This document discusses a study on the use of digital storytelling in nursing education. Some key points:
1) Digital storytelling was used with nursing students to help them develop empathy for patients and a nursing identity. Students created short videos linking personal experiences to caring for people with disabilities.
2) Workshops helped students develop scripts and videos. Focus groups found themes of developing nursing skills, understanding patients, collaboration, and knowledge acquisition through multiple modes of learning.
3) Challenges included communication issues, access to technology, and lack of time and support. Recommendations included integrating digital storytelling into the curriculum with more training and support. The study found digital storytelling can help nursing students develop compassion
3 Generations of Distance Education Pedagogy, Terry Anderson & Jon Dron 2011 Cinzia Cursaro
The document summarizes three generations of distance education pedagogy described by Anderson and Dron: 1) cognitive-behaviorist, 2) social constructivist, and 3) connectivist. Each generation developed distinct pedagogies, technologies, and assessment criteria reflective of the time. The cognitive-behaviorist model focused on individual learning through print/broadcast media. Social constructivism emerged with two-way communication technologies emphasizing social learning. Connectivism assumes abundant information and learning through networks, influenced by emerging technologies.
Estonia E-Learning Conference 2011 - TartuTerry Anderson
Terry Anderson presented on the three generations of distance education pedagogies: behavioral/cognitive, social constructivist, and connectivist. The first generation focuses on self-paced individual study using direct instruction. The second generation emphasizes group learning and social construction of knowledge. The third generation involves networked learning where knowledge is distributed and emergent through connections in networks. Each generation is enhanced by new technologies and builds upon the previous ones, with skills and knowledge becoming more advanced and suited to lifelong learning in complex contexts.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
Connectivist And Connected Knowledge CCK09Terry Anderson
1. The document discusses three generations of distance education pedagogy: behavioral/cognitive pedagogies focus on individual learning of content; constructivist pedagogies emphasize active learning through groups and social context; connectivist pedagogies focus on network learning through open online communities.
2. It argues that behavioral/cognitive models are outdated, constructivist models work for cohorts but not lifelong learning, and connectivist models using online networks are Athabasca University's future approach.
3. The future involves developing personal learning networks using tools like social networking, media sharing, and open educational resources to improve the quality and effectiveness of distance education.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Universal Design for Learning aims to reduce barriers to the educational process and provide accommodations for individual learners through flexible curricular materials. It focuses on presenting information through multiple means, allowing for multiple expressions of knowledge, and providing multiple options for engagement. UDL breaks away from traditional textbooks and uses technology tools to reach the three brain networks important for learning.
Three generations of distance education pedagogiesakor0003
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.
3 Generations of Distance Education Pedagogy, Terry Anderson & Jon Dron 2011 Cinzia Cursaro
The document summarizes three generations of distance education pedagogy described by Anderson and Dron: 1) cognitive-behaviorist, 2) social constructivist, and 3) connectivist. Each generation developed distinct pedagogies, technologies, and assessment criteria reflective of the time. The cognitive-behaviorist model focused on individual learning through print/broadcast media. Social constructivism emerged with two-way communication technologies emphasizing social learning. Connectivism assumes abundant information and learning through networks, influenced by emerging technologies.
Estonia E-Learning Conference 2011 - TartuTerry Anderson
Terry Anderson presented on the three generations of distance education pedagogies: behavioral/cognitive, social constructivist, and connectivist. The first generation focuses on self-paced individual study using direct instruction. The second generation emphasizes group learning and social construction of knowledge. The third generation involves networked learning where knowledge is distributed and emergent through connections in networks. Each generation is enhanced by new technologies and builds upon the previous ones, with skills and knowledge becoming more advanced and suited to lifelong learning in complex contexts.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
Connectivist And Connected Knowledge CCK09Terry Anderson
1. The document discusses three generations of distance education pedagogy: behavioral/cognitive pedagogies focus on individual learning of content; constructivist pedagogies emphasize active learning through groups and social context; connectivist pedagogies focus on network learning through open online communities.
2. It argues that behavioral/cognitive models are outdated, constructivist models work for cohorts but not lifelong learning, and connectivist models using online networks are Athabasca University's future approach.
3. The future involves developing personal learning networks using tools like social networking, media sharing, and open educational resources to improve the quality and effectiveness of distance education.
3. luento tieto- ja viestintätekniikan pedagogiset perusteet: tietokoneavuste...Jari Laru
Luento aiheesta tietokoneavusteinen yhteisöllinen oppiminen. Luennon runkona on käytetty tätä kirjankappaletta: "Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: from design to orchestration. In Technology-Enhanced Learning. Principles and products (p. 3-19). Edited by N. Balacheff, S. Ludvigsen, T. de Jong, T., A. Lazonder & S. Barnes. Springer.
Universal Design for Learning aims to reduce barriers to the educational process and provide accommodations for individual learners through flexible curricular materials. It focuses on presenting information through multiple means, allowing for multiple expressions of knowledge, and providing multiple options for engagement. UDL breaks away from traditional textbooks and uses technology tools to reach the three brain networks important for learning.
Three generations of distance education pedagogiesakor0003
This document summarizes three generations of distance education pedagogies: cognitive-behaviorist, social constructivist, and connectivist. It examines how cognitive, social, and teaching presence evolved across the different models. The cognitive-behaviorist approach focused on individual learning and lacked social presence. Social constructivism emphasized social interaction and context. Connectivism is suited for a networked era, assuming knowledge is accessible online and learning involves building information networks.
This document discusses assistive technologies that can help vision impaired students. It defines assistive technology as devices that help people with disabilities perform functions that may otherwise be difficult. The document outlines several technologies available for vision impaired students, including canes, braille devices, screen readers, and magnification systems. It emphasizes that technology allows visually impaired students to independently complete reading, writing, and other school tasks. The document also notes the importance of teachers keeping updated on assistive technologies to help all students succeed in inclusive classrooms.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
The document discusses the benefits of using collaborative projects across curriculums in classrooms. It notes that while some educators are hesitant due to challenges in implementation, collaborative projects provide meaningful learning opportunities for students to interact, share perspectives, and construct new knowledge through dialogue. Research indicates that while many teachers currently use the internet as an information resource, collaborative online projects could further enhance learning by allowing students to communicate and work together beyond the classroom.
Global Collaborative Projects allow students to work together on themes or topics across cultures using technology while remaining in their classrooms. They can involve structured or unstructured interactions between students on a limited or ongoing basis. Examples provided include competitions identifying landmarks, virtual field trips to share data about local areas, and having "travel buddies" share experiences across schools. Global projects help students develop broad perspectives, skills like communication, and cultural understanding by drawing on real-world resources. Success requires proper preparation, student-driven projects aligned with curriculum, and use of technologies like blogs, video chat, and social media to facilitate global collaboration.
The document discusses three generations of distance education pedagogy: 1) Behaviourist/Cognitive pedagogies focus on individual self-paced learning and direct instruction. 2) Constructivist pedagogies emphasize socially constructed knowledge through group learning and discussion. 3) Connectivist pedagogies focus on building networks of information through connecting nodes on the web to apply knowledge to real problems. The three generations are seen as building upon each other to develop 21st century skills through networked, lifelong learning.
Derek Wenmoth presents a report on educational technology integration. The report finds that schools are progressing from adopting technologies to assimilating them into teaching and learning. It also finds that the relationship between how prominently technologies are used and how connected they are to curriculum goals illustrates different levels of integration, from addition to assimilation. The report discusses strategies for the future, including emphasizing technology to serve educational systems rather than lead them. It also identifies issues to consider when moving towards a networked school model, such as policy, technology, curriculum, staffing, pedagogy, leadership, resources, and quality.
This document discusses the benefits of using videoconferencing for language learning in primary schools. It argues that videoconferencing allows students to communicate authentically with native speakers, bridging the gap between classroom learning and real-world use of the language. The document also notes that videoconferencing can engage students in meaningful tasks and help them learn about different cultures. However, it acknowledges some challenges like managing student behavior during interactions and the time commitment required from teachers. Overall, the document advocates for the use of videoconferencing to enhance student learning outcomes in language education.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This document summarizes research on participatory learning and its five core principles:
1) Participants have many chances to exercise creativity through diverse media.
2) Participants adopt an ethos of co-learning and respect each other's skills.
3) Participants experience heightened engagement through meaningful play.
4) Activities feel relevant to learners' identities and interests.
5) An integrated learning system forges connections between formal and informal learning environments.
The research included professional development programs to help teachers implement these principles. Case studies from 11 teachers highlighted successes and challenges of bringing participatory learning into classrooms.
This document discusses Universal Design for Learning (UDL), a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It focuses on the first principle of UDL, which is to provide multiple means of representation to give learners various ways of acquiring information and knowledge. This can be done through highlighting critical features, presenting examples and non-examples, and supporting background knowledge, as well as using print, auditory, and visual materials like textbooks, videos, and graphic organizers. The document advocates using these multiple formats and media to differentiate instruction and support learner differences.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
The disruptive nature of emerging technologies v0.3Daniela Gachago
This document summarizes research on lecturers' experiences with emerging technologies at a South African university. The research had three aims: 1) to establish which technologies lecturers are using, 2) to explore how emerging technologies impact different learning events, and 3) to examine the disruptive nature of emerging technologies based on lecturer interviews. Key findings include that lecturers predominantly use technologies to support existing teaching practices rather than transforming them. Emerging technologies place more control in students' and lecturers' hands rather than the institution. Some technologies allow new types of learning events while others replicate existing practices. Lecturers described qualities of disruptive technologies including being student-centered and offering flexible options.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Sense and sentimentality in digital stories – a case of pre-service teacher e...Daniela Gachago
This document discusses a case study of using digital storytelling in pre-service teacher education in South Africa. It explores how digital stories can construct emotions and examines the role of multimodality. Using digital stories, students were able to move outside their comfort zones and unpack their understanding of norms and differences. This pedagogy of discomfort generated negative emotions like vulnerability and anger, but also led to self-discovery and hope through critical emotional reflexivity. Digital stories gave marginalized voices a platform through critical storytelling and counternarratives.
Crossing boundaries; Lecturers’ perspectives on the use of WhatsApp to suppor...Daniela Gachago
This document discusses a study on the use of WhatsApp to support teaching and learning in higher education from the perspectives of lecturers. It presents findings from three case studies where WhatsApp was used in different ways. In Case Study 1, WhatsApp supported a blended learning model and helped build community. In Case Study 2, it facilitated student-led discussions. In Case Study 3, it aided long-distance communication. Overall, WhatsApp functioned as a boundary object, allowing identification, coordination, reflection and transformation across boundaries. However, issues around privacy, ground rules and ethics need consideration.
Towards a critical digital storytelling model for engaging with difference ba...Daniela Gachago
This document discusses using critical digital storytelling with a pedagogy of discomfort to engage students in South Africa with issues of difference and social integration. It outlines how higher education integration has progressed racially but not socially or culturally. The pedagogy of discomfort aims to move students outside their comfort zones to examine norms and differences. While this process can produce difficult emotions, it also offers new perspectives. The document reviews theories around critical pedagogy, critical race theory, and post-structuralism to provide a framework. It proposes that critical digital storytelling could create a space for students to engage across differences in a transformative way.
This document discusses the use of digital technologies in the classroom and how they can enhance learning. It notes that today's students have grown up with technologies like computers, cell phones and the internet as integral parts of their lives. As a result, three shifts are needed: from education to learning, from information consumption to participatory learning, and from institutions to networks. Emerging technologies like social media, online collaboration tools, and mobile devices allow learning to take place anywhere and empower students to create and share knowledge. However, institutions and policies have been slow to fully adopt and implement these technologies. The document advocates embracing technologies to provide meaningful, connected learning experiences for students.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
This document discusses assistive technologies that can help vision impaired students. It defines assistive technology as devices that help people with disabilities perform functions that may otherwise be difficult. The document outlines several technologies available for vision impaired students, including canes, braille devices, screen readers, and magnification systems. It emphasizes that technology allows visually impaired students to independently complete reading, writing, and other school tasks. The document also notes the importance of teachers keeping updated on assistive technologies to help all students succeed in inclusive classrooms.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
The document discusses the benefits of using collaborative projects across curriculums in classrooms. It notes that while some educators are hesitant due to challenges in implementation, collaborative projects provide meaningful learning opportunities for students to interact, share perspectives, and construct new knowledge through dialogue. Research indicates that while many teachers currently use the internet as an information resource, collaborative online projects could further enhance learning by allowing students to communicate and work together beyond the classroom.
Global Collaborative Projects allow students to work together on themes or topics across cultures using technology while remaining in their classrooms. They can involve structured or unstructured interactions between students on a limited or ongoing basis. Examples provided include competitions identifying landmarks, virtual field trips to share data about local areas, and having "travel buddies" share experiences across schools. Global projects help students develop broad perspectives, skills like communication, and cultural understanding by drawing on real-world resources. Success requires proper preparation, student-driven projects aligned with curriculum, and use of technologies like blogs, video chat, and social media to facilitate global collaboration.
The document discusses three generations of distance education pedagogy: 1) Behaviourist/Cognitive pedagogies focus on individual self-paced learning and direct instruction. 2) Constructivist pedagogies emphasize socially constructed knowledge through group learning and discussion. 3) Connectivist pedagogies focus on building networks of information through connecting nodes on the web to apply knowledge to real problems. The three generations are seen as building upon each other to develop 21st century skills through networked, lifelong learning.
Derek Wenmoth presents a report on educational technology integration. The report finds that schools are progressing from adopting technologies to assimilating them into teaching and learning. It also finds that the relationship between how prominently technologies are used and how connected they are to curriculum goals illustrates different levels of integration, from addition to assimilation. The report discusses strategies for the future, including emphasizing technology to serve educational systems rather than lead them. It also identifies issues to consider when moving towards a networked school model, such as policy, technology, curriculum, staffing, pedagogy, leadership, resources, and quality.
This document discusses the benefits of using videoconferencing for language learning in primary schools. It argues that videoconferencing allows students to communicate authentically with native speakers, bridging the gap between classroom learning and real-world use of the language. The document also notes that videoconferencing can engage students in meaningful tasks and help them learn about different cultures. However, it acknowledges some challenges like managing student behavior during interactions and the time commitment required from teachers. Overall, the document advocates for the use of videoconferencing to enhance student learning outcomes in language education.
The document proposes a model for e-education that involves extending teaching spaces and learning spaces through technology integration. [1] It defines different roles for teachers in instruction, training, initiation and induction and how learning spaces can be used for knowledge acquisition, application, and construction with dialogue and reflection. [2] The model is presented as a way to take advantage of technology's ability to make teaching and learning more flexible and accessible beyond the classroom. [3] It suggests e-education can support higher-order thinking skills and active, collaborative learning tailored to individual needs.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This document summarizes research on participatory learning and its five core principles:
1) Participants have many chances to exercise creativity through diverse media.
2) Participants adopt an ethos of co-learning and respect each other's skills.
3) Participants experience heightened engagement through meaningful play.
4) Activities feel relevant to learners' identities and interests.
5) An integrated learning system forges connections between formal and informal learning environments.
The research included professional development programs to help teachers implement these principles. Case studies from 11 teachers highlighted successes and challenges of bringing participatory learning into classrooms.
This document discusses Universal Design for Learning (UDL), a framework that aims to remove barriers to learning by providing multiple means of representation, expression, and engagement. It focuses on the first principle of UDL, which is to provide multiple means of representation to give learners various ways of acquiring information and knowledge. This can be done through highlighting critical features, presenting examples and non-examples, and supporting background knowledge, as well as using print, auditory, and visual materials like textbooks, videos, and graphic organizers. The document advocates using these multiple formats and media to differentiate instruction and support learner differences.
Pedagogy skills in supporting language learningRobin Trangmar
The presentation explores the pedagogical skills used to support language learning. I'll revisit the way we teach by exploring how we learn; Investigate teaching as a “Design Science”, and explore pedagogical models of learning associated with practice. Finally I will question how we can promote non-formal learning through communities of practice
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
The disruptive nature of emerging technologies v0.3Daniela Gachago
This document summarizes research on lecturers' experiences with emerging technologies at a South African university. The research had three aims: 1) to establish which technologies lecturers are using, 2) to explore how emerging technologies impact different learning events, and 3) to examine the disruptive nature of emerging technologies based on lecturer interviews. Key findings include that lecturers predominantly use technologies to support existing teaching practices rather than transforming them. Emerging technologies place more control in students' and lecturers' hands rather than the institution. Some technologies allow new types of learning events while others replicate existing practices. Lecturers described qualities of disruptive technologies including being student-centered and offering flexible options.
- The document explores student perspectives on expectations of multimedia technology use in college literature classes through a survey.
- Overall, students favored technology use and found PowerPoint and video/DVD presentations most effective. However, expectations varied some by factors like gender, major, and year.
- Analysis found little difference in expectations based on gender, but education majors tended to have slightly higher expectations of technology use than other majors.
Sense and sentimentality in digital stories – a case of pre-service teacher e...Daniela Gachago
This document discusses a case study of using digital storytelling in pre-service teacher education in South Africa. It explores how digital stories can construct emotions and examines the role of multimodality. Using digital stories, students were able to move outside their comfort zones and unpack their understanding of norms and differences. This pedagogy of discomfort generated negative emotions like vulnerability and anger, but also led to self-discovery and hope through critical emotional reflexivity. Digital stories gave marginalized voices a platform through critical storytelling and counternarratives.
Crossing boundaries; Lecturers’ perspectives on the use of WhatsApp to suppor...Daniela Gachago
This document discusses a study on the use of WhatsApp to support teaching and learning in higher education from the perspectives of lecturers. It presents findings from three case studies where WhatsApp was used in different ways. In Case Study 1, WhatsApp supported a blended learning model and helped build community. In Case Study 2, it facilitated student-led discussions. In Case Study 3, it aided long-distance communication. Overall, WhatsApp functioned as a boundary object, allowing identification, coordination, reflection and transformation across boundaries. However, issues around privacy, ground rules and ethics need consideration.
Towards a critical digital storytelling model for engaging with difference ba...Daniela Gachago
This document discusses using critical digital storytelling with a pedagogy of discomfort to engage students in South Africa with issues of difference and social integration. It outlines how higher education integration has progressed racially but not socially or culturally. The pedagogy of discomfort aims to move students outside their comfort zones to examine norms and differences. While this process can produce difficult emotions, it also offers new perspectives. The document reviews theories around critical pedagogy, critical race theory, and post-structuralism to provide a framework. It proposes that critical digital storytelling could create a space for students to engage across differences in a transformative way.
This document discusses the use of digital technologies in the classroom and how they can enhance learning. It notes that today's students have grown up with technologies like computers, cell phones and the internet as integral parts of their lives. As a result, three shifts are needed: from education to learning, from information consumption to participatory learning, and from institutions to networks. Emerging technologies like social media, online collaboration tools, and mobile devices allow learning to take place anywhere and empower students to create and share knowledge. However, institutions and policies have been slow to fully adopt and implement these technologies. The document advocates embracing technologies to provide meaningful, connected learning experiences for students.
Being Human Today: Transcontental Border Crossing in the Times of Facebook an...Daniela Gachago
Presentation at the Emerging Technologies and Authentic Learning in Vocational Education conference, 31st August - 3rd of September 2015, Cape Town, South Africa
This document discusses pupil subcultures that emerge in schools in response to labeling and streaming. It identifies pro-school and anti-school subcultures, with the pro-school subculture consisting of high-achieving, middle-class students committed to school values, while the anti-school subculture includes low-achieving, working-class students who reject school values and seek status through rule-breaking. The document also examines studies by Colin Lacey, David Hargreaves, and Peter Woods exploring how streaming can polarize students and impact their achievement through self-fulfilling prophecies.
Este documento ensina como criar links de âncora em um protótipo usando o Axure. Ele explica como adicionar regiões de mapeamento de imagem, rotulá-las, adicionar ações de rolagem ao clicar, e gerar o protótipo final com links funcionais para navegar entre seções da página.
Preview aula Comunicação em Meios DigitaisJumpEducation
O documento discute as principais tendências e estratégias de marketing digital e mobile no Brasil. Apresenta dados sobre o grande número de celulares no país, casos de sucesso de promoções por SMS e geolocalização, e prevê forte crescimento do uso de dispositivos móveis nos próximos anos.
The document discusses AppArmor, a security framework that protects Linux systems and applications from external threats by enforcing good program behavior and access privileges. It can generate profiles for individual programs that define allowed system resources and privileges. Profiles include rules for filesystem access, capabilities, and network access. The document provides an example profile and discusses profile types, generation, and modes like enforce and complain that are used to test and implement profiles.
December Phoenix Real Estate Market ReportLen Nevin
Demand fell in November but more slowly than in October. The Cromford Market Index fell from 106.7 to 96.9, indicating a shift toward a buyer's market. Pending listings stabilized, suggesting the worst of falling monthly sales volumes is over. Active listings were up 32.7% year-over-year while monthly sales were down 23.8%, though prices remained up over last year. Supply is expected to fall for the rest of December after rising for the previous 5 months.
O poema descreve como todos os elementos da natureza têm seu par ou função complementar. A natureza ensina que tudo tem seu lugar e que observando podemos entender como as diferentes partes se relacionam, como as abelhas polinizam as flores ou como as formigas cultivam fungos. O poema celebra a cooperação e interdependência encontradas na natureza.
Engineers investigate blackspots by analyzing crash data and reports to understand crash patterns and potential causes. They inspect sites to understand visual deceit and put themselves in the position of crash-involved road users. The aim is to logically diagnose problems and develop low-cost, high-benefit countermeasures tailored to the identified issues. Collaboration with police and road authorities is important.
O documento discute os desafios em organizar informações na web, incluindo ambiguidade, heterogeneidade e perspectivas diferentes. Também apresenta esquemas de organização como localização, público-alvo, tempo, assunto e metáfora. A classificação facetada permite organizar o mesmo conteúdo de várias formas usando esquemas diferentes.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help regulate emotions and stress levels.
ECP Keynote: Emerging technologies, student engagement and collaborationDaniela Gachago
This document discusses emerging technologies and student engagement and collaboration. It notes that emerging technologies are likely to have a large impact on teaching and learning in the next 5 years. Studies have found that technologies like clickers can increase student engagement by encouraging participation, discussion, and research. Technologies also support collaboration as students discuss topics, share different views, and help each other reflect on concepts. However, challenges remain around institutional engagement with new technologies.
This document provides tips and strategies for effective content marketing. It discusses how content marketing can increase market leadership and bring in qualified traffic. It recommends creating stories worth spreading, using charity projects or customer testimonials. Blogging is still important for search engine rankings and providing new content for leads. Video gets more attention and improves search rankings if it is punchy, interesting and personal. Curating existing content can work if you add your own perspective. Email and social media are effective ways to deliver content. Consistently creating and sharing high-quality content is important to get found online through search and social sharing over the long term. An action plan with assigned responsibilities and a content calendar is recommended.
Go through this presentation to know about:
1) Why only some of our wishes get fulfilled, but Not All?
2) Should we Wish; or we shouldn’t?
3) What is the difference between Wish and Vision?
4) How to develop a WISHION?
5) How to be the Genie of your own life?
Three generations of Distance Education Pedagogy: Challenges and OpportunitiesTerry Anderson
This document discusses three generations of distance education pedagogy: behavioral/cognitive, constructivist, and connectivist. The behavioral/cognitive approach focuses on individual learning of content through direct instruction. The constructivist approach emphasizes group learning and social construction of knowledge. The connectivist approach involves learning through networks by building connections between information and sharing knowledge. Each generation built upon the previous ones and was influenced by emerging technologies and social needs. The document provides examples of how different tools and approaches can be used to support these pedagogies in distance education.
This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, problem solving and global awareness in students. Singapore's teacher education program is used as a case study, focusing on mastery of content and pedagogy, practical experience, innovation, values of empathy and ethics. Technology is integrated into the curriculum to enhance learning, and characteristics like resilience and life-long learning are cultivated in future educators. The goal is to prepare teachers to develop these skills in their own students and address the needs of an increasingly globalized world.
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
This document provides an introduction to technology enhanced learning. It discusses how the modern knowledge economy requires lifelong learning. It describes key findings from learning sciences, including the importance of deep conceptual understanding, connected knowledge, and collaborative learning. It also discusses motivational competence, self-regulated learning, and how technology can support deep learning and collaboration through representing knowledge concretely and allowing learners to build knowledge together. Examples are given of learning, collaboration, and technology use in the author's research and teaching.
From Digital essays to the formal model, building the capability of digital n...ftip002
The document discusses adapting teaching methods to engage digital native students in foundation certificate education programs. It proposes using digital essays and technology tools to develop students' critical thinking skills and understanding of formal academic writing. Specific strategies include having students brainstorm topics, storyboard digital essays, and transfer processes from digital to traditional essays. The goal is to incorporate students' digital capabilities while still achieving academic rigor.
Digital Natives: How to Engage the 21st Centuryaccording2kat
This is the PowerPoint to a presentation I gave at the Ohio Association for Health, Physical Education, Recreation and Dance (OAHPERD)'s 84th Annual Convention. It includes current terms of digital technology and how to integrate new and relevant technology avenues into health and physical education classrooms. Such avenues include but are not limited to social media, podcasts, blogs, and more!
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
1. The document discusses networked learning as a social perspective on teacher professional development. It defines networked learning as using social relationships and ICT to promote collaborative connections between learners, tutors, and learning resources.
2. Research on teacher networks shows that they provide a social infrastructure for professional development by facilitating sharing, collaboration, and knowledge development through discussion of practical problems. Successful networks develop communities and influence professional practice.
3. The document outlines approaches for researching teacher networks, including analyzing network connections and facilitating networks through visualizing social ties and generating online dialogue to design interventions. Instruments assess network feasibility, facilitate networks, and evaluate their impact on professional development.
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
The presentation discusses creating community and personalizing teaching in a foreign language class through the use of technology. It covers implementing self- and peer-assessment online, forming groups online, and having students blog in the target language to a broader audience. The presentation also addresses encouraging student-generated content and multimedia to share and collaborate online, as well as challenges students face with online distractions. Finally, it lists five technology tools for teaching, including Flickr, Jing, VoiceThread, Eyejot, and SlideShare.
This document summarizes a research project that provided preservice teachers internships with a focus on educational technology experiences. Over 30 interns participated in workshops on technology topics and worked with cooperating teachers. Findings showed benefits for interns in staying current, developing self-efficacy, and forming support networks. Benefits were also seen for teaching through greater access to tools and resources, and for students through improved resources and motivation. Barriers included time, school resources, and policies. Future directions included changes to programming to further integrate technology.
The Practical Case for Quality: The Teacher and Student Perspective Brandon Muramatsu
Philip Bell leads a panel discussion at the Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
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- Research shows that when technology is meaningfully integrated into lessons, students experience positive effects on achievement across all subjects as well as improved attitudes, self-esteem, and collaboration skills.
- For technology to truly enhance learning, teachers need training on applying tech tools to their specific curriculum areas and seeing clear links between the tech and the content they teach.
This document provides an overview of a dissertation defense that studied an initiative at Queensborough Community College called Students Working in Interdisciplinary Groups (SWIG). The initiative partnered English, basic education skills, and content courses from various disciplines. Students shared work electronically and provided feedback across courses. The study explored the experiences of four faculty members involved in SWIG through interviews and documents. The dissertation aimed to understand how the initiative supported student learning from the faculty perspective within the institutional context.
This document discusses approaches to teacher education for the 21st century. It emphasizes developing skills like digital literacy, collaboration, creativity and global awareness in addition to strong content knowledge. Teacher training programs in Singapore are highlighted as examples, with a focus on practical experience, innovative pedagogies, mastery of core subjects, and developing skills and values like empathy, cultural competence and lifelong learning. The document advocates for educating teachers who can facilitate learning rather than just transmit information, and who are leaders shaping education and characters.
The document discusses new forms of literacy required in the digital age. It introduces the concept of multimedia literacy, which combines traditional literacies with media, digital, and technological literacies. It then outlines the University of Southern California's Institute for Multimedia Literacy's educational programs which aim to teach these new literacies through courses, workshops, and research programs that take a multidisciplinary approach.
This document summarizes a presentation on staying with discomfort through an ethico-onto-epistemological awakening. It discusses a past co-creation project aimed at developing a short course on critical compassionate citizenship involving six members with different backgrounds. It reflects on how intersections of identities impacted roles and knowledge production. It then discusses re-turning to the past project through diffracting and thinking with knowledge-making practices, subjectivities, and indeterminacy. It reflects on lessons around becoming in relation to others and ongoing re-turning with acknowledgment of presences and absences.
This document discusses the use of digital storytelling in higher education classrooms and outlines some of the ethical issues that need to be considered. It presents two case studies of digital storytelling programs at the University of Michigan and Cape Peninsula University of Technology. The document examines different frameworks for analyzing the ethics of digital storytelling, including an ethic of care and posthuman ethics. It also reflects on how to apply these frameworks to analyze one student's digital story, called Jasmine's story, and considers what matters from different ethical perspectives.
Towards a design thinking mindset in academic staff development - cross cont...Daniela Gachago
This document discusses using design thinking principles in academic staff development for blended learning course design. It presents two case studies of design thinking approaches used at CPUT in South Africa and the Instructional Innovation Incubator (I3) at UNC in the US. Some shared design thinking principles that emerged from both case studies include having a human-centered design focus on the learner, intensive engagement with design processes, experimentation and playfulness, application of skills, ongoing reflection, and developing communities of practice. The document argues that a design thinking mindset can help disrupt traditional teaching approaches and motivate staff to innovate.
2018 07 06 Towards flexible provision through distance education - Real Estat...Daniela Gachago
The document summarizes research on students' experiences in a distance learning program for a National Diploma in Real Estate offered by Cape Peninsula University of Technology in South Africa. Key findings include:
- Students generally had positive experiences and found the flexible online program met their needs as working professionals. However, they had a narrow view of flexibility that focused on content and assessments.
- Social presence from instructors and timely feedback were important but varied between instructors. Peer support occurred informally through WhatsApp groups but few formal online meetings.
- Recommendations focus on improving support systems, training instructors in online pedagogy, fostering community, and ensuring institutional flexibility to better support distance learners.
2018 07 06 Designing for Design Thinking: Fostering an e-Learning Champion Mi...Daniela Gachago
1. The document describes a 10-week design thinking course for academics to foster an eLearning champion mindset.
2. Participants collaborated in teams, developed empathy through persona creation, and focused on problem definition and exploration through design thinking activities.
3. Feedback indicated the course successfully fostered collaboration, empathy, problem orientation, reflection, and a focus on practice; though future iterations could increase intensity and challenge perfectionist culture through experimentation and failure.
White Privilege and the Colonial Wound: Some Pedagogical ConcernsDaniela Gachago
This document discusses concerns that two white female professors may unintentionally reinforce colonial wounds and perpetuate violence against students of color through their classroom practices. It examines how privileging dominant white narratives or portraying students of color as "other" could have these effects. The authors consider how to recognize habits of mind that perpetuate disenfranchisement and acknowledge their own biases. They propose flipping the curriculum to prioritize engagement across differences, integrating counter-narratives, and respecting students' languages and experiences as an ethical way to responsively recreate habits of mind.
Towards Design Thinking in Academic Staff DevelopmentDaniela Gachago
This document discusses design thinking as a methodology for developing solutions to complex problems and its potential application in academic staff development. It provides context on challenges around technology integration in teaching/learning. It then outlines a study that interviewed "eLearning champions" to identify common themes in their mindsets. Key findings were that their approaches mirrored aspects of design thinking, including focusing on user needs through persona activities and user journeys, and considering learning experiences through metaphors. The document concludes by questioning whether design thinking skills can be taught and the implications for staff development practices.
Decolonising Learning Spaces Implications for Ethical PracticeDaniela Gachago
This document discusses the need to decolonize learning spaces and move away from assumptions of safety. It argues that the concept of a "safe space" is problematic as no space is equally safe for all. Instead, it proposes moving towards the idea of "safe-enough spaces" that embrace uncertainty and vulnerability. The document outlines some of the risks of harm that can occur, such as harassment or isolation, when having difficult conversations about identity in learning environments. It concludes that educators should surrender the idea that they can offer absolute safety and instead focus on co-creating terms of engagement and practical actions that make spaces safe enough for open discussion and intellectual growth.
UCT lunch time seminar: Adapting digital storytelling to Higher EducationDaniela Gachago
This document discusses adapting digital storytelling for higher education. It provides examples of digital storytelling models used at the Cape Peninsula University of Technology, including workshops for staff and student projects integrated into coursework. Benefits discussed include engaging students, developing digital literacies, and linking academic content to personal experiences. Challenges include managing large groups, integrating stories into curriculum, and limited access to technology. Student feedback indicates stories helped learning and connection. Overall, digital storytelling shows potential as a flexible, authentic pedagogical tool when adapted for specific educational contexts and disciplines.
Developing capabilities of the heart and the mind: digital storytelling and a...Daniela Gachago
The document discusses how digital storytelling was used with education students in South Africa to facilitate Martha Nussbaum's capabilities approach to social justice. It provides context on the study, which involved students creating digital stories on social issues in education. Focus group interviews found that the process helped students develop several capabilities, including seeing issues from others' perspectives and increased empathy. However, the discussion notes the process focused more on individual capabilities and agency rather than collective change. While a small step, the project provides hope by highlighting social issues and mobilizing action from others.
The digital, social, open and networked scholar Daniela Gachago
The document discusses the digital, social, open, and networked scholar. It describes how digital scholarship uses digital media for scholarly communication and research on digital media. Social scholarship combines traditional scholarship with social Internet practices like openness, collaboration, and sharing. Open scholars make their work publicly accessible and invite ongoing feedback. The document addresses barriers to adopting these approaches in developing regions, like infrastructure issues, and how harnessing social media could help researchers disseminate their work more widely.
This document discusses digital storytelling at Cape Peninsula University of Technology (CPUT). It outlines two types of digital stories created - content-based stories that focus on academic topics, and experience-based stories where students reflect on personal experiences. Challenges of digital storytelling include technology issues, assessment, time constraints, and ensuring diverse literacy skills. Benefits include critical reflection, building student identity and agency, social cohesion, and engaging with diversity.
This document discusses digital storytelling at the Cape Peninsula University of Technology (CPUT). It begins by providing context on the new generation of students and their relationship to technology. It then distinguishes between content-based digital stories, which focus on transmitting information or skills, and experience-based stories, which are more personal. The document outlines challenges of digital storytelling projects, such as varying digital literacy skills. It provides examples of stories created at CPUT and discusses benefits like engaging students and developing local content. Participatory techniques used include community mapping and the River of Life. The document concludes by listing references that discuss topics like critical reflection and social justice in relation to digital storytelling.
This document summarizes a study conducted on the use of podcasting in higher education courses at Cape Peninsula University of Technology (CPUT) in South Africa. The study involved 6 lecturers and over 400 students across 8 courses. Key findings included:
- Podcasting increased access to course materials for non-traditional students, especially female students, students over age 30, and those with African home languages. These groups engaged more with podcasts than other students.
- Students perceived podcasts as useful revision tools that helped structure their learning. However, some wanted more interactive elements.
- While most students listened to podcasts, engagement varied by course design. Content-heavy courses saw higher podcast use.
Emerging Technologies in Higher Education: A guide for HE practitionersDaniela Gachago
This document discusses emerging technologies and changing teaching and learning practices in higher education. It begins by providing context from various sources on the promise of emerging technologies and how institutions are struggling to keep up with innovations. It then summarizes the key findings of an NRF project on emerging ICTs in South African higher education. The project found that while technologies like social media and research databases are commonly used, adoption is driven more by passionate individuals than systemic institutional support. The document concludes by discussing case studies that illustrate how emerging technologies can facilitate authentic and collaborative learning when implemented effectively.
Emerging technologies in Higher Education - A guide for South African Higher ...Daniela Gachago
This document provides an overview of a research project conducted between 2011-2013 that investigated how emerging technologies can transform teaching and learning practices in South African higher education institutions. The project involved researchers from 8 universities and 1 international NGO. Key findings from the research included that the understanding and use of emerging technologies is context dependent, that technologies like learning management systems can still be considered emerging, and that adoption of emerging technologies is primarily driven by individual passion for teaching and learning rather than systemic institutional support. This practitioner's guide shares case studies from the research on innovative uses of technologies like social media, blogs and mobile phones to address challenges in higher education.
Glenda Cox on Open Educational Resources in Higher EducationDaniela Gachago
This document discusses open education resources (OER) and their potential benefits. OER refer to educational materials that are openly licensed and freely available online. They can be shared, reused, remixed and redistributed. The document outlines several challenges in higher education globally and in South Africa that OER could help address, such as increasing demand, costs, and quality issues. It also discusses factors that impact OER adoption like philosophy, technology, finances, legal issues, pedagogy and quality. Potential benefits of OER include increasing access to education, reducing costs, improving teaching quality and visibility for institutions.
Zanele Mathe on Open access and Open data at CPUTDaniela Gachago
This document discusses open access and open data at CPUT. It defines open access as free online access to peer-reviewed literature that can be used freely for research. Benefits include increased visibility and impact of research. Open access is delivered through gold (publishing in open access journals) or green (self-archiving) routes. Open data allows for replication and re-use of research, and four requirements for open data are that it be accessible, intelligible, assessable and usable. CPUT is developing open access and research data management policies, participating in infrastructure projects, and surveying data practices to inform systems for managing the research lifecycle. The university plans to sign the Berlin Declaration on Open Access in 2014.
Open tourism education with Apps by Reedwaan IsmaelDaniela Gachago
Dr. Reedwaan Ismail gave a presentation on openness in tourism through apps. He discussed how technology and apps have transformed how tourists research destinations by providing information that can be shared openly via smartphones and tablets. This allows tourism information to be produced, transmitted, accessed, and shared globally at low cost. Apps provide opportunities for businesses to market locally and for communities to promote themselves, but their adoption faces challenges from reluctance to embrace technology and a need for funding support. Dr. Ismail proposed the creation of a Tourism Academy to provide open educational resources to the tourism industry via podcasts, apps, videos and online assessments.
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::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.)
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.
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.
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.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Digital storytelling in Nursing
Seminar: The use of digital storytelling across disciplines and
institutions. Cape Peninsula University of Technology:
Cape Town Campus
Penny Gill, Eunice Ivala, Daniela Gachago,
Linda Mkhize, Zubeida Petersen and Nazma Vajat
23rd August 2012
2. Outline of Presentation
Introduction
Digital Story-telling
- in Higher Education
- in Nursing
Theoretical Framework
Project Design
Impact of the study for Teaching and Learning
Challenges encountered in implementation of DST
Strategies for enhancing meaningful use of DST
Recommendations for future use.
4. Digital storytelling
Digital storytelling is the modern equivalent
of ancient story-telling
defined as a short first person
multi-media
video narrative
documents human life experience,
ideas or feelings through story-telling
(Center for Digital Story-telling, 2012).
5. Digital storytelling supports
learner-centred approaches,
COLLABORATIVE
LEARNING
EFFECTIVE INTEGRATION OF REFLECTION
TECHNOLOGY INTO TEACHING & FOR DEEP LEARNING
LEARNING
DIGITAL
STORYTELLING
PROJECT-BASED
DEVELOPMENT LEARNING
OF DIGITAL LITERACIES
6. DST in Higher Education
educational technology
utilizes meaningful
activities to construct
meaning in different ways.
Trilling & Hood (1999)
increase student’s
understanding of curricular
content. Sadik (2008)
7. DST in Higher Education
assists students gain
literacy skills. Robin
(2006)
addresses the needs of
students with different
learning styles.
Matthews-DeNatal (2008)
utilizes almost all the
skills the student needs
in the 21st century
Jakes(2006); Bugan &
Robin (2008)
8. DST in Higher Education
- engenders student’s
creativity, creates critical
thinkers & critical viewers
of media
- improves research skills
& builds learning
communities
9. DST IN NURSING
Many applications in under and
post graduate nursing
Can be used to challenge negative
experiences in nursing
10. DST IN NURSING
Exposes students to human
experience of being a patient and
encourage the development of
sensitive individualised and
compassionate practice. (Wood and
Wilson-Barnett, 1999; Costello and
Home, 2001; Repper and Breeze,
2004.
11. ECP NURSING CONTEXT
acute shortage of nurses
implemented in January 2008
Government DoH bursary provided to
students/Faculty funding DoE
12. Background to the study
Negative status
Impact on self-esteem
Low academic literacy skills (NBT)
Mature students, many socio-economic
problems / poverty
13. THEORETICAL FRAMEWORK
Tajfel and Turner(1979)
The Social Identity Theory
categorise themselves into one or more in-
groups,
building a part of their identity on the basis of
membership of that group and
enforcing boundaries with other groups
15. THEORETICAL FRAMEWORK
Tajfel and Turner(1979)
Social identity theory : how does
belonging to a social group impact on
student engagement and success?
Link between student’s social identities
and student engagement
Peer groups engage in social creativity
realigning their value system away from
success in class in order to maintain a
positive social identity
16. THEORETICAL FRAMEWORK
Tajfel and Turner(1979)
Is Social identity : based on social
class / race or ethnicity / track
there is high correlation between
tracking students and engagement
Kelly(2008)
17. TRACKING
Tracking greatly polarizes the differences
in attitudes and behaviours between high
and low track students (differentiation –
polarization theory)
Strategies for students:
Individual mobility
Social creativity
Direct competition
18. Reasons for disengagement
Consequences of disengagement much
less felt for students who already have
been labelled low-achievers than
students that are high achievers
Little opportunity for upward mobility
19. PROJECT DESIGN
Topic: Caring for people with disabilities,
linking personal experiences / stories
with care theory
Influenced by Centre for DS workshop
model
20. PROJECT DESIGN
3 workshops over the course of 2 months
1st Workshop: introduction, community
map, mind map in groups
Self-study: development of script and
recording, 4 weeks service learning
2nd Workshop: Finalising of scripts,
recording, MovieMaker
3rd Workshop: Screening and debriefing
(focus groups
21. Centre for Digital Storytelling
Origins from community theatre, strong
social change background
Focus on collective sharing of stories,
story circle
Focus on stories that are usually not
heard
Everybody has a story to tell
Silenced voices
22. Participation and Learning Techniques
Community map
Drawing a map of community
with resources and challenges
Link back to students’
communities and lived service
learning experiences among
students
Visual techniques to help
students with low academic
literacy
Improves meaningful learning,
transfer of theory and practice
23. Research design
Qualitative study
Focus groups with all 6 groups of
students (2 groups per focus group)
Each approximately 1 hour
Inductive method of analysis
24. Findings and discussion
Themes that arose:
Developing a nursing
identity
Empathizing with the
patient
Link to communities
Collaboration
Acquisition of
knowledge/multimodality
Challenges
25. Developing nursing identity
Extending views of
what it means to be
a nurse
Moving from self-
doubt to
achievement.
Skills transfer
26. Empathizing with patient
New insights
Understanding and empathizing with
patient
“What I got to learn about the
unconscious patient is that they need
people around them even if they don’t
feel anything.. I think I will change like
how I treat them
27. Link to communities
Helps transferring knowledge and
experiences into community:
Combining information from personal
experience and research:
28. Collaboration
Group cohesion
Development of individual identities
within groups
Peer support, learning from each other
Distribution of roles within the group
29. Acquisition of knowledge /
multimodality
Different from normal assignments
Active/deep learning
Understanding the subject content
better with DS
30. Challenges in:
Communication amongst group
members
Access to computers and training
Diverse computer skills in groups
31. Challenges continued
Lack of time
Lack of support from lecturers
No mark for digital stories
Technical problems disappointment
with recording of the sound.
32. Discussion: Digital Storytelling
Exposes students to the human
experience of being a patient and
encourages the development of
sensitive individualised and
compassionate practice. (Wood and
Wilson-Barnett, 1999; Costello and
Home, 2001; Repper and Breeze,
2004)
33. Discussion: Digital Storytelling
engages in “meaning making”
helps build connections with prior
knowledge
good stories are remembered longer
by students than lessons that lack
them
34. Discussion
Social identity theory: comparison with
other groups, feeling of dissatisfaction
But also pride and confidence in final
product
Embodied learning, empathising with
patients
35. Discussion
Unconscious / taken for granted roles (in
and out groups / more holistic perception
of identity as nurse
Transferable skills
Blurring boundaries between formal /
informal learning (Barrett 2006)
36. Recommendations
Integration into curriculum and grading
Extra workshop for MovieMaker
Access to labs over period of time
Make sure all students develop skills
Include IT department and English
teacher in the project
37. Acknowledgements
This project was partly funded by the
2011 Research on Innovation in
Teaching and Learning Fund
Thanks to ECP lecturer Zubeida and
ECP2 2012 students
Special word of thanks to Daniela,
Eunice, Linda and librarian Nazma
Good afternoon. Today I am going to talk about Digital Storytelling in Higher Education and how research shows that if integrated appropriately into the curriculum, it can promote student-centred learning strategies. I will be discussing Digital Storytelling in a nursing context within an Extended Curriculum programme. The theoretical framework will be followed by the project design. I will then briefly discuss the impact of the study on Teaching and Learning, the challenges encountered with the implementation of Digital Storytelling the strategies for enhancing meaningful use, and the recommendations
Since ancient times, storytelling in the African culture has been a way of passing on traditions, codes of behaviour, as well as maintaining social order. The San use stories, music and dance to explain all that they experience in their world and to establish their relationship to it. They also created rock art to illustrate these stories( Brett, 2000)
Digital storytelling is the modern equivalent of traditional story-telling, and is defined as a short first person, multi-media, video narrative that documents human life experience, ideas or feelings through story-telling (Center for Digital Story-telling, 2012).
DST has entered Higher Education can promote student-centred learning strategies such as reflection for deep learning, project-based learning, collaborative learning; development of digital literacies and the effective integration of technology into teaching and learning. All of these can enhance student engagement and contribute to the student’s academic success
DST in Higher Education Educational Technology utilizes activities that may engage students to construct meaning in different ways not available before technology was introduced such as data bases simulation, games, email, discussion groups/blogs, PowerPoint, Word Movie maker. It increases student’s understanding of curricular content if teachers are willing to transform their pedagogy and curriculum to include digital storytelling.
It can be used to assist students gain literacy skills such as research, writing, problem-solving and assessment skills Addresses different learning styles for auditory, visual and kinaesthetic learners. Utilizes almost all the skills the student needs in the 21 st century
engenders student’s creativity, creates critical thinkers & critical viewers of the media - improves research skills & builds learning communities. Lowenthal (2009)
Reality shock due to dissonance experienced between expectations of newly qualified nurses and actuality of clinical practice. Use of DS to challenge negative experiences and outcomes. Creation of reflective digital stories of newly qualified nurses in their own words with personal photographs the newly qualified nurses relate stories about events they had particular challenges with during the transition from student to RN Stories were intended to provide opportunities for future students to learn and educators to reconsider the curriculum to facilitate preparation for the world of clinical practice.
Exposes students to human experience of being a patient and encourage the development of sensitive individualised and compassionate practice
acute shortage of nurses affecting the availability of newly registered nurses ECP Nursing implemented in January 2008 >90% pass rate in first and second year (ECP) Join 2 ND year mainstream Government DoH bursary provided to students/Faculty funding DoE
Negative status of ECP students Impact on self-esteem of students Low academic literacy skills (NBT) Mature students, many socio-economic problems / poverty 2 years for nurturing / building up of confidence before students enter mainstream 2 nd year
THEORETICAL FRAMEWORK Tajfel and Turner(1979) The Social Identity Theory is all about becoming part of different groups, and how membership to these groups helps construct our identities. Individuals strive to maintain a positive social identity They suggested that people have an inbuilt tendency to categorise themselves into one or more in-groups, building a part of their identity on the basis of membership of that group and enforcing boundaries with other groups
There are three elements Categorisation (put ourselves and others in categories i.e (Christians, black, white, Australians student, mother) identification : adopt identity of the group we have categorized ourselves into i.e. (your collective identity becomes your in-group, your family, your class, boosts your self- esteem and creates a sense of belonging and important source of pride . comparison i.e. people compare themselves and groups with other groups see favourable bias to own group, younger people divide themselves into social groups or subcultures based on clothing/music i.e goths/hoodies
Social identity theory: how does belonging to a social group impact on student engagement and success? Tajfel and Turner found a link between student’s social identities and student engagement Peer groups engage in social creativity realigning their value system away from success in class in order to maintain a positive social identity
Is Social identity: based on social class/ race or ethnicity / tracking –low/high Research by Kelly(2008)shows that although there is little evidence for direct correlation of social class and race with student engagement, there is high correlation between tracking students and engagement
In the case of tracking the evaluative dimension is academic ability. Tracking greatly polarizes the differences in attitudes and behaviours between high and low track students (According to Hargreaves and Lacy’s differentiation – polarization social identity theory) students labelled low track by the educational institution need to look elsewhere for positive self-image. Tend to think they deserve the track placement There are certain strategies that low track students use to obtain a positive social identity: can engage in Individual mobility(which is the desirable choice) via trying to move themselves out of low track to high track Can also engage in Social creativity excelling in something else such as sport, cool well dressed Direct competition with high track
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Extending views of what it means to be a nurse : “So its really interesting because we didn’t know that. We were just coming for being nurses. We didn’t know that we can do something else except being a nurse” Moving from self-doubt to achievement . “I was not confident that we can make it but today I feel that we can make it and I am looking forward to doing it again. Skills transfer .” We going to use these skills in other things” “Its health education that we can give over then I think we could use it most effectively
New insights” “ a depressive person like a story saying this kind of person is maybe lazy but now you know it’s not like that” Understanding and empathizing with patient “ with the research that we did and now we understand what they(patient’s) go through” “I didn’t know how that person felt or how I affected his life” when it came to emotions and feelings and personal experiences it was kind of difficult to put yourself in that -That was enjoyable because you put yourself in the shoes of someone else and thinking as part of the project”
Helps transferring knowledge and experiences into community : “ We know how to deal as groups and then we know to teach now, the communities and the individuals and the families to deal with this – Combining information from personal experience and research : “some of the information is the things that we see in our communities and in our families and then we compile this with others from the Internet...we used our computers to combine everything” “and the research we did and we understand what they(patients) go through..”
Group cohesion / “getting to know your peers better. Pride of creating something together” Development of individual identities within groups , e.g. Director, editor, singer, collecting of images, based on skills and experience Peer support, learning from each other : “we helped more than we used to work as a group”
Different from normal assignments : “ it got to stimulate our creativity because we had to do the theory but now we needed to convert it into a story and ....it was different and exciting” Active/deep learning “ It’s going to be easier for me to write in the exams, because I will remember all these wonderful movies we saw today” “ I enjoyed the pictures, the people and how the pictures then tell a story about that person’s behaviour”
In Communication among group members , especially during service learning Access to computers and training : “ it would be lovely if we went with our groups to the lab and maybe you could show us – everyone to get involved with a computer and start . Because it doesn’t help that one group member knows how to do this MovieMaker and others didn’t know” Diverse computer skills in groups, which made some students take over technical aspects of project and led to some feeling isolated : “those people who don’t know computers because for sure sometimes as if we are isolated” easy to get the images and writing the story but to put it on the computer as a movie was difficult” “lack of equipment to work on stories at home”
Lack of time “ So it was just two hours they introduced us to the story and now you have to do the actual story and it is a bit difficult to do it”. Lack of support from lecturers “ most of us are not computer literate” No mark for digital stories and dovetailing with other assignments that are marked Technical problems disappointment with recording of the sound. “We don’t know what the problem was if you listened on the computer the sound was perfect but when it was screened it was there’s no sound
engages in “meaning making” reflecting on what they know and examining their assumptions. Gazarian (2010) helps build connections with prior knowledge and improves memory. Schank (1990) , good stories are remembered longer by students than lessons that lack them(Rex, Murnen, Hobb & McEaache (2002