BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...Human Capital Media
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
Curriculum design, employability and digital identityJisc
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
Collaborative Design of Teaching ScenariosMETIS-project
A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities for vocational training.
This workshop has been created by the Metis Project, and it is one of three workshop structures that have been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project http://metis-project.org/.
Flipped learning solution for British Council's PTCGareth Davies
This is a presentation explaining a potential new product solution for the British Council Thailand's Professional Training Centre. It explains what flipped learning is, what are its benefits, and how it can be implemented.
Collaborative Design of Teaching ScenariosMETIS-project
A hands-on workshop exploring tools and techniques for designing successful online collaborative learning activities for vocational training.
This workshop has been created by the Metis Project, and it is one of three workshop structures that have been developed for different educational sectors across Europe. You will use several paper-prototyping tools and the Integrated Learning Design Environment (ILDE), a bespoke environment for the co-design of learning, developed by the Metis Project. The ILDE aims to support practitioners in completing the "learning design" lifecycle from conceptualising designs to deploying them in virtual learning environments (VLEs) for enactment and eventual redesign. In particular, you will use WebCollage, an online tool specifically designed to assist you in creating collaborative learning activities ready to run in a VLE. The overall design of this workshop is based on a meta-design template produced by the Metis project http://metis-project.org/.
eAMK:ssa toteutettiin digimentoroinnin teemahaastatteluita 11 korkeakoulussa ja 4 yrityksessä. Aineistosta hahmottui kahdeksan erilaista mentoroinnin toimintatapaa.
CampusOnline raportti, osa 3: Tulevaisuuden skenaarioteamkhanke
Kolmas väliraportti kääntää katseensa tulevaisuuteen esitellen CampusOnlinen tulevaisuuden skenaarioita. Väliraportti vastaa mm. seuraaviin kysymyksiin: Minkälainen tahtotila ohjaa CampusOnlinen tulevaisuutta? Minkälaisia kehittymisen ja kasvun potentiaaleja CampusOnlinella on tunnistettu?
Tulevaisuuden skenaariot -väliraportti jakaantuu neljään osioon:
1. Tahtotila
2. Potentiaalit ja riskit
3. Tulevaisuuden skenaariot
4. Yhteenveto
Esitysmateriaali Yhdessä huipulle eAMK päätöstilaisuudessa 17.1.2020. eAMK-ilmiantopyyntö oppimisen ekosysteemeistä poiki poikkeuksellisen laajan haastatteluaineiston. Esityksessä kerrotaan millaisia hyviä työelämäläheisiä käytäntöjä haastatteluista löytyi.
Esitys Yhdessä huipulle eAMK-hankkeen päätöstilaisuudessa 16.1.2020. Esityksessä tutustutaan oppimisen ekosysteemeihin: mitä ne ovat, mistä ne ovat kotoisin ja mitä virkaa niillä on ammattikorkeakouluille.
CampusOnline raportti, osa 2: Vaikuttavuusanalyysieamkhanke
Raportti käsittelee CampusOnlinen vaikuttavuutta mm. seuraaviin kysymyksiin vastaamalla:
Miten CampusOnlinen tärkeimmät tunnusluvut ovat kehittyneet?
Miten paljon ja ketkä tuottavat ja kuluttavat CampusOnlinen opintopisteitä?
Miten tärkeitä CampusOnlinen opintojaksot ovat volyymiltaan ammattikorkeakouluille?
Minkälaisia ja kenelle suunnattuja opintojaksoja CampusOnlinessa tuotetaan ja kulutetaan?
Onko CampusOnlinella nähtävissä vaikutusta opiskelijapalautteeseen?
Yhteistoiminnallinen webinaari tarjosi luovia ideoita ja uusia toteutusmalleja verkkotyöpajojen järjestämiseen. Osallistujat pääsivät muotoilemaan yhdessä muiden osallistujien kanssa yhteistoiminnallista verkkotyöpajaa.
Webinaarin tallenne löytyy täältä: https://video.haaga-helia.fi/media/Digilo%CC%88ylyt+28.11.2019.mp4/0_t6qtcu43
Haluatko tietää, miten tukea verkko-opiskelijan etenemistä opinnoissa ja mielekästä opiskelukokemusta? Webinaarissa jaettiin vinkkejä henkilöstölle verkkotutkinto-opiskelijoiden hyvinvoinnin tukemiseen.
Katso webinaaritallenne täältä: http://turkuamk.adobeconnect.com/p00h2ndqay9r/
Webinaarissa jaettiin verkkotutkinto-opiskelijoiden vinkkejä verkkotutkinto-opiskeluun eli siihen, miten organisoida verkossa opiskelua, työskentelyä ja vuorovaikutusta. Teemoina olivat mm. aikataulutus, itseohjautuvuus, ryhmätyöskentely ja motivaatio.
eAMK webinaari: Mitä hyötyä osaamismerkeistä on?eamkhanke
Miksi osaamismerkkejä kannattaa hakea, mitä hyötyä niistä on ja missä niitä voi hyödyntää? Webinaarissa kuultiin kokemuksia osaamismerkkien hyödyntämisestä niin opiskelijan, työntekijän, oppilaitosten kuin työnantajan näkökulmista.
Katso tallenne jälkikäteen täältä: https://youtu.be/IEHjs-8aC-E
CampusOnline raportti, osa 1: Talouden nakokulmaeamkhanke
Analyysissa tarkastellaan eAMK-hankkeen CampusOnline –palvelun kautta syntyneiden tulosten talousvaikutuksia neljästä eri näkökulmasta
Opetus- ja kulttuuriministeriö (jatkossa OKM)
Ammattikorkeakoulukenttä
Ammattikorkeakoulu
Tutkinto-ohjelma
eAMK webinaari: Myötätuulta opintoihin - opinnollistamisen monet mahdollisuudeteamkhanke
Ammattikorkeakouluopiskelijat opinnollistavat opintojaksoja kasvavissa määrin. Webinaarissa pureuduttiin siihen, mitä opinnollistaminen käytännössä tarkoittaa ja mitä hyötyä siitä on korkeakouluille. Lisäksi jaettiin kokemuksia ja hyviä käytänteitä erilaisten opintojaksojen opinnollistamiseen.
Webinaari on suunnattu erityisesti korkeakoulujen opettajille ja opinto-ohjaajille, mutta mukaan ovat tervetulleita myös kaikki opinnollistamisesta kiinnostuneet.
Webinaarissa esiintyivät Annu Niskanen Jyväskylän ammattikorkeakoulusta, Jaana Liukkonen ja Katri Hemminki Seinäjoen ammattikorkeakoulusta sekä Heidi Varpelaide ja Johanna Kero Satakunnan ammattikorkeakoulusta.
Videotallenne löytyy YouTubesta: https://youtu.be/YfkJfHBj1UM
Millaisia ohjaustarpeita AMK-opiskelijalla on opintojen eri vaiheissa? Miten digitaalisten välineiden avulla voidaan vastata näihin tarpeisiin? Webinaarissa saatiin vinkkejä, kuinka hyödyntää eAMK:ssa syntynyttä digiohjauspolkukuvaa osana opiskelijoiden digiohjausta.
Puhujina Vesa Kuhanen JAMK:sta, Minna Koponen Saimiasta, Kaisa Seppälä HAMK:sta ja Johanna Henriksson HUMAK:sta.
Katso webinaari tallenne täältä: https://youtu.be/rcPPv-If92I
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. • This PowerPoint presents the digital quality carpet and how a group can use it to
collaborate via Skype.
• First, let’s take a look at the kind of situations in which a digital quality carpet can
be used.
• The case used as an example is a group of students thinking about reaching their
objectives in eGroup mentoring.
• Next, we will use an example to illustrate how a digital quality carpet is used in a
collaboration and finish with showing how a digital quality carpet works with
Skype.
• More detailed instructions for collaborating via Skype are available on video (in
Finnish) on the website Evolving digital mentoring.
3. What is this all about?
• The digital quality carpet was developed in the
eMentoring training by three universities of applied
sciences that acted as a test platform in 2018–2019 in the
eAMK project.
• The tool is intended to help with communal reflection in
different contexts, such as supporting the planning of
intended learning outcomes and continuous assessment.
• The group, team or community can use the tool to review
its development needs and whether its objectives have
been met.
• The tool can also be adapted for use in self-assessment as
well as peer and expert assessment, such as when
assessing meta skills in working life projects.
4. Evaluation carpet
DIGITAL QUALITY CARPET (Leppisaari, 2018c; eMentoring training)
1. The OBJECTIVES we set have been realised
2. OUR INTERACTION works
well
- How have the learning objectives we set (see the mentoring agreement)
been realised?
- Which topics have we already discussed and, based on our assessment,
which topics should we discuss?
- How have we assessed our own activities and those of our pair/group?
What have we learned from the assessments?
- Which objectives do we need to specify and/or what more objectives do
we need to set based on our assessments?
- What kind of atmosphere do we have as a pair/group?
- How was trust built between us?
- How do we maintain our interaction?
- Which methods do we use to strengthen our (virtual) presence?
- How have we taken advantage of each other’s diversity/differences?
3. We have found an
OPERATING MODEL and
MENTORING METHODS that support our learning
4. We use DIGITAL METHODS and
TOOLS in a meaningful way
in mentoring
- What kind of an operating model for mentoring have we built? How does it
support the objectives we have set?
- Which mentoring methods/techniques have we used? How have they
supported us in reaching our objectives?
- How have we taken advantage of the different roles of a mentor? What
kind of observations have we made on a functioning role of actor?
- How do we take advantage of peer mentoring?
- How do we deepen our skills in the use of mentoring methods?
- How have we experienced the digital approach (video conferences,
blogs and other similar shared documents, instant messaging) in our
mentoring?
- How have our activities succeeded in the technical sense? How have
we solved our technical problems?
- How have the communication tools we selected supported us in
reaching our objectives?
- What kind of interaction has the digital operating environment made
possible?
5. An example of 'defining the distance'
(the idea for work adapted from ‘Oppiminen ja Ryhmätyöskentely’ @ Ideapakka.fi 2017)
The sentences with objectives (themes 1–4) and the assessment questions for each objective have
been entered into the PowerPoint template The centre of the circle means that 100% of the
objective has been met.
Discuss the three issues below with regard to each slide (themes 1–4). You have roughly 10 min to
discuss one theme and illustrate its objective.
1 - Start with placing yourself at the point where you believe you currently are in relation to the
stated objective. Everyone uses their own marking method based on agreement.
Give reasons for your location. Why did you select this point, meaning this distance? Ask further
questions from each other. What kind of a message does the arrangement send to your group?
2 - Next, everyone should move as close to the objective as each of you wants to be at the end of
the eGroup mentoring. Everyone makes a new mark using the marking method agreed earlier.
Make general observations on how the situation will look at that time. What kind of a message does
the arrangement send to your group?
3 - Enter the results of your assessment in the empty space on your slide. Think about the
assessment questions from the evaluation carpet that open up the sentence with the objective
below in more detail. Discuss. Consider what factors prevent you from coming closer to the
objective. Think about how you could overcome these obstacles/turn them into opportunities.
6. Instructions for the digital quality carpet work on Skype
1. The group secretary saves the PowerPoint file Digitaalinen laatumatto (Digital quality carpet) to his/her own
computer.
2. The secretary creates a Skype meeting invitation for their own group for collaboration.
3. Edit the Skype meeting settings: In the More options menu (three dots at the bottom), give everyone the
right to use the annotation tools in the PowerPoint presentations (“Anyone can use annotations in a PowerPoint
presentation?” -> Everyone).
4. Present the Digital quality carpet PowerPoint file you saved (Present PowerPoint files…).
5. The edit tools should be visible to all participants, i.e. a pen icon in the top right corner of the screen as well
as arrow buttons at the bottom that make it possible to move forward and back in the presentation.
6. Do your self-assessment one slide at a time (4 themes) by using the annotation tools to mark the distances.
In 'defining the distance‘ you mark how far you are from the centre of the circle on the right side of the slide by
using the marking methods you have agreed on together. Agree on a separate colour and shape for each
member of the group that the members use for all themes.
7. Enter your joint observations and development needs from the perspective of the theme being discussed
into the empty comment area on each slide.
8. The secretary saves the file. To be safe, save the output after each slide. The information is saved by selecting
the pen icon -> three dots -> Save as.
9. Attach the output from your group to your blog or other similar workspace.
7. Arviointimatto
DIGITAL QUALITY CARPET (Leppisaari, 2018c)
1. The OBJECTIVES we set have been realised
- How have the learning objectives we set (see the mentoring agreement) been realised?
- Which topics have we already discussed and, based on our assessment, which topics should
we discuss?
- How have we assessed our own activities and those of our pair/group? What have we
learned from the assessments?
- Which objectives do we need to specify and/or what more objectives do we need to set
based on our assessments?
- take the distance in relation to the centre of the
circle
Digital quality carpet @Centria UAS/eAMK project: Irja Leppisaari, Asko Mentu
and Satu Hangasmaa
“Defining the distance” adapted from ‘Oppiminen ja Ryhmätyöskentely’
@ Ideapakka.fi 2017
- we will check that the goals are not too broad, we will focus
them
- we will do evaluation together after each session
- we will return to the summary in the beginning of each session
IL
IL
8. Evaluation carpet
DIGITAL QUALITY CARPET (Leppisaari, 2018c)
4. We use DIGITAL METHODS and TOOLS in a meaningful way
in mentoring
Digital quality carpet @Centria UAS/eAMK project: Irja Leppisaari, Asko Mentu and
Satu Hangasmaa
“Defining the distance” adapted from ‘Oppiminen ja Ryhmätyöskentely’ @
Ideapakka.fi 2017
- How have we experienced the digital approach (video conferences, blogs and other similar
shared documents, instant messaging) in our mentoring?
- How have our activities succeeded in the technical sense? How have we solved our technical
problems?
- How have the communication tools we selected supported us in reaching our objectives?
- What kind of interaction has the digital operating environment made possible?
- take the distance in relation to the centre of the
circle
9. 2.4.2020
More information can be found at the Evolving digital
mentoring website:
https://www.eamk.fi/en/ecosystems2/digital-mentoring/