Dr. Kevin Burden explores how the concept of Disruptive Innovations (Clayton Christensen) applies in the field of educational technology, and in particular the field of mobile learning (m-learning)
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the “Bring Your Own Device” concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how “Cloud Computing” and “BYOD” can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both “Cloud Computing” and “BYOD” in Higher Education.
Doha College Mobile Learning Conference 2014: Learning from ResearchKevin Burden
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
Professional Development Y3 ssp 12 13 l14Miles Berry
Many teachers might seem reluctant to make extensive use of ICT in their teaching or to teach the ICT curriculum as effectively as they might. Furthermore, the rapid pace of technological change ensures that you and your colleagues face the continual challenge of staying up to date with technology and its use in schools. Web based communities and networks provide many opportunities for professional development and peer support.
We consider the importance of ongoing CPD and explore a number of approaches to this. Within a community of practice model, you reflect on the process of your professional formation as a teacher, comparing and contrasting this with your subsequent professional development.
I discuss a number of online resources, networks and communities of relevance to primary ICT or e-learning coordinators and you explore a number of these. We look at how you might facilitate your future colleagues professional development, through face-to-face gatherings and online communities.
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the “Bring Your Own Device” concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how “Cloud Computing” and “BYOD” can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both “Cloud Computing” and “BYOD” in Higher Education.
Doha College Mobile Learning Conference 2014: Learning from ResearchKevin Burden
Dr. Kevin Burden (The University of Hull) argues that like many educational technologies in the past, whilst we know fairly well WHAT works when students have access to a mobile device, we have virtually no idea WHY it works. Design Based Research (DBR) offers an opportunity to unlock this mystery and in so doing help to replicate and extend the use of mobile technologies in ways which have not even been imagined yet
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
A Presentation on how new technologies are changing how we teach.
A talk given my Mark S. Steed, Principal of Berkhamsted School, Herts, UK, at the Veale Wasborough Vizards Practical Strategies Conference at the IoD in London on Tuesday 16th September 2014.
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
University of Roehampton Y3 ICT specialists
At present ICT is a National Curriculum foundation subject in primary schools, although its programme of study and attainment target have now been ‘disapplied’. The Secretary of State has committed to reintroduce a programme of study for all four key stages for September 2014. For now, schools are free to decide what is taught and how it is assessed, reflecting the curricular autonomy enjoyed by academies, free schools and the independent sector.
As an ICT coordinator you should expect to give a firm steer to the development of ICT within and across your school’s curriculum, providing both the freedom and responsibility to provide your school’s pupils with the best possible technological education. You’re likely to take responsibility for crafting the school’s scheme of work for ICT, taking account of whatever statutory requirements are in place for your school at the time.
We look at ICT’s place within the present National Curriculum and some alternative approaches. We consider alternative approaches to the delivery of ICT. We explore common characteristics of both an ICT curriculum and a scheme of work for ICT and approaches that might be followed in creating one.
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
1GWSPS 1:1 Launch Presentation June 5, 2013ICTGWSPS
This is the Parent Presentation given at the Glen Waverley South Primary School 1:1 Netbook Program Launch. It is provided for information purposes only, some details may differ to the currently offered contract.
The digital conundrum: digital health and/or wellbeing?debbieholley1
Visiting Lecture: Plymouth College of Arts
In this first of our series of visiting lectures, Debbie Holley, Professor of Learning Innovation at Bournemouth University challenges us to explore the boundaries of the digital, while still ensuring that our own digital health and wellbeing is protected, along with that of our students. Debbie will share examples of her work leading teams embedding creativity (online) through the disciplines, with considerations for the health and wellbeing for all. We will conclude the talk with a panel discussion about how we may like to take some of the ideas forward. The event will be recorded, and the slides shared. Debbie has requested that you bring along your SMART (internet connected) mobile phones, but emphasises this workshop is suitable for all. Dr Ben Goldsmith, from the Bournemouth University learning technology team, will join us to talk about what is possible at the panel!
Debbie is a National Teaching Fellow, a Principle Fellow of AdvanceHE and on the JISC student experience experts panel. She has research interests in digital competence frameworks, augmented reality, virtual reality and simulations.
Ben is a Learning Technologist at Bournemouth University and a Fellow of AdvanceHE. His research interests include digital and media literacy, the use of media and digital content and tools in secondary and tertiary education, and the engagement of critical theory with approaches to learning.
You can follow Debbie on twitter @debbieholley1
Project Copernicus describes an initiative which allows and encourages students to bring their own technology to class, while teachers create lessons which encourages
Augmented Reality and Learning Innovation - a co-created journey? debbieholley1
Presentation Edtech World Forum Winter 2021
This talk reflects upon the pace and rate of change in learning that technology enables, and Covid-19 has accelerated this trend. The generation of new knowledge is increasing exponentially and having the 'single expert' that knows all there is on a given topic is no longer viable. Communities of practice, co-creating and sharing ways of working offer much to our students, as team working, data searching, managing and archiving are all skills employers value in the workplace. Drawing upon ONS (October 2021) data about the student experience of first year undergraduates, I suggest that student learning through the medium of the institutional VLE needs to be enhanced through authentic learning opportunities, and suggest ways in which augmented reality can play a role.
Disruptive Innovation (is the new punk rock)Geoffrey Colon
How does business compete in the era of niche? One theory: disruptive innovation. Create products and services at the lower end of the market that large corporations ignore, make them go mainstream, dominate. For more on disruptive innovation follow Geoffrey Colon on Twitter @djgeoffe or listen to his podcast on Spreaker.com
Eric Duerr, Extreme Arts + Sciences
Why Do Bad Products Happen to Good People?
Presented at Seattle Interactive Conference 2013
In an age of ever-evolving innovations, we have to ask: why do good ideas sometimes turn bad? Why do the best intentions sometimes produce innovations that seem so misguided? Why do bad products happen to good people? This talk offers insight that every innovator and entrepreneur with a dream and an engineering budget should hear: that when it comes to understanding the potential success of a new media technology, media determine, but culture decides.
EdTech 2012 Keynote: Digital Literacy - Your Message is Your MediumMartha Rotter
My keynote talk at EdTech 2012 in Dublin was about digital literacy. It covered what is digital literacy today versus in previous decades as well as what educators can do to increase digital literacy in their own classrooms & courses.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
A Presentation on how new technologies are changing how we teach.
A talk given my Mark S. Steed, Principal of Berkhamsted School, Herts, UK, at the Veale Wasborough Vizards Practical Strategies Conference at the IoD in London on Tuesday 16th September 2014.
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
University of Roehampton Y3 ICT specialists
At present ICT is a National Curriculum foundation subject in primary schools, although its programme of study and attainment target have now been ‘disapplied’. The Secretary of State has committed to reintroduce a programme of study for all four key stages for September 2014. For now, schools are free to decide what is taught and how it is assessed, reflecting the curricular autonomy enjoyed by academies, free schools and the independent sector.
As an ICT coordinator you should expect to give a firm steer to the development of ICT within and across your school’s curriculum, providing both the freedom and responsibility to provide your school’s pupils with the best possible technological education. You’re likely to take responsibility for crafting the school’s scheme of work for ICT, taking account of whatever statutory requirements are in place for your school at the time.
We look at ICT’s place within the present National Curriculum and some alternative approaches. We consider alternative approaches to the delivery of ICT. We explore common characteristics of both an ICT curriculum and a scheme of work for ICT and approaches that might be followed in creating one.
Blended learning: Introducing Challenge Based LearningAllan Carrington
This presentation was given as a keynote presentation at an elearning conference in Brisbane Queensland in 2009. It introduced participants to the pedagogical approach of Challenge Based Learning (CBL)
1GWSPS 1:1 Launch Presentation June 5, 2013ICTGWSPS
This is the Parent Presentation given at the Glen Waverley South Primary School 1:1 Netbook Program Launch. It is provided for information purposes only, some details may differ to the currently offered contract.
The digital conundrum: digital health and/or wellbeing?debbieholley1
Visiting Lecture: Plymouth College of Arts
In this first of our series of visiting lectures, Debbie Holley, Professor of Learning Innovation at Bournemouth University challenges us to explore the boundaries of the digital, while still ensuring that our own digital health and wellbeing is protected, along with that of our students. Debbie will share examples of her work leading teams embedding creativity (online) through the disciplines, with considerations for the health and wellbeing for all. We will conclude the talk with a panel discussion about how we may like to take some of the ideas forward. The event will be recorded, and the slides shared. Debbie has requested that you bring along your SMART (internet connected) mobile phones, but emphasises this workshop is suitable for all. Dr Ben Goldsmith, from the Bournemouth University learning technology team, will join us to talk about what is possible at the panel!
Debbie is a National Teaching Fellow, a Principle Fellow of AdvanceHE and on the JISC student experience experts panel. She has research interests in digital competence frameworks, augmented reality, virtual reality and simulations.
Ben is a Learning Technologist at Bournemouth University and a Fellow of AdvanceHE. His research interests include digital and media literacy, the use of media and digital content and tools in secondary and tertiary education, and the engagement of critical theory with approaches to learning.
You can follow Debbie on twitter @debbieholley1
Project Copernicus describes an initiative which allows and encourages students to bring their own technology to class, while teachers create lessons which encourages
Augmented Reality and Learning Innovation - a co-created journey? debbieholley1
Presentation Edtech World Forum Winter 2021
This talk reflects upon the pace and rate of change in learning that technology enables, and Covid-19 has accelerated this trend. The generation of new knowledge is increasing exponentially and having the 'single expert' that knows all there is on a given topic is no longer viable. Communities of practice, co-creating and sharing ways of working offer much to our students, as team working, data searching, managing and archiving are all skills employers value in the workplace. Drawing upon ONS (October 2021) data about the student experience of first year undergraduates, I suggest that student learning through the medium of the institutional VLE needs to be enhanced through authentic learning opportunities, and suggest ways in which augmented reality can play a role.
Disruptive Innovation (is the new punk rock)Geoffrey Colon
How does business compete in the era of niche? One theory: disruptive innovation. Create products and services at the lower end of the market that large corporations ignore, make them go mainstream, dominate. For more on disruptive innovation follow Geoffrey Colon on Twitter @djgeoffe or listen to his podcast on Spreaker.com
Eric Duerr, Extreme Arts + Sciences
Why Do Bad Products Happen to Good People?
Presented at Seattle Interactive Conference 2013
In an age of ever-evolving innovations, we have to ask: why do good ideas sometimes turn bad? Why do the best intentions sometimes produce innovations that seem so misguided? Why do bad products happen to good people? This talk offers insight that every innovator and entrepreneur with a dream and an engineering budget should hear: that when it comes to understanding the potential success of a new media technology, media determine, but culture decides.
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
Since 1960 and throughout the 90's education has witnessed incremental changes in public policy that has ranged from improved practices to big government presidential initiatives starting with Johnston, Regan, Clinton, Bush, and Obama. What may be missing in these incremental changes to improve education are the disruptive technology innovations that have occurred over time when education policy makers were conversing on the ideas of accountability through federal support structures. These were the disruptive innovations that were occurring within society; the technology innovations responsible for the first transistor radio, home computer, and internet. The same disruptive innovations creating a global telecommunication network that encouraged imagination and began to customize individual learning from Web 1.0 (read and write web) to the construction of Web 2.0 (social networks) of share and share alike resources.
Why use a strategic planning facilitator 8 reasons SME Strategy ConsultingAnthony C Taylor
Are you planning a strategic planning session or strategic planning offsite and need a facilitator from a strategy consulting company? It will save you time, money and stress and you'll get much more out of your strategic planning process
SME Strategy consulting has provided 8 reasons why you should use a strategic planning facilitator. Learn more at www.smestrategy.net
We need to change our teaching and assessment to respond actively to new challenges of higher education .emanating because of recent development in neurosciences, information and communication technology and globalisation.
Disruptive Innovations in Learning Technologies Rebecca Davis
A variety of technology-enabled learning modes are changing the landscape of higher education. How might these changes impact the training and development profession? Rebecca Frost Davis, Director of Instructional and Emerging Technology at St. Edward’s University will review developments in technology-enabled learning that are disrupting the traditional model of higher education, including the massive open online course or MOOC, blended learning, big data, and open educational resources. Participants will then explore how these disruptions might affect their approach to workforce training and development.
Disruptive Innovations? Research on iPads - Apple RTC Annual Conference (Eden...Kevin Burden
Dr. Kevin Burden explores to what extent the use of iPads in schools constitute 'disruptive technologies' which challenge the underlying paradigms behind education
10 Steps to an Affordable Educational Technology PlanSam Gliksman
Affordable educational technology needs to first be effective and therefore requires a clear educational vision that addresses the needs of 21st century learners. This holistic educational approach will then guide the direction for technology expenditures and use.
This is about the challenges faced by teacher in the scenario of onslaught by digital environment. One needs to tackle it by being sensitive to the needs of the hour and also by properly embracing the technology.
D4DL Workshop presentation at Bristol: 9th October 2013Kevin Burden
Dr. Kevin Burden presents findings from research projects across the UK showing how teachers are using iPods, iPads and other mobile devices. He argues that understanding what works well on mobile devices is not sufficient and that researchers need to work alongside teachers to construct meaningful mobile learning scenarios.
Mobile learning- New Tools for a New CurriculumJohn Sloan
This presentation was made at the Pearson Celebrating a 21st Century Education Conference, November 2010.
It gives background research and exemplars of how mobile devices can be used to enhance 21st Century Maths and Science learning
it is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like.
Edci 690 teaching young children in a digital classroom l-raymondLesli Raymond
Presentation related to teaching young children in a digital classroom using iPads, computers, and other technology. Specific focus on emergent literacy
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
As mobile devices continue to shrink in size and cost their functionality and potential for learning is expanding, mediated
through their various affordances which include more powerful multimedia, social networking, communication and
geo-location capabilities. Hence educators and researchers are increasingly seeking ways to exploit the appeal and
growing ubiquity of mobile devices and the learning which is associated with it (m-learning), although their use and
appropriateness in formal contexts, such as schools is relatively unknown and under-theorised (Churchill, Fox & King,
2012; Johnson, Adams & Cummins, 2012). Research is therefore needed to design, develop and test effective mobile
pedagogies based on evidence of how they contribute to quality learning across the curriculum, informing teacher practice,
policy makers, curriculum developers and teacher education (Goodwin, 2012; Pegrum, Oakley & Faulkner, 2013). Mindful
of these interests and challenges, this presentation explores how teachers are conceptualising and designing learning
scenarios for students which exploit the pedagogical features of m-learning, and in particular the opportunity to design
more authentic learning contexts which bridge the gap between formal and informal learning, in and beyond schools
(Herrington, Mantei, Herrington, Olney & Ferry, 2008). It draws upon an initial analysis of data from a world-wide survey,
which focused on the distinctive mobile pedagogies used by educators across different phases and sectors of education, and reports upon research in progress with teachers and trainee teachers to design and test more effective learning scenarios (Kearney, Schuck, Burden and Aubusson, 2012).
Conventional accounts of authentic learning focus on contextual factors: tasks, processes, how situated the learning is and the extent to which learners engage in simulated or participative real-world activities. This paper theorises how ubiquitous mobile technologies are fracturing the boundaries that demarcate traditional accounts of authentic learning affording new opportunities to reconceptualise what authenticity means for learners when they use a boundary object such as a mobile device. Whilst some of this has been captured previously with terms like ‘seamless’, ‘contextualised’ and ‘agile’ learning this paper argues that the concept of authentic mobile learning is a highly fluid construct which will continue to change as the technologies develop and as the pedagogical affordances become better understood by educators and end-users. The paper offers a three-dimensional model of authentic mobile learning and argues that further empirical research is required to understand what is authentic mobile learning from the perception of learners.
University of Hull Federation of colleges presentation 2014Kevin Burden
Dr. Kevin Burden fromt he University of Hull presents at the launch of the Digital and Mobile Learning Network, established to support lecturers and learners maximise the use of mobile technologies in learning
iPads and Research: presentation at Francis Combe School 14th May 2014Kevin Burden
This is a presentation by Dr. Kevin Burden at Francis Combe school on 14th May, explaining how teachers and educators can benefit from tapping into the emerging research base on the use of iPads in the UK and across the World
Investigating Distinctive Pedagogies in Mobile Learning: SITE 2014 Conference...Kevin Burden
Dr. Matthew Kearney and Dr. Kevin Burden present the initial findings from their research into how teachers are using mobile technologies to support learning and teaching
How to get involved in MESH as a practitionerKevin Burden
A presentation from Dr. Kevin Burden explaining how MESH seeks to make research evidence available to teachers and schools in a format which can be easily accessed and used in the classroom. This is referred to as Translation research in this presentation
Apple Conference Southampton 2014: research base for iPadsKevin Burden
Dr. Kevin Burden investigates how teachers and academics can build a pedagogic knowledge base around the use of iPads using the MESH project (www.meshguides.org). The emerging research evidence undertaken by Dr. Burden and his team indicates that Personalisation; Collaboration and Authenticity are powerful affordances for learning with mobiles devices like iPads
e-learning foundation keynote (June 2013): Distinctive Pedagogies of iPadsKevin Burden
Dr. Kevin Burden outlines how the use of mobile technologies (tablets and phones) can be enhanced by the use of carefully designed and researched mobile pedagogies
Using design based research to develop meaningful mobile learning scenarios Kevin Burden
Current research into the use of mobile devices and tablet computers like the iPad indicate there are multiple opportunities to support and enhance learning and we already know a considerable amount about what works in classrooms when these devices are deployed. However it is still unclear why or how these technologies make a difference and this presentation argues that design based research (DBR) would help practitioners and researchers gain a better understanding about the design principles required to develop effective and meaningful learning sceanrios using mobile technologies
Kevin Burden, from the University of Hull, presents the findings from two recent research projects in Scotland and North East Lincolnshire, along with a theoretical model for mobile learning with tablet devices
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
9. Affordances of mobile technologies
Lightweight
Powerful
Instant on
Long battery life
HD cameras (twin)
Video mirroring
Portable
A post-PC technology?
13. • What?
• So what?
What do we currently know about the
use of mobile technologies in education?
What does this mean?
What difference is it making?
• What next?
What does the research suggest we sh
be looking to in the future with mobile
learning?
20. “It doesn’t work if it’s shared because all the good things
that happen, happen because it’s yours and you’re taking
it home and you’re using it and then you’re adapting and
you’re taking the different things. And you’re getting so
used to using it that you can use them across the
different apps and you can have that bit of personal
choice” (Student, Bellshill Academy)
22. “Staff directly involved in the initiative consider
it has fostered greater personalisation of
learning by offering students a greater degree of
choice and freedom in how they access
information (e.g. through apps or the Internet),
how they process information and how they
present and offer it up for assessment”
Headteacher, Bellshill Academy
38. Greater authenticity is
possible
1. using the iPad to replicate professional tools
2. using the iPad to access real time data in the classroom
3. using the iPad in outdoor contexts
41. “… before I would have maybe sent a worksheet
home and they would just complete it and send it
back to me. But if I put the worksheet on ‘Screen
Chomp’, then they can do the worksheet on ‘Screen
Chomp’ but record themselves while they do it, and
explain what they are doing to me, so I can see
where their understanding is, and I can see any
points that they are not understanding. And I can
also, when I am marking it when I am talking to the
children after, I will be able to give them more direct
and targeted feedback because I will know exactly
where they have gone wrong with things. I think that
has been a big change in being able to do that”
Teacher - Chryston Primary School
42.
43. Design Based Research
Stage 1:
V:
1I:
Stage 1V:
III:
Iterativeathe initial to
Identify cycles of
Identification of design
Build on an shoulders
Develop product
testing and
design or improve it
principles
of giants and test
prototype
improvement
44. Can we use DBR to design more effective
mobile learning scenarios?
45.
46. Using DBR to improve the effectiveness of
feedback
47.
48. ‘Making Thinking Visible’
•Use scenarios which encourage two-way feedback
•Design problems which force students to articulate their
thinking processes
•Facilitate student
feedback with peers
•Focus on ‘threshold concepts’ and ‘troublesome
knowledge’
49. Your take-away
• Mobile devices can be ‘disruptive
innovations’
• Educators need to understand the unique
‘affordances’ of mobile technologies in
order to leverage powerful learning
opportunities
• Thinking of teaching as a design based
science may help to identify how these
affordances are translated into learning
scenarios
51. Senior Fellow Higher Education Academy (SFHEA)
Faculty of Education,
The University of Hull, HU6 7RX
Tel: (44) 01482 466731
Mobile: 07815184477
Twitter: @edskjb
URL: https://hull.academia.edu/KevinBurden
Slideshare: http://www.slideshare.net/edskjb/edit
_my_uploads
MESH maps (iPads) http://www.richp
rocter.co.uk/cgi-bin/pathways/pad.pl
Editor's Notes
Every year 30,000 consumer products are launched - 95% fail because producers don’t see it from the customers perspective
Customers look at products as a way to get a job done (many companies do not look at it this way) - what is the job of a milkshake?
First attempted traditional approaches - i.e. to segment the market by demographics (e.g. etc) and products (milkshakes) - asked people what defines a good milkshake - they shared their ideas and the company responded to these, but sales did not increase. They had focused on the functions of a milkshake, not the job it is ‘hired’ to do
Christensen approached it differently by sitting and watching people buying milkshakes - he spotted that 40% were bought in the mroning and people did not drink them on the premises (i.e. they commuted with them)
He then interviewed these people and discovered that the job they had ‘hired’ the milkshake to do was to starve off boredom - most had a long commute to work (driving) and they needed something to keep them occupied with one hand (it kept them busy - they were not really hungry) - it is so viscous it takes 20 minutes to suck it up the straw
Function is not the same as the job
Customers ‘hire’ a product to get a job done -
Milkshake firm wanted to improve its sales
What might be the job of an iPad?
Disruptive innovations:innovations that change the paradigm (e.g. publishing or music industries)
What is the job of a milkshake
Every year 30,000 consumer products are launched - 95% fail because producers don’t see it from the customers perspective
Customers look at products as a way to get a job done (many companies do not look at it this way) - what is the job of a milkshake?
First attempted traditional approaches - i.e. to segment the market by demographics (e.g. etc) and products (milkshakes) - asked people what defines a good milkshake - they shared their ideas and the company responded to these, but sales did not increase. They had focused on the functions of a milkshake, not the job it is ‘hired’ to do
Christensen approached it differently by sitting and watching people buying milkshakes - he spotted that 40% were bought in the mroning and people did not drink them on the premises (i.e. they commuted with them)
He then interviewed these people and discovered that the job they had ‘hired’ the milkshake to do was to starve off boredom - most had a long commute to work (driving) and they needed something to keep them occupied with one hand (it kept them busy - they were not really hungry) - it is so viscous it takes 20 minutes to suck it up the straw
Function is not the same as the job
Customers ‘hire’ a product to get a job done -
Milkshake firm wanted to improve its sales
What might be the job of an iPad?
Disruptive innovations:innovations that change the paradigm (e.g. publishing or music industries)
What is the job of a milkshake
Adaptive Learning – subset of personalization/customization – use of data to customize learning (cognitive tutors) see Carneige Learning (Beluga maths identifies the component skills which students need in order to progress in maths) – trying to unpack the cognitive process in terms of what a student needs and what are the most critical sub-sets
ePortfolios: helps students show to employers the competencies and skillsets they have developed – encourage student reflection on learning (not yet taking off in the USA –
Mobile apps: apps often focus on narrow elements of classroom learning
Disggregating traditional role of LMS (show how you could you use Evernote in the same way) – see Western International School using Explain Everything to give short feedback to students
Learning games: often have a complex underlying dynamic similar to adaptive learning (invisible learning ) – but difficult to integrate into learning (less fun when you know it is a game) – need to be well aligned with the curriculum
Video content (YouTube): best example integrate animations, subtitle; assessment (see CrashCourse) – flipped classroom (educator)
Big Data projects – learning analytics
iPod research in North East Lincolnshire, 2009-2011
My colleagues and I have captured all of these opportunities/affordances in a framework as shown
Low = exchange of content
High = creation and sharing of contexts
Low = exchange of content
High = creation and sharing of contexts
The other end of the spectrum - techno-dystopia
Current growth in interest around mobile learning - evidenced by the interest of the international Agencies
Fill in with other pictures from the UNESCO studies across the world
Aims of this session:
Draw us back to the national context of the UK first - share with you the research I and my colleagues have been undertaking in mobile learning, before going back to the international scene and thinking then about the future
Using a tested technique to do this
What next – and here I will suggest we need to investigate far more about the mechanisms that make mobile leanring effective and to do this we need to employ a new set of research instruments and paradogms which I will share with you towards the end of the presentation when I return to the international scene.
Authority:
1. Where mobile technologies are sanctioned within the institution, especially in depolyments which are highly personal (e.g. 1:1) they alter the relationship between learners and teachers/educators
2. Current model of learning is unsymmetrical in many ways:
the teacher owns and controls most of the knowledge or ‘stuff’ which is mandated to be understood/known - Freire’s Banking Analogy (Knowledge is deposited) restricting the ability to think critically
knowledge (or stuff) is consumed by the learner in large volumes but relatively little is produced, particularly with any lasting value (most is ephemeral and quickly lost)
3. Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
Need to define regular - is this daily or weekly?
all of our research demonstrates very clearly how students get considerable more access to technology in school when mobile devices are introduced than they ever did before (see graph)
the access to technology is significantly more unmediated than is normally the case
Why is this significant?
1. gives students more control or efficacy over their lives
2. challenges the existing paradigm of learning - where and when
To undertake research and to support writing (fairly traditional - on the surface at least - this needs unpacking)
So what do students use this access and technology for?
1. All of our evidence show two principal uses at this point in time:
research/internet
writing - productivity
2. Interesting - for later - also considerable sharing (look at this later)
Research is interesting - demonstrates a different model of learning - not a banking model (deposits)
Ubiquitous connectivity (which is what mobile learning promises) - challenges this in many respects:
knowledge cannot be ‘controlled’ or rationed in the same way it was when it belonged exclusively to the teachers - scarcity has dissappeared (much as it did with the monks who were previous guardians of knowledge and therefore learning)
not necessary to teach as much content any longer - most of it can be located by students
it is also less necessary to memorise everything any longer - freeing up cognitive space and energy for other things
learners become more independent and less needy of the teacher
they are able to make more choices - agency (where they work; how they work and undertake a task; when they work)
they
To provide personal ownership to technology - to put the learner in the driving seat
Models of ownership - we are going towards a much more 1:1 model
Shift towards a very personalised model of learning
not just about providing equipment - its about providing flexible provision (giving students more choice)
The risks associated with individualisations - lack of social contact
But our data does not support this conclusion - at least not yet
1. we were surprised to find higher levels of conversation and collaboration in the classroom than we expected - teachers report it has increased
Important that teachers still design lessons which encourage collaboration and cooperation between learners - when they do the technology actually supports this kind of learning - (e.g. see these apps_)
Examples of production - student generated content (contexts) - find examples
For almost as long as we have had schools the relationship between the learner and the teacher has been unsymmetrical in the sense that most of what occurs is about consumption (i.e. of knowledge) not production: why
technical reasons - hard for students to produce anything that would last
technical - hard to share or disseminate to a wider audience
lack of real audience diminishes the drive to publish - who reads a typical essay
What does this suggest about technology and cognition generally - we are smarter than you think
Extended cognition
e.g. who directs and control learning: the teacher; the student:both?
Where and how is learning organised - (pacing) - emerging
Issues of space - traditional learning is situated in classrooms
Introduces more choices and autonomy for students - one of the emerging themes to date (students have more opportunities to find out for themselves; to be ‘experts’; to learn from experts outside the classroom’
But is it happening (see findings from our study)
These are the mobile technologies of their day
Just use the Book video with the iBooks to show how long it takes for practices to become standardised (e.g. book numbers and indexes)
Whole host of apps and software which enable students to create their own books
smart books - customised t your likes and interests - sharing content with other readers/their notes on the same book - knows where you are and who is near you
insert images of Apple books here ..
Widgets to make books more customised for learning - customied to the individual
1 - microscopes, sensors and wind tunnels
2 - demo iPad (Quakespotter and Plane Finder)
2. museum trails/ AR apps/ games (ARIS)
3. Using the real world and AR as the classroom - Museum of London street app
Example of DBR in non educational context - traffic flow and calming