Digital Badges for in-service training of online tutorsstefanstenbom
This study evaluated the use of digital badges to develop the skills of online tutors. Surveys were sent to tutors in a math coaching program in Sweden. The tutors felt that the professional skills described in the badges were important. Younger tutors and those at certain hubs reflected on their coaching abilities more often. While badges could increase reflection and motivation, tutors also expressed concerns about increased monitoring, competition with peers, and a focus on badges over coaching. The limitations seemed more prominent than the benefits of badges for tutor development.
Research in online, blended and web facilitated learningstefanstenbom
The document discusses current topics in online and blended learning research including educational research methods, qualitative and quantitative research, MOOCs, learning analytics, connectivism, the difference between innovation in education versus technology, and the Community of Inquiry framework which examines teaching, cognitive, and social presence. It also provides information on an upcoming blended learning course at KTH covering teaching strategies and design for online and blended learning.
Digital Badges for in-service training of online tutorsstefanstenbom
This study evaluated the use of digital badges to develop the skills of online tutors. Surveys were sent to tutors in a math coaching program in Sweden. The tutors felt that the professional skills described in the badges were important. Younger tutors and those at certain hubs reflected on their coaching abilities more often. While badges could increase reflection and motivation, tutors also expressed concerns about increased monitoring, competition with peers, and a focus on badges over coaching. The limitations seemed more prominent than the benefits of badges for tutor development.
Research in online, blended and web facilitated learningstefanstenbom
The document discusses current topics in online and blended learning research including educational research methods, qualitative and quantitative research, MOOCs, learning analytics, connectivism, the difference between innovation in education versus technology, and the Community of Inquiry framework which examines teaching, cognitive, and social presence. It also provides information on an upcoming blended learning course at KTH covering teaching strategies and design for online and blended learning.
CSSHE 2014 Congress - Online Coaching as a Relationship of Inquirystefanstenbom
The document describes an online math coaching program called Math Coach that was started in 2009 in Sweden. Volunteer coaches from universities provide math support to students aged 12-19 online from 5-8pm during semesters. Over 8,000 hours of conversations have been archived from over 16,500 conversations. The program is based on Vygotsky's zone of proximal development and Bloom's 2 sigma problem. The relationship between coaches and students is analyzed using a modified community of inquiry framework called the relationship of inquiry framework, which examines teaching, cognitive, social, and emotional presence. A survey found high ratings in these presences. Transcripts are also being analyzed to understand the model further.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The document discusses various aspects of photography and sharing photos online. It covers topics like camera sensors, focus, ISO, shutter speed, aperture, color temperature, lighting, use of tripods and zooms. It also discusses directly sharing photos via email, MMS or services, as well as sharing on social networks. Uploading photos for one's own use on the web is mentioned as well.
Examining a learner driven relationship of inquiry discerning emotional prese...stefanstenbom
The document examines emotional presence in online math coaching relationships between students. It discusses how emotional presence applies to relationships of inquiry and the extent it emerges in math coaching. Four types of emotions were identified from transcript analysis, including positive emotions when problems were solved and negative emotions about math ability or exams. While no correlations with coach demographics were found, acknowledging and addressing emotions may help coaches. The conclusions are that emotion is expressed and emotional presence exists as an element of online inquiry relationships, but how it correlates with coach characteristics and can be addressed requires further exploration.
CSSHE 2014 Congress - Online Coaching as a Relationship of Inquirystefanstenbom
The document describes an online math coaching program called Math Coach that was started in 2009 in Sweden. Volunteer coaches from universities provide math support to students aged 12-19 online from 5-8pm during semesters. Over 8,000 hours of conversations have been archived from over 16,500 conversations. The program is based on Vygotsky's zone of proximal development and Bloom's 2 sigma problem. The relationship between coaches and students is analyzed using a modified community of inquiry framework called the relationship of inquiry framework, which examines teaching, cognitive, social, and emotional presence. A survey found high ratings in these presences. Transcripts are also being analyzed to understand the model further.
Teaching blended learning through a blended community of inquirystefanstenbom
The document outlines an agenda for a course on blended learning that brings together faculty in Sweden to foster a community of inquiry. The course aims to review principles of blended teaching and design through a blended format that incorporates both face-to-face and online elements. The community of inquiry framework structures the course, focusing on teaching, social, and cognitive presences to support purposeful critical inquiry among participants.
The document discusses various aspects of photography and sharing photos online. It covers topics like camera sensors, focus, ISO, shutter speed, aperture, color temperature, lighting, use of tripods and zooms. It also discusses directly sharing photos via email, MMS or services, as well as sharing on social networks. Uploading photos for one's own use on the web is mentioned as well.
Examining a learner driven relationship of inquiry discerning emotional prese...stefanstenbom
The document examines emotional presence in online math coaching relationships between students. It discusses how emotional presence applies to relationships of inquiry and the extent it emerges in math coaching. Four types of emotions were identified from transcript analysis, including positive emotions when problems were solved and negative emotions about math ability or exams. While no correlations with coach demographics were found, acknowledging and addressing emotions may help coaches. The conclusions are that emotion is expressed and emotional presence exists as an element of online inquiry relationships, but how it correlates with coach characteristics and can be addressed requires further exploration.
Examining a learner driven relationship of inquiry discerning emotional prese...
Digitala modeller och skisser
1. Digitala modeller och skisser
Stefan Stenbom, KTH ECE Learning
http://creativecommons.org/licenses/by-nc-sa/3.0/
2. Mål, aktiviteter och bedömning
Mål
- Efter genomgången aktivitet skall du kunna
• Konstruera en digital skiss av ett enklare vardagsföremål
Aktiviteter
- Föreläsning (nu)
- Arbete tillsammans (om en stund)
- Eget arbete (läxa)
- Skriva ut på 3D skrivare (nästa gång)
Bedömning
- Den digitala skiss som du lämnar in kommer bedömmas
av lärare.
2013-03-25 KTH Royal Institute of Technology • www.kth.se 2
3. Skalmodeller
http://upload.wikimedia.org/wikipedia/commons/6/65/Koottava_DC3.
JPG
2013-03-25 KTH Royal Institute of Technology • www.kth.se 3
4. Skalmodeller
http://upload.wikimedia.org/wikipedia/commons/d/d9/HO_Layout_1.j
pg
2013-03-25 KTH Royal Institute of Technology • www.kth.se 4
5. Skalmodeller
http://en.wikipedia.org/wiki/File:Dalah%C3%A4st_i_avesta.jpg
2013-03-25 KTH Royal Institute of Technology • www.kth.se 5
6. Modellorganismer
http://en.wikipedia.org/wiki/File:Lightmatter_lab_mice.jpg
2013-03-25 KTH Royal Institute of Technology • www.kth.se 6
7. Datormodeller
http://en.wikipedia.org/wiki/File:Day5pressureforecast.gif
2013-03-25 KTH Royal Institute of Technology • www.kth.se 7
8. Matematiska modeller
FA = −FB
2013-03-25 KTH Royal Institute of Technology • www.kth.se 8
9. Modell och mål
Modell Mål
2013-03-25 KTH Royal Institute of Technology • www.kth.se 9
10. Modell och mål
Modell Mål
En modell M är likvärdig med
målet X med avseende på
egenskapen P och till
2013-03-25 utsträckningen dP.
KTH Royal Institute of Technology • www.kth.se 10
11. Geografiskt korrekt linjenätskarta
http://upload.wikimedia.org/wikipedia/commons/thumb/5/57/Stockholm_metro_map.svg/1000px-Stockholm_metro_map.svg.p
2013-03-25 KTH Royal Institute of Technology • www.kth.se 11
12. Stiliserad linjenätskarta
http://commons.wikimedia.org/wiki/File:Stockholm_metro_map.png
2013-03-25 KTH Royal Institute of Technology • www.kth.se 12
14. Tekniska ritningar
• I princip alla artefakter som tillverkas professionellt
föregås av en teknisk ritning
http://commons.wikimedia.org/wiki/File:Architect.png
2013-03-25 KTH Royal Institute of Technology • www.kth.se 14
15. 2 D ritning, vyer, linjer, form och läge
http://commons.wikimedia.org/wiki/File:Schneckengetriebe.png
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16. 2 D ritning, vyer, linjer, form och läge
http://upload.wikimedia.org/wikipedia/commons/thumb/3/39/Engineering_dra
wing_isometric.svg/1000px-Engineering_drawing_isometric.svg.png
2013-03-25 KTH Royal Institute of Technology • www.kth.se 16
17. CAD : Computer-aided design
digitalt baserad design och skapande av tekniska ritningar
http://en.wikipedia.org/wiki/File:Engine_movingparts.jpg
2013-03-25 KTH Royal Institute of Technology • www.kth.se 17
18. Exempel på programvara
• 3D Studio MAX
• Maya
• SketchUp
• SolidWorks
• Auto CAD
2013-03-25 KTH Royal Institute of Technology • www.kth.se 18
19. Computer numerical control (CNC)
http://en.wikipedia.org/wiki/File:Engine_movingparts.jpg
http://en.wikipedia.org/wiki/File:CAD_model_and_CNC_machined_part.PNG
2013-03-25 KTH Royal Institute of Technology • www.kth.se 19
20. 3D skrivare
http://upload.wikimedia.org/wikipedia/commons/7/75/MakerBot_ThingOMatic_Bre_Pettis.jp
g
2013-03-25 KTH Royal Institute of Technology • www.kth.se 20
21. Skiss
• För enkla ritningar används ofta benämningen skiss,
som kan vara grunden till en senare ritning.
2013-03-25 KTH Royal Institute of Technology • www.kth.se 21
Editor's Notes
Andra djur, växter, baciller
Väder och klimat, Flygsimulatorer
Att med matematik beskriva vekliga fenomen
Använd som exempel på förenkling för ökad funktion