A presentation about using ICT in the Learning process for teachers in the Al Hayat School in Aleppo, Syria.
Presentation prepared by Fayez Chahrstan
Summer 2010
The Importance of Accreditation and Lowering MOOC Production Costs for Lifelo...Brian Mulligan
Describes the Erasmus+ funded LoCoMoTion project (moocs4all.eu) and how low-cost production of MOOCs and accreditation may be important for lifelong learning in the developing world.
The document discusses Plymouth University's efforts to provide online interactive information literacy tutorials and use them in classroom settings. It describes how subject librarians created tutorials using the Xerte software to deliver training to large cohorts, distance learners, and students in need. Different approaches were tested in teaching sessions, from using individual tutorials to custom tutorials. Student feedback and assessment data showed how effective the various approaches were. The goal is to share this experience so others can evaluate if this approach might benefit their own teaching practices.
This document provides an overview of MOOCs (Massive Open Online Courses) from TU Delft Extension School. It discusses the goals of TU Delft Extension School in offering MOOCs, including educating the world, improving education quality, and attracting new students. It then describes the different types of online courses offered, including MOOCs, OpenCourseWare, and online degree programs. Production of MOOCs is discussed, including video formats, pedagogical models, and course development processes. Impact examples and learner demographics are also summarized. The document concludes with discussions of copyright issues, required support roles, and the different stages of the MOOC lifecycle.
Abstract: The European Megatrends project has analysed 26 major e-learning successes and ten conspicuous e-learning initiatives which did not reach targeted goals. There is much to learn from the many successful European e-learning initiatives, but this article focuses on what we can learn from the ten discontinued initiatives that spent about €150M before they were closed down after an average of four years in operation. The article presents the ten discontinued initiatives comprising four consortia, two institutional initiatives and four governmental and political initiatives. It includes a discussion on why they failed and concludes with seven recommendations that are drawn from the analyses of the ten initiatives.
The Virtual Learning Network (VLN) Community supports flexible, online classrooms without walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes 24/7 through video conferencing, online collaboration tools, and asynchronous learning resources. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
The Importance of Accreditation and Lowering MOOC Production Costs for Lifelo...Brian Mulligan
Describes the Erasmus+ funded LoCoMoTion project (moocs4all.eu) and how low-cost production of MOOCs and accreditation may be important for lifelong learning in the developing world.
The document discusses Plymouth University's efforts to provide online interactive information literacy tutorials and use them in classroom settings. It describes how subject librarians created tutorials using the Xerte software to deliver training to large cohorts, distance learners, and students in need. Different approaches were tested in teaching sessions, from using individual tutorials to custom tutorials. Student feedback and assessment data showed how effective the various approaches were. The goal is to share this experience so others can evaluate if this approach might benefit their own teaching practices.
This document provides an overview of MOOCs (Massive Open Online Courses) from TU Delft Extension School. It discusses the goals of TU Delft Extension School in offering MOOCs, including educating the world, improving education quality, and attracting new students. It then describes the different types of online courses offered, including MOOCs, OpenCourseWare, and online degree programs. Production of MOOCs is discussed, including video formats, pedagogical models, and course development processes. Impact examples and learner demographics are also summarized. The document concludes with discussions of copyright issues, required support roles, and the different stages of the MOOC lifecycle.
Abstract: The European Megatrends project has analysed 26 major e-learning successes and ten conspicuous e-learning initiatives which did not reach targeted goals. There is much to learn from the many successful European e-learning initiatives, but this article focuses on what we can learn from the ten discontinued initiatives that spent about €150M before they were closed down after an average of four years in operation. The article presents the ten discontinued initiatives comprising four consortia, two institutional initiatives and four governmental and political initiatives. It includes a discussion on why they failed and concludes with seven recommendations that are drawn from the analyses of the ten initiatives.
The Virtual Learning Network (VLN) Community supports flexible, online classrooms without walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes 24/7 through video conferencing, online collaboration tools, and asynchronous learning resources. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
The Virtual Learning Network (VLN) Community supports flexible, online learning without physical classroom walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes and learning resources 24/7 through video conferencing, online collaboration tools, and a learning management system. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
National Online Distance Education Service (NODES) - Proposed Action Plan 2015Ishan Abeywardena, Ph.D.
This is a proposed action plan for the National Online Distance Education Service (NODES) under the new management at the Open University of Sri Lanka. The proposed plan highlights several ICT projects of National scale which can be implemented using the NODES infrastructure.
Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13Alejandro Armellini
This document summarizes a presentation given by Professor Alejandro Armellini about foresight and choices for 21st century learning. The presentation covered trends in online learning, effective course design, use of virtual learning environments and open educational resources. It emphasized designing courses for collaboration and participation. It also discussed Northampton's initiative to contribute open educational resources and explore small online courses rather than massive open online courses.
It's easy to make a MOOC. So why are more not doing it?Brian Mulligan
The document discusses why more universities are not creating MOOCs (Massive Open Online Courses), despite their low production costs, by examining findings from a survey of UK universities and perspectives on MOOC pedagogy and quality. It also outlines principles and a template for creating low-cost MOOCs based on reusing open educational resources, peer assessment, and flipping traditional classroom structures to make content available online. While feedback on their low-cost MOOC course was positive, completion rates remained low, suggesting barriers beyond financial costs prevent widespread university adoption of MOOCs.
This document provides information about the applicant's education, work experience, activities, skills, artwork, video, and work experience at Index Creative Village. For education, the applicant attended Chulalongkorn University from 2008-present and Ekamai International School from 1997-2008. They held several event coordinator and project coordinator roles from 2010-2011. Their skills include Thai and English proficiency, Microsoft Office, graphics software like Photoshop, and video editing software. They provide links to view their artwork and a video. Their work experience section at Index Creative Village is blank.
How the Nordic open online Academy (NooA) uses Moodle for Cooperative Freedom and Transparency in Online Education.
A 45-minute presentation at the Online Educa in Berlin 03.12.14
Campus NooA was established and accredited as a Norwegian online school by the Ministry of Education and Research in 2012. NooA’s aim is to become an international centre for online courses and programs. So far, NooA offers 50 online courses in Norwegian, English, Swedish and Danish. The courses are offered through the multilingual, open source, learning platform Moodle. All courses are completely online and based on the Theory of Cooperative Freedom and Transparency in Online Education.
The presentation focuses on how Campus NooA implements the theory and on the entrepreneurial experiences from the development of a private, Nordic open online Academy.
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
The Student Survival sMOOC - Designing and Piloting a course in partnership w...Carl Sykes
The document describes the development and piloting of a student survival MOOC (massive open online course) created in partnership with students in Wales. The goals were to help students prepare for and feel more confident in their first weeks of university. Welsh higher education institutions collaborated on open educational resources for the bilingual course, hosted on the University of South Wales' platform. Student feedback was positive and they were interested in creating their own open resources and moderating discussions. Next steps may include expanding student roles, rolling out the course more broadly, and creating additional resources.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
Glynis Perkin Bauman presentation 24th June 2013Andrea Wheeler
This document describes a student-led, employer-focused extracurricular activity model that was developed at Loughborough University and Imperial College London. Key aspects include: student-led symposia that showcase student projects to employers; national student-led symposia that connect students from multiple universities; and the adoption of the practice by seven additional universities through a funding program. The activities provide benefits like developing employability skills and connecting students with employers.
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Using the Internet when teaching Cambridge exams for kidsOlga Selivanova
Free seminar for English teachers in BKC-IH Moscow Teacher Training Centre
Сегодня очень много говорится о необходимости и преимуществах использования информационных технологий, в частности интернета, при обучении языку и подготовке к экзаменам. Но многие ли из нас действительно могут похвастаться уменем эффективно использовать эти новые ресурсы? Как выбрать необходимые материалы из потока информации? Как адаптировать их для нужд конкретных студентов? Какие материалы доступны и как найти то, что нам нужно не потратив массу времени и сил? Во время презентации мы постараемся ответить на эти вопросы и рассмотрим конкретые практические решения для успешного использования интернета при подготовке к экзаменам.
This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.
The document describes a case study conducted by Aston University to develop an information literacy profile for students using the PebblePad personal learning system. Over the course of a year, the researchers designed a skills profile based on information literacy frameworks, trained students on using PebblePad, and encouraged students to complete the profile. However, challenges included a lack of technical support, poor timing that conflicted with the busy induction period, and low student participation likely due to a lack of formal assessment and incentive. The researchers plan to offer incentives and use the profile more systematically in future iterations to improve student engagement.
The Multiple Faces of Elluminate slideshareLTU IOE
The document discusses Elluminate, a synchronous audio and visual conferencing tool. It provides perspectives on Elluminate from various groups, all of which emphasize benefits like time savings from less travel, improved learning quality through more interaction, and advancing environmental sustainability. Elluminate allows for remote lectures, international collaboration, and engaging open days and master's programs.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
This document discusses taking on eDiscovery as an in-house practice at a law firm and the services offered by Paralegally Yours. It addresses questions firms should ask clients about their data retention policies and eDiscovery preparedness. It also discusses how an experienced paralegal from Paralegally Yours can help firms implement an eDiscovery project management plan to reduce litigation costs and ensure their practices are up-to-date on relevant technologies, case law, and procedures.
ICT in Learning Process discusses how information and communication technologies (ICT) can be used to find, produce, and share information. It provides tips for effectively searching online, including using operators to search specific sites, locations, or formats. It also discusses tools for producing content, like Wordle and Flash Cards, and ways to save and share work, such as using Google Drive, Dropbox, or creating a class blog or website. The presentation encourages collaboration using technologies and polling students for feedback.
The Virtual Learning Network (VLN) Community supports flexible, online learning without physical classroom walls. It began in the early 1990s and has grown to include over 250 schools. VLN allows students to connect with classes and learning resources 24/7 through video conferencing, online collaboration tools, and a learning management system. Benefits of VLN include maximizing teaching resources, offering more curriculum choices, and providing greater flexibility and access to experts for students.
National Online Distance Education Service (NODES) - Proposed Action Plan 2015Ishan Abeywardena, Ph.D.
This is a proposed action plan for the National Online Distance Education Service (NODES) under the new management at the Open University of Sri Lanka. The proposed plan highlights several ICT projects of National scale which can be implemented using the NODES infrastructure.
Armellini's keynote, SOLSTICE conference, Edge Hill, 5 June13Alejandro Armellini
This document summarizes a presentation given by Professor Alejandro Armellini about foresight and choices for 21st century learning. The presentation covered trends in online learning, effective course design, use of virtual learning environments and open educational resources. It emphasized designing courses for collaboration and participation. It also discussed Northampton's initiative to contribute open educational resources and explore small online courses rather than massive open online courses.
It's easy to make a MOOC. So why are more not doing it?Brian Mulligan
The document discusses why more universities are not creating MOOCs (Massive Open Online Courses), despite their low production costs, by examining findings from a survey of UK universities and perspectives on MOOC pedagogy and quality. It also outlines principles and a template for creating low-cost MOOCs based on reusing open educational resources, peer assessment, and flipping traditional classroom structures to make content available online. While feedback on their low-cost MOOC course was positive, completion rates remained low, suggesting barriers beyond financial costs prevent widespread university adoption of MOOCs.
This document provides information about the applicant's education, work experience, activities, skills, artwork, video, and work experience at Index Creative Village. For education, the applicant attended Chulalongkorn University from 2008-present and Ekamai International School from 1997-2008. They held several event coordinator and project coordinator roles from 2010-2011. Their skills include Thai and English proficiency, Microsoft Office, graphics software like Photoshop, and video editing software. They provide links to view their artwork and a video. Their work experience section at Index Creative Village is blank.
How the Nordic open online Academy (NooA) uses Moodle for Cooperative Freedom and Transparency in Online Education.
A 45-minute presentation at the Online Educa in Berlin 03.12.14
Campus NooA was established and accredited as a Norwegian online school by the Ministry of Education and Research in 2012. NooA’s aim is to become an international centre for online courses and programs. So far, NooA offers 50 online courses in Norwegian, English, Swedish and Danish. The courses are offered through the multilingual, open source, learning platform Moodle. All courses are completely online and based on the Theory of Cooperative Freedom and Transparency in Online Education.
The presentation focuses on how Campus NooA implements the theory and on the entrepreneurial experiences from the development of a private, Nordic open online Academy.
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
The Student Survival sMOOC - Designing and Piloting a course in partnership w...Carl Sykes
The document describes the development and piloting of a student survival MOOC (massive open online course) created in partnership with students in Wales. The goals were to help students prepare for and feel more confident in their first weeks of university. Welsh higher education institutions collaborated on open educational resources for the bilingual course, hosted on the University of South Wales' platform. Student feedback was positive and they were interested in creating their own open resources and moderating discussions. Next steps may include expanding student roles, rolling out the course more broadly, and creating additional resources.
A ‘middle out’ approach to implementing technological innovation Jisc
This document discusses implementing technological innovation at Bournemouth University through a "middle out" approach led by influencers. It promotes the TEL Toolkit as an online resource for teaching staff to gain skills and innovate their teaching. It provides suggestions for staff to support innovation, including completing a digital skills assessment, referring to case studies, and attending seminars. Examples of TEL suggestions are also given for pedagogical approaches like blended learning, feedback, flipped classroom, assessment, collaboration, and engagement.
Glynis Perkin Bauman presentation 24th June 2013Andrea Wheeler
This document describes a student-led, employer-focused extracurricular activity model that was developed at Loughborough University and Imperial College London. Key aspects include: student-led symposia that showcase student projects to employers; national student-led symposia that connect students from multiple universities; and the adoption of the practice by seven additional universities through a funding program. The activities provide benefits like developing employability skills and connecting students with employers.
Jeff Haywood is the Vice-principal, Knowledge Management at University of Edinburgh, United Kingdom
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Using the Internet when teaching Cambridge exams for kidsOlga Selivanova
Free seminar for English teachers in BKC-IH Moscow Teacher Training Centre
Сегодня очень много говорится о необходимости и преимуществах использования информационных технологий, в частности интернета, при обучении языку и подготовке к экзаменам. Но многие ли из нас действительно могут похвастаться уменем эффективно использовать эти новые ресурсы? Как выбрать необходимые материалы из потока информации? Как адаптировать их для нужд конкретных студентов? Какие материалы доступны и как найти то, что нам нужно не потратив массу времени и сил? Во время презентации мы постараемся ответить на эти вопросы и рассмотрим конкретые практические решения для успешного использования интернета при подготовке к экзаменам.
This document discusses MOOCs (Massive Open Online Courses) and their relevance for organizations. It defines MOOCs and outlines UCT's strategy for offering MOOCs, which aims to position UCT as a world-class university, promote African scholarship, share learning globally, and apply lessons to degree courses. Challenges of MOOCs like limited internet access are addressed. Case studies show how businesses and governments use MOOCs for skills training. Emerging models blend MOOCs with formal courses. MOOCs offer opportunities but require consideration of digital literacy and content suitability.
The document describes a case study conducted by Aston University to develop an information literacy profile for students using the PebblePad personal learning system. Over the course of a year, the researchers designed a skills profile based on information literacy frameworks, trained students on using PebblePad, and encouraged students to complete the profile. However, challenges included a lack of technical support, poor timing that conflicted with the busy induction period, and low student participation likely due to a lack of formal assessment and incentive. The researchers plan to offer incentives and use the profile more systematically in future iterations to improve student engagement.
The Multiple Faces of Elluminate slideshareLTU IOE
The document discusses Elluminate, a synchronous audio and visual conferencing tool. It provides perspectives on Elluminate from various groups, all of which emphasize benefits like time savings from less travel, improved learning quality through more interaction, and advancing environmental sustainability. Elluminate allows for remote lectures, international collaboration, and engaging open days and master's programs.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
This document discusses taking on eDiscovery as an in-house practice at a law firm and the services offered by Paralegally Yours. It addresses questions firms should ask clients about their data retention policies and eDiscovery preparedness. It also discusses how an experienced paralegal from Paralegally Yours can help firms implement an eDiscovery project management plan to reduce litigation costs and ensure their practices are up-to-date on relevant technologies, case law, and procedures.
ICT in Learning Process discusses how information and communication technologies (ICT) can be used to find, produce, and share information. It provides tips for effectively searching online, including using operators to search specific sites, locations, or formats. It also discusses tools for producing content, like Wordle and Flash Cards, and ways to save and share work, such as using Google Drive, Dropbox, or creating a class blog or website. The presentation encourages collaboration using technologies and polling students for feedback.
The document discusses different types of curation including curated lists, curated people, and curation skills. It provides examples of curated lists on websites like Etsy, Yelp, and Tumblr. It also discusses how social networks like Facebook and Google+ allow users to curate groups of people/friends. Finally, it outlines skills useful for curation like using dashboard tools, browser extensions, focusing search locally, and curating content from multiple sources.
The document defines key terms related to information and communication technology (ICT) and the digital divide. It discusses debates around prioritizing ICT development, both criticisms and arguments in support. United Nations Millennium Development Goals related to ICT access are outlined. The document explores how ICTs can support education, health, small and medium enterprises, and governance. It analyzes dimensions of the digital divide and importance of closing the gap, proposing strategies to increase access and relevance of ICTs.
The document discusses the balance of payments between Britain and other countries. It explains the current account, which records trade in goods and services, as well as net income flows and current transfers. The UK runs a current account deficit due to importing more goods than it exports, but it has a surplus in trade in services. The capital account records small capital transactions and the financial account records the movement of financial capital into and out of the UK through foreign direct investment, portfolio investment, and other capital inflows. Maintaining an open international capital market has both advantages like economic growth and disadvantages like vulnerability to financial crises.
This document discusses three concepts related to international trade:
1. Trade deflection, which occurs when exporters divert goods through the country with the lowest external tariffs in a free trade area. This can harm other countries. Rules of origin help address this issue.
2. Trade creation, which happens when tariff removal in a customs union expands the domestic tariff-free market, benefiting consumers.
3. Trade diversion, which is a potential problem if countries must pay more due to a common external tariff, subsidizing inefficient industries and preventing imports from lower-cost partners outside the trade bloc.
information and communication technologyAmudha Mony
The document discusses information and communication technology (ICT). ICT refers to all technologies used for telecommunications, broadcast media, building management systems, audiovisual systems, and network-based control functions. ICT includes both information technology and digital communication technologies. Digital communication technologies allow people and organizations to communicate and share information digitally through tools like email, social media, and collaboration software. The document provides examples of different types of ICT like computers, networks, and digital communication tools and discusses how ICT can promote social change and development when applied strategically.
Ict – information & communication technologyDerek Ramdatt
This document discusses Information and Communication Technology (ICT) and its uses in education. It defines ICT as technologies used to gather, store, process and transmit information. The document outlines benefits of ICT such as engaging students, aiding retention of knowledge, and motivating interest. Examples of using ICT in schools include developing research skills using the internet, using educational software, and facilitating communication. The role of teachers is to encourage critical thinking and information literacy when using ICT rather than just imparting content.
Design and Development of the E-Learning Services in the Open Education Syste...Mehmet Emin Mutlu
M.E. Mutlu, Ö. Özöğüt Erorta, R. Yılmaz, “Design and Development of the E-Learning Services in the Open Education System in Turkey”, EADTU- Working Conference 2005 Towards Lisbon 2010: “Collaboration for Innovative Content in Lifelong Open and Flexible Learning”, Rome, 10-11 November 2005.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design approaches aim to make teaching and learning processes more explicit and portable across systems to improve e-learning pedagogy and the student experience. However, fully implementing learning design approaches is still a major challenge.
Rose-anne Camilleri has successfully completed 6 online courses covering topics such as podcasting, Web 2.0 tools, internet safety, and nanotechnology. She has supported many teachers in their eTwinning projects to help educators develop ICT skills for communication and collaboration. Some of the teachers she supported have received eTwinning Quality Labels for their excellent projects. Camilleri has also participated in the annual EMBED event in Malta, which showcases innovative eLearning practices. She completed an MSc in eLearning Interactive Teaching Technologies, where she created a learning resource and conducted research on factors impacting teachers' adoption of educational technology. Camilleri maintains blogs and a digital portfolio to support teachers' professional development
Parisa Mehran has extensive experience in computer assisted language learning (CALL) through online courses, workshops, and membership in professional organizations. She holds a BA in English literature and an MA in teaching English as a foreign language. Mehran's research focuses on integrating technology into English language instruction and validating CALL attitude instruments. Her future plans include developing an online English for academic purposes course for Japanese learners and researching online course design models.
Estonia has a well-networked system of key actors promoting open educational practices. The Tiger Leap Foundation focuses on schools and the Estonian e-Learning Development Centre on universities. Tallinn University Centre for Educational Technology provides infrastructure and research. Resources are created collaboratively using open licenses and standards to enable sharing nationally and internationally. Quality is assured through facilitator review of resources and annual awards. Innovations are driven by new technologies and user-centered design. Barriers like attitudes are addressed through exemplary open practices and training.
Online Learning And Teaching Across Schoolboard Boundariesaorakinet
The document discusses online learning and teaching across school boards in Ontario. It provides an overview of the provincial e-learning strategy, which gives school boards access to online courses, resources, and a learning management system. It also describes the SCOT project, a pilot program that allowed students from multiple school boards to take the same online courses from teachers in other boards. The document lists available online courses and provides statistics on course enrollment and student and teacher surveys about the online programs.
TOETOE International: Stories from the open frontier of English language res...Alannah Fitzgerald
This document discusses the work of TOETOE International, an organization focused on developing open English language resources. It notes TOETOE's work in various countries around the world and with different organizations. It also shares information about tools and resources for open education, including the FLAX language tool for building custom language collections and using open content in new ways.
The document summarizes a collaboration between the Ghana Institute of Journalism and MKFC Stockholm College to develop an online course on social media and journalism. The project aimed to train 10 lecturers from the Ghana Institute of Journalism over 4 months to develop curriculum and online content for e-learning in journalism. The online course covered topics like ICT in education, new media, mobile technology in journalism, and e-learning. Some challenges included cultural mindsets, technical infrastructure, time constraints, and IT competency.
The document discusses the implementation of a new Managed Learning Environment (MLE) system called Fronter across schools in Hillingdon and London. It provides background on the UK government's targets for personal learning spaces and integrated management systems in schools. Fronter was chosen as the preferred MLE platform as it offers 90 integrated tools in one solution and has been used successfully by over 4 million users worldwide, including the National College for School Leadership. The benefits of a single MLE system include seamless pupil transfers between schools and easier parent access to student information. Plans for rolling out Fronter include three implementation models and live demonstrations of its use in different school contexts.
The presentation reflects on systematic and continuous quality schemes in large-scale, online learning environments.
It also focus on the experiences with quality barometers and other quality enhancement tools and services at NKI Nettstudier –Scandinavia’s largest online education provider.
This document summarizes an online professional development course for language teachers on integrating information and communication technologies (ICT) into teaching. The course was based on international and national ICT frameworks and standards. It was conducted over 10 weeks on a learning management system with online tutors, readings, videos, discussions and a final project. Participants' ICT skills increased, and they learned to use new tools like blogs, wikis and online collaborative projects in their teaching. Challenges included varying ICT skills among participants and time pressures, but overall it helped teachers identify strengths/weaknesses and apply new ideas in practice.
The document discusses challenges in adapting education to new technologies and student expectations. It notes a divide between older "old school" teaching methods and the digital skills of "new school" students. It advocates using familiar technologies like Moodle and mobile phones to create flexible learning. Feedback was extremely positive on a course that incorporated online lectures, blogs, and media education at different levels through a socio-cultural approach.
Presentation in Norway, 2008. ARION Study visit for education specialists and decision makers in the European Union and candidate countries. The first steps leading towards the Tenegen concept.
Sanna-Katja Parikka - Digital education and university alliancesEADTU
The document discusses the Una Europa university alliance and its efforts in digital education. It provides an overview of the alliance which includes 8 European universities. It describes the focus areas and types of courses being developed through pilot programs. It also discusses the flexible support services provided to academics, including specialist clusters and an "ABC Course Design Method" workshop. Finally, it discusses challenges around designing open online courses that provide credits and solutions being tested through Una Europa pilots.
LP+ Presentation to Alpha Plus Conference njehitchen
The document discusses an e-learning platform called LP+ that has experienced significant growth. It is a cloud-based platform used by over 200,000 learners and 50,000 teachers globally. It provides various services and tools to schools and has been recognized for its positive impact on learning and ability to deliver an 8x return on investment. A case study highlights how LP+ helped a school achieve improved test scores, attendance and praise from Ofsted inspectors.
EU Projects from Different PerspectivesEduin o.p.s.
The document discusses current trends and challenges around e-learning in Europe. It notes that 50% of students attend schools with formalized ICT policies and teacher collaboration on technology integration. However, teachers' ICT skills and pedagogical training are often lacking, and students primarily use technology for preparations rather than creative work. OER initiatives aim to overcome fragmentation by creating open repositories and encouraging resource sharing, while the role of students and teachers is shifting to emphasize student-centered and collaborative learning. Ensuring quality, knowledge sharing between educators, and readiness for ongoing changes remain important challenges.
The document outlines targets for integrating information and communication technology (ICT) into learning at Catholic primary and secondary schools in Victoria, Australia between 2007-2010. It discusses four learning stages involving use of school intranets, websites, online class spaces and projects. The targets aim to increase the percentage of teachers and students involved in higher stage online learning spaces and projects each year, with the goal of most schools implementing stages 3 and 4 by 2010.
On Thursday 14 March 2013, Rwanda’s Ministry of Education
formally launched the 26 projects supported by Innovation for
Education. The Minister of Education, Dr. Vincent Biruta, and the
Head of DFID Rwanda, Mike Hammond, spoke at the event, which
took place at the Groupe Scolaire Muhondo in Gicumbi District.
Studera på distans – ett flexibelt sätt att lyckas med dina studier
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To reduce the number of accidents, schools need to work with traffic safety and Safe Roads awareness. To create an understanding for what can be done, the schools can start this to work from children´s angle with “My Dream Road”.
The result of this handbook will end in arranging an event in your school showing what and how the students have worked with this issue, who got rewards. In the program
you will invite parents, the road administration and politicians. Don’t forget to share your ideas and results of Safe Road to the net.
EducationFinder is a company that specializes in all-inclusive eLearning to provide educational freedom regardless of place and time. Their main offering, all-inclusive eLearning, can be used for standalone online education or alongside traditional education. It offers learning through online courses anywhere and anytime in different languages, reducing costs of training and travel while making learning more accessible. Example course topics include teacher training, special education, tourism, and environment.
The school held an event for parents and teachers to showcase student work from the year. They saw storyboards and videos students created, including about farm animals and a donkey looking for its shadow. Parents were impressed how the students made these and could explain the processes. One mother was very impressed by her son's role in a video about colors. Students were proud to show their work. A teacher said storyboards were a great way to explain and reinforce lessons. Students later organized a sale to collect donations for people affected by lack of rain, learning about initiative, teamwork, and helping others. A talent show was also held where a formerly shy student surprised her mother by singing and winning. The teacher was happy the students learned
The NEAI staff held their monthly project meeting on April 10th, 2011 in Okigwe, Imo state. The 5 participants discussed the organization's program for the month, evaluated project success, and strategized how to better mobilize local youths. The meeting aimed to clearly define goals and objectives and find ways to organize community youth. While it was a successful meeting, logistics problems posed the main constraint. The next steps are to conduct another meeting by May 20th, 2011.
Net Educational Advacncement Initiative on the 23rd of April conducted an activity with school children from Nursery to secondary school. They also used the opportunity to share writing materials to the school children. It was really fantastic seeing those children discussing about their problems.
The NEAI staff held their monthly project meeting on April 10th, 2011 in Okigwe, Imo state. The 5 participants discussed the organization's program for the month, evaluated project success, and strategized how to better mobilize local youths. The meeting aimed to clearly define goals and objectives and find ways to organize community youth. While it was a successful meeting, logistics problems posed the main constraint. The next steps are to conduct another meeting by May 20th, 2011.
The document provides information about Sololo, a town in Kenya near the Ethiopian border with a population of 40,000 people. It discusses the local schools which face challenges like low enrollment, lack of resources and cultural barriers to educating girls. It also describes the community's reliance on livestock, challenges with access to water and healthcare, women's income generating groups, and transportation in the remote area.
1) The document discusses using storyboards to teach students. It describes a storyboard activity where the teacher created storyboard pictures for the story "The Hungry Bird" and showed them to the students.
2) The students then rearranged the pictures in sequence to retell the story. They were excited to color in worksheets of the storyboard pictures.
3) By using a storyboard, the teacher found it helped improve the students' English skills and allowed visual learners to access ideas through drawing before writing.
The workshop provided teacher training students in Islamabad, Pakistan hands-on training in Macintosh operating systems, iLife, iWork, and other ICT tools. It allowed students living in different locations to meet each other face-to-face and share experiences. Sessions included presentations on eLearning, learning management systems, and using social media for education, as well as question and answer sessions and Macbook training.
Students in Layyah, Pakistan later invited the teacher trainer to a community seminar where they discussed their plans to collaborate using ICT on health awareness, teacher training, the environment, and microcredit in their local community. They aim to apply the community action plan approach of MKFC Stockholm College.
Education Finder offers years of experience working with organizations to help ensure their success. As a partner, Education Finder is passionate about clients' success. The document provides information about Education Finder's background in information and communication technology, vision for end-to-end eLearning, experience with Nordic European education traditions, and offering of work-embedded eLearning programs and courses.
This document discusses the importance of play for children aged 9-11. It summarizes research finding that play helps children develop social skills, learn new concepts, and practice decision making. It then describes how the author implemented a study with students to learn about the role of play in their lives. He found that play helps children relax, reduce stress, and learn even when addressing difficult topics like HIV/AIDS. It concludes that play is essential for children's healthy development and learning.
This document outlines an assignment for a Grade 2 class in Kenya to develop children's learning environment needs. It discusses integrating indoor and outdoor activities to engage children's senses and social skills. Key needs identified include manipulative toys and tools, loose parts like water and soil, natural objects, colors, animals, vegetation, and structures. The teacher leads activities with the class to explore these needs using pictures, drawings, and outdoor visits. The teacher discovered that providing engaging materials supports children's interests and development. Plans were made to further develop learning opportunities through interclass activities, creative spaces, animal visits, and playground equipment.
The document outlines a lesson for 7-8 year old students on how to clean handkerchiefs. [A] The teacher demonstrates the proper technique of using 3 buckets of water and soap to wash, rinse, and hang dry the handkerchiefs. [B] Students then practice this technique, discussing how to apply it to cleaning other clothes like socks. [C] Both students and teachers felt the lesson was a success, with students learning an important cleaning skill and feeling confident they could maintain clean handkerchiefs on their own.
The document describes an exercise conducted with students aged 11-12 at St. Anne's Academy in Kenya where the teacher implemented "Right to Play" in their lessons by having the students bring toys from home and engaging in outdoor play activities while learning English language patterns. The teacher observed that integrating play into the lessons improved student engagement and learning as play is important for child development and a right under the UN Convention on the Rights of the Child.
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 causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses harmful cultural practices against children's rights in Kenya, specifically female genital mutilation (FGM) and child marriage among Maasai and Pokot tribes. It describes how the author worked with students to raise awareness about children's rights and discuss solutions. The students interviewed community members and found that FGM leads to lost education and early marriage. They concluded that all children have a right to education without gender discrimination or harmful practices, and that governments and communities must work together to protect children's rights.
1. ICT in the Learning Process A lecture for teachers in the Armenian Al Hayat School, Aleppo By Fayez Chahrstan MKFC Stockholm College 2010-07-20
2. Topics today MKFC Stockholm College End-to-End eLearning™ ICT in the learning process
3. Topics today MKFC Stockholm College End-to-End eLearning™ ICT in the learning process
4. MKFC Stockholm College Founded1991 Sister with MKFC Folk High School Part of MKFC Cooperation, none profit organization Works after End-to-End eLearning™ Cooperate with ENO www.stockholmcollege.se arabic.mkfc.se http://albaraka.wordpress.com/ http://tt.pakistan.mkfc.se/
5. End-to-End eLearning™ Paradigm Shift LMS Platform OPIT Integrated MDG awareness Integrated tools for better studies Universal Curriculum included Training in Service
6. Paradigm shift From Teaching to Learning From learning by heart to research and investigation
7. eLearning, why ?! Own time and Pace Own topics and contents Reaches all=Equality Special needs Women Rural Area People in service E-Library included
8. eLearning, why ?! No need to travel or leave job Saves environment Develop English and Computer skills High throughput High quality Low cost Helps to achieve Education for All
9. Integrated MDG Against Extreme Poverty and Hunger Education For All Gender Equality Reducer Children Mortality Improve mother Health Combat HIV/AIDS Malaria and other diseases Ensure Environmental Sustainability Global Partnership for Development
10. Tools integrated E-Library ReadIT SpeakIT Discussion forum Blog Calendar Chat Evaluation forms
11. ICT in the learning process Using Computer in the daily work Using Social Media Some examples of On-line courses How to plan for an On-line course Create an On-line lesson Demo of The Universal Curriculum
12. Social Media Who are using a computer once a week Who are using Facebook Blog Twitter, Wiki, YouTube, Slideshare etc. Why to use social media Benefits Reference Jane Hart blog (learning today)
13. Examples of On-line courses Merlot www.merlot.org MIT http://ocw.mit.edu/OcwWeb/web/home/home/index.htm LeMill http://lemill.net/front-page BBC http://www.bbc.co.uk/learning/
14. How to plan for an On-line course Content What matter to solve Target group Components Pedagogical Presentation
15. ICT in the learning process MKFC and the Universal Curriculum
17. Sources and references Source: http://www.undp.org.sy/index.php/mdgs/mdgs-in-syria# Jane Hart bloghttp://janeknight.typepad.com/socialmedia/ Handbook on how to integrate Social Media in Learninghttp://www.c4lpt.co.uk/handbook/ Merlotwww.merlot.org MIT http://ocw.mit.edu/OcwWeb/web/home/home/index.htm LeMillhttp://lemill.net/front-page BBC http://www.bbc.co.uk/learning/