at the institutional level. It recommends defining learning outcomes, understanding stakeholders, designing learning activities, providing examples and feedback, and ensuring the pedagogical meaningfulness of ePortfolios. Technical assistance should be provided to faculty, staff, and students, and conditions for success include an ePortfolio-based curriculum and promotion of ePortfolio value by faculty.
The document outlines an agenda for a day exploring digital resources for curriculum, assessment, and technology. The schedule includes introductions, a questionnaire, group work, identifying tools, and evaluation. It also discusses possible plans to address issues of access to technology resources and staff development through workshops and support sessions. Finally, it covers benefits and challenges of communities of practice for sharing expertise, resources, and improving quality of teaching, as well as a proposal for common staff development days and calendar in 2010-2011.
The Center for Excellence in Teaching and Learning at Grand View University was established in 2005 to advance teaching excellence, improve instructional technologies, and enhance student learning. The Center provides various technologies, professional development opportunities, and individual consultations to support the entire teaching community. Its resources include laptop carts, computer workstations, presentation equipment, and editing software to support innovative teaching methods and the use of technologies in instruction.
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
Designing and implementing a digital skills certificate using Xerte and MoodleJisc
Speakers:
Ben Gill, IT trainer and support adviser, Lancaster University
Ryan Kavanagh, digital skills graduate intern, Lancaster University
We’ll start off with an interactive debate about the subjects that should be included in a digital skills certificate for students. Following this, we’ll take a look at how we’ve implemented our chosen curriculum at Lancaster, including how we’ve used Xerte and Moodle to develop content, assessments and digital badges.
This document discusses blended learning at HOW College and the Blended Learning Consortium. It provides reasons for adopting blended learning including making use of technology, developing independent learning skills, and maintaining programmes with less funding. It describes how the consortium works, with member colleges voting on and developing online content to share. It outlines the roles of different groups in supporting blended learning. The consortium has grown to include 63 colleges and has funded the development of over 750 hours of online content in areas like digital literacy, employability, and engineering.
Making the Most of New Course Delivery Methods (2011)Scott Dinho
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.
The StartUp project aims to foster entrepreneurship through open educational resources (OER) and personalized learning paths. It will develop an OER gateway that will assess users' entrepreneurial skills and provide curated OERs to address skills gaps. The gateway will include authoring and rating systems to support sharing and improving OER quality. The project brings together partners from several European countries and will involve testing the OER gateway with a growing community of educators and learners.
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
The document discusses several key aspects of institutionalizing learning design (LD) in higher education. It touches on the evolution of e-learning systems, mainstreaming innovation through staff development, integrating various tools for authoring, storage, and player functions. It also addresses questions around the appropriate level of quality control, fostering reuse while allowing for innovation, and changing academic culture to support LD as it matures as a knowledge domain.
This document summarizes a study on faculty use of open educational resources (OER) at community and technical colleges in Washington state. The study found that faculty use OER in various ways, from supplementing courses to replacing commercial textbooks. Faculty reported that OER allows them to save students money, enhance instruction, and increase pedagogical freedom. However, faculty also face challenges like lack of time, uncertainty about OER, and difficulties finding appropriate materials. The study recommends that colleges provide more support for faculty as they adopt and adapt OER in their courses.
- The document discusses Walnut Valley Unified School District's implementation of the Blackboard Learn platform to provide integrated online learning, professional development for teachers, and increased communication and parent involvement.
- The objectives are to increase access to learning, support online courses and collaboration, provide professional development, and create a central portal for information.
- Implementation began in 2007 with a starter edition and has expanded with new purchases, upgrades, and the formation of an advisory group to develop training and customize the platform for the district.
- Success requires dedicated staff, a clear timeline, communication of goals, relevant content, and ongoing evaluation.
The document outlines 5 reasons why now is the right time to move learning to the cloud: flexibility and scalability, reliability, innovation and change management, ability to handle big data, and Blackboard's cloud architecture. It discusses how the cloud provides flexibility to quickly scale resources up or down, reliability through redundancy and self-healing environments, and supports innovation through continuous updates and integration. Blackboard's cloud architecture allows for scaling to meet demand, content delivery through networks, automated updates and testing for quality and reliability.
The document discusses enhancing the quality of e-learning through meaningful interactions. It outlines Open University Malaysia's blended learning approach which combines print modules with other forms of learning. Meaningful interactions are important for collaborative constructivist learning and include learner-teacher-content interactions through discussion forums and multimedia courseware. Quality e-learning requires instructional design that creates opportunities for deep, meaningful learning through collaboration and construction of knowledge.
EducaNext is an open educational resource portal developed by Vienna University of Economics and Business. It aims to enable the exchange of electronic learning materials between academics. The portal allows over 1,000 European academics to search, share, and comment on resources like lecture notes, presentations, case studies, and textbooks. Quality is assured through community review and course evaluations. Innovation lies in connecting subject matter experts through communities and lowering preparation time for courses. The goal is to improve teaching quality while increasing access to resources and opportunities for institutional collaboration.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
The document discusses the future of food technology and proposes a device that could instantly materialize any food upon command. Currently, food requires preparation time and cooking. However, in the future, this device could end world hunger by providing food anywhere and anytime with just an order. While some food businesses may struggle, the technology could allow people to eat healthier options and reduce issues like diabetes and obesity by improving access to nutritious meals.
The passage provides background information and activities about a short story called "Wings for the King". It discusses how the King wants to fly and see the world, and his loyal subjects bring him different flying inventions to help with that. However, the gift of books ends up satisfying the King's desire for knowledge the most. The passage also includes vocabulary words from the story and questions to guide comprehension and analysis of the story.
The document summarizes a presentation by Associate Professor Michael Sankey at Christchurch Polytechnic Institute of Technology about key matters relating to technology enhanced learning at the University of Southern Queensland. It provides details about USQ's student enrollment numbers, strategies for online learning, trends in digital technologies, and frameworks for quality management in online education. The presentation emphasizes establishing consistent standards, supporting staff development, and building a distributed model of leadership around technology enhanced learning.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
UNC MBA for Executives Online Information Sessionacferrell
These are the slides that the UNC Kenan-Flagler MBA for Executives Programs shares during its online information sessions. These slides are relevant to prospective EMBA students for the Classes of 2012.
Potential energy is stored energy that an object has due to its position or chemical composition, while kinetic energy is the energy of motion. A roller coaster car has potential energy when at the top of a hill due to its elevated position, and kinetic energy when moving down the hill. Different forms of energy can be transformed from one to another, as the mechanical energy of a moving roller coaster could become heat energy if the cars crashed and burned. Chemical energy in fuels like gasoline is a type of potential energy that can be released through combustion.
The document outlines the 5 step process for short division with a 2 digit divisor: 1) Divide the divisor into the first digit of the dividend, 2) Multiply the divisor by the quotient and write the product below the dividend, 3) Subtract the product from the dividend, 4) Bring down the next digit of the dividend and repeat steps 1-3, 5) Write any remainder. It provides an example problem working through each step to divide 418 by 21, with a quotient of 20 and remainder of 3.
To calculate the mean of a data set, you first add up all the values, then divide the total sum by the number of values. The document provides an example of finding the mean of the data set {48,46,44,35,32} by adding the values to get 205, then dividing by 5 values to get the mean of 41. It also lists two activity problems asking students to find the mean of other data sets.
The document provides guidelines for a science fair project, including that the written report should have a front page, abstract, purpose, background research, hypothesis, materials, procedure, results, and conclusion. It states that the abstract should include the title, team members, grade, project description, hypothesis, project area, project type, and brief summary. It also notes that pictures should be taken to illustrate the process and results, and that results should be recorded accurately in a log. Finally, it specifies that the display board must include the title, question, hypothesis, purpose, research, experiment design, data, and conclusions and should be neatly illustrated with pictures.
This document contains a list of 100 spelling words for a 5th grade spelling bee at Colegio San Patricio for the 2009-2010 school year. The words cover a variety of topics and range from basic vocabulary to more advanced words. They are organized alphabetically and include the word, part of speech or definition to be used in a sentence for the spelling bee.
The SHARE Project at Nottingham Trent University aims to encourage sharing of educational resources by faculty. It takes a collaborative approach, gathering input from representatives across the university on metadata schemas, permissions, and training. The project implements a simple workflow for publishing and accessing resources in Learning Object Repositories. In the future, it hopes to further develop examples of good practice and encourage open licensing of materials under Creative Commons.
Learning trends within the industry include anytime, anywhere learning, learner-generated content, crowd sourcing, micro-learning, virtual classrooms, rapid authoring, and portal learning enhancing the LMS. On the go learning is and will be one of the biggest focuses of companies now and in the future. Learner-generated content and on-the-job learning are also becoming more prominent trends, with companies finding ways to better guide informal learning.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Using a Microsoft Teams Group site to collaboratively support staff digital c...Jisc
Using a Microsoft Teams Group site to collaboratively support staff digital capabilities at the University of Brighton. The site aimed to share information, capture good practices, and answer questions to support flexible, inclusive, and multimodal digital learning. Over 330 members from various departments used the site, mostly asking questions about technology which led to broader pedagogical discussions. Analytics showed high engagement from July to November 2020 during remote teaching. The site successfully reduced pressures on technical support staff and hopes to collect case studies of good digital teaching practices. Evaluations will assess the site's role in fostering an online community of support.
This document discusses teaching in an online environment. It introduces the Community of Inquiry model, which identifies three key elements of online learning: social presence, cognitive presence, and teaching presence. It also discusses learning management systems (LMS) and the tools they provide, such as announcements, resources, syllabus, chat rooms, discussion forums, and assessments. Finally, it outlines some guidelines for effective classroom management in synchronous online discussions, such as greeting students, taking attendance, and encouraging reflection.
This document provides information about planning learning expeditions using the we.learn.it tools and resources. It describes the we.learn.it portal for connecting teachers, students, and experts. It also outlines the organizational toolkit for planning expedition phases and activities. Finally, it discusses using the technology pool to identify appropriate tools, evaluating expeditions, and encouraging participation from schools around the Commonwealth.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
MOOCs for Professional Development: Transformative Learning Environments and ...SJSU School of Information
The document discusses the use of MOOCs for professional development in library and information science (LIS). It describes a connectivist MOOC called #hyperlibMOOC that was created for LIS professionals. The MOOC had over 300 registered students and incorporated lectures, readings, assignments and peer interaction through blogs and discussion forums. A survey of students found that most felt successful in the course and that it provided opportunities for networking, learning new concepts and renewing their professional outlook. The document concludes that MOOCs can engage and educate LIS professionals in new ways and that libraries may take on roles as creators, instructors and guides within MOOCs.
The document discusses effective strategies for online course design based on lessons learned from working with thousands of faculty and students. Three key points:
1) Successful online courses require effective design and engaged instructors. Faculty must rethink how to achieve learning objectives and assess learning online rather than try to duplicate classroom courses.
2) Interaction is important - courses should create opportunities for student-student and student-instructor interaction to build a sense of community. Clear expectations about interactions should be set.
3) Support is needed - faculty require training, resources, and individual instructional design support. Courses need a simple structure and consistent organization to support students.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
DELTA at NC State has transitioned from a commercial LMS (WebCT) to an open-source alternative (Moodle) to gain more control, stability, and flexibility for future growth. They have taken steps to manage perceptions that this was not just a cost-saving measure. Their model involves notifying stakeholders and soliciting input. Challenges include gaining buy-in for their collaborative approach and combating the "free as in free beer" mindset. They have branded their implementation of Moodle as "WolfWare" to feel more native to the NC State community.
Universal Design for Learning (UDL) is a framework for designing curricula that enables all individuals to gain knowledge and skills regardless of their abilities. It is based on the principles of providing multiple means of representation, expression, and engagement. UDL aims to reduce barriers in learning by utilizing flexible tools and technologies that appeal to diverse learners. When implemented effectively through creative teaching methods, UDL has the potential to change learning outcomes and ensure success for all students.
This document provides an overview of an e-learning training for academic staff on the basics of Moodle and course management. It discusses the objectives of the training, which are to enhance learning with ICT, establish autonomous learning, and provide skills in using e-learning platforms. It also outlines some prerequisites for successful e-learning, including teacher skills and the availability of technology. Key aspects of Moodle covered include learning management systems, advantages and challenges of e-learning, and how to create and manage courses using various activities and resources in Moodle.
UDL was developed from the universal design concept in architecture and product development to make designs accessible to all people. UDL incorporates principles of multiple means of representation, expression, and engagement to address the diverse needs and abilities of learners. CAST provides online tools and resources like lesson builders and book builders to help educators design instruction that follows UDL principles and meets the needs of all students.
Practicing What We Preach: Research into E-Learning Tools for Faculty Learnin...BCcampus
The document discusses challenges faculty face in applying e-learning research and proposes solutions to address these challenges. It outlines barriers such as lack of time and not seeing the research's relevance to their own contexts. Solutions discussed include collaborative teams for course redesign and case studies of exemplary teaching practices in different disciplines. The document also proposes creating a knowledge exchange network to help make e-learning research more accessible and applicable to faculty.
The document summarizes the findings of a survey of 700 practitioners at 16 further education colleges about their use of technology. Key findings include:
1) Practitioners are natural explorers of technology and describe its impact in terms of teaching and learning rather than just the technologies themselves.
2) Over 90% see the learning platform Moodle as normal practice in their work.
3) Practitioners develop technology skills through personal exploration and insight rather than formal training, resulting in a diverse range of experiences and approaches.
4) Professional development should focus on pedagogy over technology and support the "reflective practitioner" that emerges when digital natives become professionals.
Take Your Library Instruction Online! The Design for Learning ProgramArden Kirkland
This document provides an overview of the 7-step Design for Learning program which teaches library workers how to design online instruction. The program is a free self-guided online course consisting of 7 modules that guide participants through needs assessment, learning outcomes, instructional strategies, and assessment. Participants work at their own pace to develop an instructional design plan and content for their own online module, applying principles of universal design for learning.
Six professional conversations on topics pertinent to contemporary teachers in the digital age of education from the Leading a Digital School Conference, Melbourne Australia 2013.
Similar to Digital literacy pathways for staff and students (20)
Sankey, M. 2023. Creating a new culture around authenticity and generative AI. Research Bazaar Northern Territory. Charles Darwin University. Darwin. 25-26 October.
The document summarizes key points from a discussion on reimagining authentic curriculum and assessment in the age of generative AI. It includes:
1. Three major challenges are contract cheating, impersonation, and generative AI which can produce written work.
2. There are opportunities to use AI to enhance student learning and productivity if designed appropriately. Students could become creators by using AI to aid understanding or produce new learning resources.
3. Authentic assessment needs to move beyond essays and emphasize real-world skills through activities like presentations that cannot be produced by AI as well as balancing written work with other assessments.
Sankey, M. 2023. Embracing student innovation in the age of Generative AI (Keynote Presentations). The 2023 WATTLE forum: InspirEd Horizons: Embracing Educational Innovation and Generative AI. University of Wollongong. 25 September.
A presentation to the Learning Technologies Advisory Group at Edith Cowan University, that considers some recent innovations and the what allowed those innovations, AI generated teaching content, The metaverse,
Assessment now and the next big ideas
Presented at the Anthology – Innovate & Educate Australia – 2023. In this presentation I’ll lay foundation of the role academic integrity plays in relation to Generative AI and what this means for authentic assessment.
It will then provide examples of some contemporary approaches to the use of Generative AI in Assessment, from across the sector and,
in this particular case, we will consider what this might look in the Ultra platform.
I’ll provide a sector perspective as to what 34 of our Australian Uni’s are doing in relation to this. Based on the findings of a very recent sector-wide survey of Directors of TEL, conducted under the auspices of ACODE.
This presentation considers some recent innovations and what has allowed them to work in education thanks to technology. It then discusses key technologies and practices and assessment integrity & AI generated content. Lastly it looks at what’s the next big thing for technology enhanced learning.
Technology & Social Inclusion: Enhancing the First Year Experience
• Overview of current technology trends in higher education and their impact on student social inclusion
• Examples of successful technology-based initiatives aimed at improving the first-year experience for students
• Potential challenges and ethical considerations related to the use of technology for social inclusion
• Strategies for integrating technology into existing programs and resources to promote social inclusion
• Future directions for technology-based initiatives in promoting social inclusion in first year experience.
Presented at: ENHANCING STUDENT RETENTION & SUCCESS THROUGH FIRST YEAR EXPERIENCE, ORIENTATION AND SOCIAL INCLUSION: 2023. SkillingSA
Prof Michael Sankey, Director: Charles Darwin University
A presentation on what authentic assessment may look like in a post ChatGPT world. Presented on the 26 July to an Educational Design Workshop held at Charles Darwin University. His ten priorities for assessment include:
- Reduce emphasis on final high-stakes exams
- Reduce propensity for wide-spread quizzes for key assessments
- Look for opportunities for program-wide assessments (alignment across units)
- Weight assessment aligned with level of learning
- Increase emphasis on formative feedback for learning (feedback literacy)
- Designing active, collaborative, authentic assessment
- Increase the use of WIL, group and peer assessment
- Increase ‘assessment for inclusion’
Increased use of multimodal assessment
- Reduce essays and long form text that can be easily cheated
A presentation to the Academic staff of SISTC (Sydney International School of Technology and Commerce) on different techniques to adopt to work with Generative AI, such as ChatGPT and to consider different forms of assessment.
Slides from my ACODE Presidential Address at the THETA Conference in Brisbane.
Sankey, M. 2023. ACODE Presidential Address. HETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Sankey, M. 2023. Embracing AI for student and staff productivity. THETA 2023 Making Waves. Brisbane Convention Centre. Brisbane. 16-19 April.
Abstract: ChatGPT, and more broadly AI Transformers, has put the cat among the pigeons over recent months. Institutions are looking at different ways to provide the best possible advice to our staff and students. There is now consistent agreement, there can potentially be very positive outcomes for both students and staff, but we first need to understand this as a community. The theme of the ACODE 88 Meeting 2 March 2023 was ‘Embracing AI for student and staff productivity’. As this workshop we had some 200 participants; Director of TEL, Managers and Educational Designers, all bringing perspectives from their own institutions, to benchmark and understand were we stand on this complex, but exciting issue. As an output from this workshop, ACODE have developed a White paper, to help provide the sector with a way forward, one developed together.
A presentation to the The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
The presentation considers:
- The rise of the skills economy in Australia and the Universities Accord
- The role Microcredentials will play in this
- The Governments Microcredentials Framework
- Development of the national MicroCredSeeker portal
- Grants and funding availabl from the government to build new industry-linked credentials
- and some future directions.
please cite: Sankey, M. (2023). Slowly moving from strength to strength: Micro-Credentials Downunder. The International Micro-Credentials Summit. MicroHE Consortium. Barcelona, Spain. 20-24 March
Rethinking (higher) education ideas to stimulate challenging conversations.Charles Darwin University
Please cite: Sankey, M. (2023) Rethinking (higher) education ideas to stimulate challenging conversations. Education for the digital world: Transformation accelerator - learning session 3. University of Adelaide. 17 March.
A presentation to the University of Adelaide Leadership team.
The University has embarked on a Transformation Accelerator journey to design a future-fit Education for a Digital World strategy. The accelerator process involves five intensive co-design sessions that bring together more than 30 design participants from across the University, including Academic and Professional staff and Students. Participants have been challenged to be bold to formulate a distinctive and future-fit learning experience for future University of Adelaide learners, staff and stakeholders.
Three design sessions have now taken place, which have focussed on the future of education and the perspective of future learners. Inputs have included the CSIRO megatrends that might alter the landscape of higher education, drawing on a variety of experts and hearing from current and future students and prospective industry employers. Future learner profiles also provided an understanding of how our future learners will consume education.
A series of guest speaker sessions have been arranged for participants and wider University colleagues, covering a diverse range of relevant topics.
This presentation focuses on 6 trends in Australia:
- The rise of the skills economy
- The real possibilities of Microcredentials
- The challenge of AI – Learning tools, Analytics & Cheating
- The true hybridization of learning opportunities
- Getting real about First Nations Knowledges and diversity
- The work readiness of our graduates
Providing examples and considerations.
The document discusses challenges in contemporary online learning and how approaches have evolved. It notes that while online learning has been around for over 20 years, what was previously considered good practice is now being challenged by more student-centered approaches enabled by new technologies that allow for greater collaboration. It emphasizes the need for educators to consider changing assessments to be more authentic and interactive to better prepare students for today's environment.
This presentation was delivered to the James Cook University Scholarship of Teaching and Learning Community of Practice (COP) on the 13 October 2022. It talks though what SoTL is, the benefit to Academic staff from different disciplines and the definite this can have to the University. It provides examples and anecdotes of practice and how this could be applied in and across academic discipline practices. A video of slightly a different version of this presentation can be accessed from https://youtu.be/qy6E57CyAOM
Slide 12 citation: Pienaar, J., & Clifton, D. (2018). Scholarly activity and the scholarship of learning and teaching. Central Queensland University (this may not be the exact title, description supplied by author).
The document discusses microcredentials in Australian universities and their cross-border opportunities. It presents a maturity model for micro-credentials that was developed from a survey of higher education providers in 2021. The model indicates sectors' maturity based on factors like whether they have a platform for delivering microcredentials. It also discusses opportunities for Australian universities to offer microcredentials internationally, such as for critical skill acquisition, pathways to higher education, professional development, and industry partnerships. Importantly, microcredentials' portability requires accreditation.
Re-discovering authentic, collaborative and active learning within a TEL ecologyCharles Darwin University
Presented at the Blackboard/Anthology Annual Teaching and Learning Conference 24 & 25 August 2022.
Abstract: It’s not easy to rethink teaching and assessment, particularly when not trained to do so. Or what you’ve been doing still seems to work OK. But contemporary education has been quietly moving on in most disciplines. Not the least reason being, academic integrity, preparing students for the world of work and a push to provide constructively aligned curriculum to help students position themselves for this. This shift involves new technologies, that provide new options for users that didn’t exist in the past. This presentation will highlight a range of approaches to teaching and assessment that have been used for decades in traditional classrooms, but post-COVID we now look at them through a new set of glasses that highlight their value in the virtual classroom. The aim is to stand on the shoulders of those who have gone before, to learn from them, and not consigning what they did to the history books, just because ‘we now teach online’.
Advancing Hybrid Delivery: Viewing Lessons From the Past ButSeeing Them Thro...Charles Darwin University
A presentation at the 3rd APAC Virtual Campus Forum on July 26th-28th, 2022.
This presentation: The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
Academic integrity, cheating vs authentic assessment
Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again.
Advancing knowledge by learning from the past, but by seeing this through TEL...Charles Darwin University
This was a presentation at the Exploring Boundaries of Global Citizenship conference being run by Swinburne Vietnam.
In this presentation I look at:
The necessity for us to rethinking delivery and assessment in the light of current trends
We’ve been slowly shifting the goal posts for a number of years now. But why?
1) Academic integrity, cheating vs authentic assessment
2) Preparing students for the world of work
This shift has partly occurred due to the advent of new technologies
Contemporary technologies have allowed us to re-invigorate different assessment types more common to the past
We will look at some things that were old but are now new again
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Digital literacy pathways for staff
and students
Associate Professor Michael Sankey
Director, Learning Environments and Media
USQ
Presentation at: ACODE 64: Developing Staff Digital
Literacies Concepts, Policies and Practices for
Staff. University of Waikato, New Zealand. 20-21
March.
2. The role of the teacher
They are our
interface
In most cases they
want to engage
But are not confident
And not overly
aware of what others
are doing
We use the same tools they use to teach with to
help them learn
4. USQ Website (Sitecore) the public facing site
Different layers of the VLE
USQStudyDesk
• Student Portal
• All Course-
based activity
_______________
• Repository
USQStaffDesk
• Staff portal
• Staff facing for
PD activities
_______________
• Repository
USQOpenDesk
• OER/OEP
• Inter-institutional
activities
_______________
• Repository
USQ ePortfolio (Mahara), Blackboard Collaborate, EASE,
Voice tools, Turnitin, etc…
5. TEL PD model
Students Staff
USQStaffDesk
1. Staff Dev gateway
2. Staff eLE
3. Clover
4. PLAS & Induction
5. ePortfolio
USQStudyDesk
1. Induction site
2. Learning Centre site
3. Student eLE
4. ePortfolio
5. Course based ass’nce
USQ Website
AskUSQ RightNow
Equella
17. Academic Staff Development
Framework for personalised academic staff
development around learning and teaching –
Personalised Learning for Academic Staff
(PLAS)
Personalised learning pathways
Guiding principles of need to know, need to see /
hear, need to do and need to learn more
Within USQStaffDesk will be access points to just-
in-time and targeted development opportunities, in
blended formats
Will leverage existing resources and add new
content as changes are finalised, from S1 2014
onwards
20. Personalised Learning for Academic Staff
About PLAS
Personalised Learning for Academic Staff (PLAS) is a professional
development initiative, the aim of which is to provide learning opportunities
within a collegial, supportive learning environment. The sharing of ideas and
practices, to help address your teaching needs and requirements, is one of its
main goals.
Take a guided tour…
Watch this space
Latest news and announcement digest appear here… These include learning
systems update and new developments, as well as featured newly contributed
opinion piece, etc
Latest news and announcement digest appear here… These include learning
systems update and new developments, as well as featured newly contributed
opinion piece, etc. Latest news and announcement digest appear here…
Read more…
FEATURED
L&T Exemplary Practice
Web-based
group work
Trevor Black
from our Fraser Coast campus uses
Blackboard Collaborate to facilitate
group activities online. Student teams
work in allocated ‘Rooms’ to interact
with each other and complete
assigned learning tasks.
“I share what I do with my colleagues
at Fraser Coast. They are trying out
things with Blackboard Collaborate
too. We help each other out…”
Explore this exemplary practice…
Do you know…
The MOODLE
Glossary has an FAQ
function which you can
use in your course to
answer frequently asked
questions. You can build
this resource over time
with different cohorts of
students.
Learn more…
21. Personalised Learning for Academic Staff
About PLAS
Personalised Learning for Academic Staff (PLAS) is a professional
development initiative, the aim of which is to provide learning opportunities
within a collegial, supportive learning environment. The sharing of ideas and
practices, to help address your teaching needs and requirements, is one of its
main goals.
Take a guided tour…
Watch this space
Latest news and announcement digest appear here… These include learning
systems update and new developments, as well as featured newly contributed
opinion piece, etc
Latest news and announcement digest appear here… These include learning
systems update and new developments, as well as featured newly contributed
opinion piece, etc. Latest news and announcement digest appear here…
Read more…
FEATURED
L&T Exemplary Practice
Web-based
group work
Trevor Black
from our Fraser Coast campus uses
Blackboard Collaborate to facilitate
group activities online. Student teams
work in allocated ‘Rooms’ to interact
with each other and complete
assigned learning tasks.
“I share what I do with my colleagues
at Fraser Coast. They are trying out
things with Blackboard Collaborate
too. We help each other out…”
Explore this exemplary practice…