The document discusses eLearning and communities of practice. It provides an overview of key topics:
1. Learning organizations and how knowledge is transformed and shared within organizations.
2. eLearning, which uses computers to support teaching and learning, and various eLearning tools and technologies.
3. Using Web 2.0 technologies like blogs, wikis and podcasts to support collaborative eLearning (eLearning 2.0).
4. Communities of practice, which are groups that share an interest in a domain and help each other improve through regular interaction.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
The document discusses the use of social media in learning and education. It provides background on accessibility issues with popular social media platforms and explores how platforms can be made more accessible. It then outlines opportunities for using social media pedagogically, including designing social media-based learning activities and courses on integrating social media into education. Relevant initiatives like the SMILE project are also mentioned.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
The document discusses global trends affecting education including anytime, anywhere learning, learners as producers and consumers of content, and changing roles for educators. Key trends include the rise of mobile and cloud-based learning, open resources, and the need to acknowledge informal learning. Educators are shifting to facilitating learning processes and being lead learners themselves. Emerging models include MOOCs, peer-to-peer learning, and BYOD policies. Technologies like learning analytics, digital badges, and personal learning networks are impacting the field.
The document discusses the transition from traditional textbooks to next-generation digital textbooks, or "eternity". It proposes moving from formal, teacher-led education using traditional textbooks to more informal, responsive digital textbooks. These digital textbooks would be adaptable, personalized, flexible and accessible. They would include learning activities, multimedia, and tools for adaptation, recombination, assessment and collaboration. The document also discusses the role that standards organizations like CEN Workshop on Learning Technologies could play in bringing together stakeholders to develop standards and frameworks for digital textbooks in Europe. The goal is to understand requirements, ensure educational services can be integrated with publishing standards, and facilitate international collaboration and consensus.
Tiferet Academy will be a Modern Orthodox yeshiva on Long Island launching in 2013 that will leverage technology to enhance education and create a sustainable financial model. It will utilize a blended learning model where students rotate between online instruction, teacher-led instruction, and collaborative project-based learning led by an assistant. This model aims to prepare students for the 21st century by focusing on real-world skills through personalized, student-centered learning at each child's own pace.
This document describes plans to launch Tiferet Academy, a Modern Orthodox yeshiva on Long Island that will utilize blended learning. Tiferet Academy aims to leverage technology to enhance students' education, tailor curriculum to individual needs, and create long-term sustainable tuition costs lower than traditional yeshivas. The school will open in 2013 with preK-2nd grade and be committed to excellence in Judaic and secular studies while preparing students for success in the modern world through skills like critical thinking, collaboration and communication. It will implement a blended learning model where students rotate between online instruction, teacher-led instruction, and project-based collaborative activities led by an assistant.
This document discusses 21st century digital literacies and how technologies are transforming learning. It notes that today's learners are immersed in technology and use a variety of tools for tasks, experiences, collaboration and finding just-in-time information. It emphasizes that digital literacies include both skills in using tools as well as critical thinking and social engagement. Technologies discussed include mobile devices, cloud computing, learning analytics and bring your own device.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
The document discusses the use of social media in learning and education. It provides background on accessibility issues with popular social media platforms and explores how platforms can be made more accessible. It then outlines opportunities for using social media pedagogically, including designing social media-based learning activities and courses on integrating social media into education. Relevant initiatives like the SMILE project are also mentioned.
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
The document discusses global trends affecting education including anytime, anywhere learning, learners as producers and consumers of content, and changing roles for educators. Key trends include the rise of mobile and cloud-based learning, open resources, and the need to acknowledge informal learning. Educators are shifting to facilitating learning processes and being lead learners themselves. Emerging models include MOOCs, peer-to-peer learning, and BYOD policies. Technologies like learning analytics, digital badges, and personal learning networks are impacting the field.
The document discusses the transition from traditional textbooks to next-generation digital textbooks, or "eternity". It proposes moving from formal, teacher-led education using traditional textbooks to more informal, responsive digital textbooks. These digital textbooks would be adaptable, personalized, flexible and accessible. They would include learning activities, multimedia, and tools for adaptation, recombination, assessment and collaboration. The document also discusses the role that standards organizations like CEN Workshop on Learning Technologies could play in bringing together stakeholders to develop standards and frameworks for digital textbooks in Europe. The goal is to understand requirements, ensure educational services can be integrated with publishing standards, and facilitate international collaboration and consensus.
Tiferet Academy will be a Modern Orthodox yeshiva on Long Island launching in 2013 that will leverage technology to enhance education and create a sustainable financial model. It will utilize a blended learning model where students rotate between online instruction, teacher-led instruction, and collaborative project-based learning led by an assistant. This model aims to prepare students for the 21st century by focusing on real-world skills through personalized, student-centered learning at each child's own pace.
This document describes plans to launch Tiferet Academy, a Modern Orthodox yeshiva on Long Island that will utilize blended learning. Tiferet Academy aims to leverage technology to enhance students' education, tailor curriculum to individual needs, and create long-term sustainable tuition costs lower than traditional yeshivas. The school will open in 2013 with preK-2nd grade and be committed to excellence in Judaic and secular studies while preparing students for success in the modern world through skills like critical thinking, collaboration and communication. It will implement a blended learning model where students rotate between online instruction, teacher-led instruction, and project-based collaborative activities led by an assistant.
This document discusses 21st century digital literacies and how technologies are transforming learning. It notes that today's learners are immersed in technology and use a variety of tools for tasks, experiences, collaboration and finding just-in-time information. It emphasizes that digital literacies include both skills in using tools as well as critical thinking and social engagement. Technologies discussed include mobile devices, cloud computing, learning analytics and bring your own device.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
The document summarizes Gráinne Conole's presentation on digital literacies for new learning contexts. It discusses the changing technological landscape including increased use of mobile devices, personalized learning, and cloud computing. It also examines how digital literacies involve both technical skills and critical thinking skills. New approaches to learning are needed to take advantage of open resources and social/participatory media.
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up an estimated 80% of learning and occurs through social exchanges and connections. The concepts of connectivism and connected learning are presented as frameworks for understanding learning that is facilitated by technology and occurs both within and outside of individuals through forming relationships. Determining the appropriate terminology to describe modern learning approaches is also debated.
Balancing ways of learning in organizations final0922Antti Katajainen
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up about 80% of learning and occurs through social exchanges. While online learning provides benefits like cost savings and knowledge sharing, balancing formal and informal learning is important. The concepts of "connected learning" and "connectivism" are proposed as frameworks for integrating online social learning within organizations.
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
Microlearning: a strategy for ongoing professional development eLearning Papers
In this paper we introduce microlearning in online communities as a learning approach triggered by current patterns of media use and supported by new technologies, such Web 2.0 and social software.
Authors; Ilona Buchem, Henrike Hamelmann
Mummies, War Zones, and Pompeii: the use of tablet computers in situated and ...tbirdcymru
I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn
This document provides an overview of a keynote presentation on connected learning and 21st century skills. The key goals of the keynote are to build a case for change in education and lay the foundation for the presenter's Powerful Learning Practice team's work. Some of the topics covered include the changing world and needs of students, defining connected learning, examining trends like mobile learning and open content, and discussing skills like collective intelligence and transmedia navigation. The presentation emphasizes that meaningful technology integration depends on innovative teaching approaches.
Institutional Personal Learning Environments – Paradise or Paradox? Hugh Davis
This document discusses institutional personal learning environments from a digital literacy perspective. It begins by providing context on the university's committees and research centers related to technology enhanced learning. It then examines how virtual learning environments replicated traditional teaching models and argues they are outdated. The document discusses the digital literacies needed today, such as information literacy, communication, collaboration, and social networking skills. It explores the tools learners use to organize their lives through personal learning environments and gives an example of a student of wine using various online tools. Finally, it discusses the role of institutions in supporting learners through digital cognitive apprenticeships and institutional personal learning environments that integrate tools and information.
The document discusses mobile learning and provides background on the presenter, Jari Laru. It then outlines Laru's presentation, which includes:
1) An overview of the hype cycle for mobile technologies according to Gartner.
2) Examples of early visions and research on mobile learning from the 2000s.
3) A discussion on how the classroom is changing with technology and examples of 21st century classrooms.
4) A request for participants in the seminar to discuss the typical learning environment in their schools.
5) An overview of the theoretical framework for mobile learning, including distributed cognition and changes to the teacher's role.
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
This document provides an overview of contemporary perspectives in e-learning research. It discusses the evolving e-learning landscape including new technologies, learner experiences, and pedagogical approaches. It also examines open practices in resources, courses, scholarship, and research. Key topics covered include the shift from Gutenberg to digital technologies, disruptive innovations, mapping pedagogies to technologies, and metaphors like ecologies, spaces, memes, and rhizomes for conceptualizing e-learning.
Presentation prepared for session at Onine Educa 2010 for session titled "Assessing Learning in a Digital World" - organised by the European Commission and its Executive Agency. Other presenters were Brian Holmes, Kiran Trehan with Ralf Rahders chairing.
I never presented it, as my flight was cancelled - but Brian Holmes stepped in and presented instead - big thanks!
The document discusses the history and evolution of computers from early mechanical devices to modern electronic computers. It outlines some of the key developments including Charles Babbage's Analytical Engine in the 1800s, the first programmable electronic computer ENIAC in 1946, the UNIVAC 1 commercial computer, and the IBM PC in 1980 which popularized personal computing. The document also briefly covers the five generations of computers defined by their underlying technology from vacuum tubes to integrated circuits and microprocessors.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
The document discusses how social learning is becoming the future of workplace learning. It is driven by employees increasingly learning through informal social interactions using consumer technologies. This represents a fundamental shift away from formal training. For learning and development to be effective, it needs to embrace this social learning by supporting knowledge sharing, networking, and autonomy rather than trying to control or ban informal learning activities. Success will be measured by improved performance rather than traditional learning metrics.
This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
The document summarizes Gráinne Conole's presentation on digital literacies for new learning contexts. It discusses the changing technological landscape including increased use of mobile devices, personalized learning, and cloud computing. It also examines how digital literacies involve both technical skills and critical thinking skills. New approaches to learning are needed to take advantage of open resources and social/participatory media.
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up an estimated 80% of learning and occurs through social exchanges and connections. The concepts of connectivism and connected learning are presented as frameworks for understanding learning that is facilitated by technology and occurs both within and outside of individuals through forming relationships. Determining the appropriate terminology to describe modern learning approaches is also debated.
Balancing ways of learning in organizations final0922Antti Katajainen
The document discusses the shifting of learning in organizations from formal to informal models utilizing online tools. It notes that informal learning makes up about 80% of learning and occurs through social exchanges. While online learning provides benefits like cost savings and knowledge sharing, balancing formal and informal learning is important. The concepts of "connected learning" and "connectivism" are proposed as frameworks for integrating online social learning within organizations.
This document summarizes Gráinne Conole's presentation on digital landscapes and challenges in education. It discusses the evolution of digital technologies for learning over time. It presents a pedagogical model and explores concepts of identity, presence and interaction online. It also examines learning design approaches and outlines challenges around disaggregation of education resources and skills gaps in a changing digital landscape and future of work.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
This document outlines Gráinne Conole's presentation on designing for learning in an open world. The presentation discusses the evolving landscape of e-learning, including emerging technologies, learner experiences, new pedagogies, and open practices. It also examines teacher practices and paradoxes, and strategies for change, including intervention frameworks and new approaches to learning design. Key research questions are posed around learner and teacher experiences with technologies, available resources and pedagogical patterns, emerging e-pedagogies, and strategies to promote e-learning.
Microlearning: a strategy for ongoing professional development eLearning Papers
In this paper we introduce microlearning in online communities as a learning approach triggered by current patterns of media use and supported by new technologies, such Web 2.0 and social software.
Authors; Ilona Buchem, Henrike Hamelmann
Mummies, War Zones, and Pompeii: the use of tablet computers in situated and ...tbirdcymru
I presented this at the ALT-C Conference in Manchester, UK, on 12 September 2012. The work is now being evaluated in the Places project http://www.le.ac.uk/places-mlearn
This document provides an overview of a keynote presentation on connected learning and 21st century skills. The key goals of the keynote are to build a case for change in education and lay the foundation for the presenter's Powerful Learning Practice team's work. Some of the topics covered include the changing world and needs of students, defining connected learning, examining trends like mobile learning and open content, and discussing skills like collective intelligence and transmedia navigation. The presentation emphasizes that meaningful technology integration depends on innovative teaching approaches.
Institutional Personal Learning Environments – Paradise or Paradox? Hugh Davis
This document discusses institutional personal learning environments from a digital literacy perspective. It begins by providing context on the university's committees and research centers related to technology enhanced learning. It then examines how virtual learning environments replicated traditional teaching models and argues they are outdated. The document discusses the digital literacies needed today, such as information literacy, communication, collaboration, and social networking skills. It explores the tools learners use to organize their lives through personal learning environments and gives an example of a student of wine using various online tools. Finally, it discusses the role of institutions in supporting learners through digital cognitive apprenticeships and institutional personal learning environments that integrate tools and information.
The document discusses mobile learning and provides background on the presenter, Jari Laru. It then outlines Laru's presentation, which includes:
1) An overview of the hype cycle for mobile technologies according to Gartner.
2) Examples of early visions and research on mobile learning from the 2000s.
3) A discussion on how the classroom is changing with technology and examples of 21st century classrooms.
4) A request for participants in the seminar to discuss the typical learning environment in their schools.
5) An overview of the theoretical framework for mobile learning, including distributed cognition and changes to the teacher's role.
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
This document provides an overview of contemporary perspectives in e-learning research. It discusses the evolving e-learning landscape including new technologies, learner experiences, and pedagogical approaches. It also examines open practices in resources, courses, scholarship, and research. Key topics covered include the shift from Gutenberg to digital technologies, disruptive innovations, mapping pedagogies to technologies, and metaphors like ecologies, spaces, memes, and rhizomes for conceptualizing e-learning.
Presentation prepared for session at Onine Educa 2010 for session titled "Assessing Learning in a Digital World" - organised by the European Commission and its Executive Agency. Other presenters were Brian Holmes, Kiran Trehan with Ralf Rahders chairing.
I never presented it, as my flight was cancelled - but Brian Holmes stepped in and presented instead - big thanks!
The document discusses the history and evolution of computers from early mechanical devices to modern electronic computers. It outlines some of the key developments including Charles Babbage's Analytical Engine in the 1800s, the first programmable electronic computer ENIAC in 1946, the UNIVAC 1 commercial computer, and the IBM PC in 1980 which popularized personal computing. The document also briefly covers the five generations of computers defined by their underlying technology from vacuum tubes to integrated circuits and microprocessors.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
The document discusses how social learning is becoming the future of workplace learning. It is driven by employees increasingly learning through informal social interactions using consumer technologies. This represents a fundamental shift away from formal training. For learning and development to be effective, it needs to embrace this social learning by supporting knowledge sharing, networking, and autonomy rather than trying to control or ban informal learning activities. Success will be measured by improved performance rather than traditional learning metrics.
This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Ariane König and Nancy Budwig: ISCN Working Group 3: Integration of research...ISCN_Secretariat
This document summarizes discussions from the ISCN WG3 working group on integrating research, learning, operations, and civic engagement at universities. The working group's objective is to explore challenges and criteria for success in developing innovative approaches to transformative learning. Key topics discussed include using the university as a stage for transformative learning, obtaining student perspectives, and a case study of an integrated sustainability program at the University of Siena. The group also discussed challenges to designing programs and learning tools to address complex sustainability problems.
Lecture Slides from the 1st Lecture in "Social Learning and Knowledge Sharing Technologies" about Learning Theories and Challenges
Lecture at TU Darmstadt - Multimedia Communications Lab
Lecturers: Johannes Konert & Christoph Rensing
This document discusses learning theories that can be applied to digital resources and online learning. It provides brief explanations of several theories: constructivism, connectivism, situated learning, behaviorism, cognitivism, and experiential learning. Examples are given to illustrate how each theory could be applied to digital content and activities. The document also addresses what can go wrong in digital learning and what learners want, such as autonomy, short content, social and collaborative learning opportunities, and access anytime from any device.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
The Role of Learning Technology in Adult Learning and Organization DevelopmentCandace Chou
This document discusses the role of technology in adult learning and development in organizations. It begins by outlining formal vs informal learning and provides definitions of each. It then explores examples of how various technologies like social media, mobile devices, and virtual worlds can support both formal and informal learning. Trends in learning and emerging technologies that may impact learning like open educational resources, electronic books, and augmented reality are also examined. The document concludes by discussing potential programs and qualifications related to e-learning, technology, and learning development.
The Role of Learning Technology in Adult Learning and Organization DevelopmentCandace Chou
This document provides an overview of formal and informal learning in organizations and how technology impacts adult learning and development. It defines formal learning as planned learning in a structured setting, such as courses, while informal learning occurs through unplanned experiences like networking or mentoring. Research shows informal learning accounts for 80% of learning in organizations. The document then discusses how various technologies like social media, mobile devices, and online collaboration tools can facilitate informal workplace learning. It concludes by presenting learning trends, such as the abundance of online resources and expectation of anytime, anywhere learning, as well as emerging technologies that may influence the future of adult education.
This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
Guest Lecture: Restoring Context in Distance Learning with Artificial Intelli...Daniele Di Mitri
Presentation given on the February 1st, 2022 at the "Brown Bag" presentation series organised by the Faculty of NYU Educational Communication and Technology which is part of the Steinhardt School of Culture, Education, and Human Development.
https://www.ectstudent.info/news-events/brown-bag-dr-daniele-di-mitri
Presentation Abstract:
The COVID-19 pandemic forced more than 1.6 billion learners out of school, becoming the most challenging disruption ever endured by the global education systems. In many countries, education institutions decided to move their regular activities online, opting for remote teaching as an emergency solution to continue their education. Meanwhile, physical distancing and learning in isolation heavily challenge learners and hinder their study success. There is a compelling need to make education systems more resilient and less vulnerable to future disruptions in such a critical landscape. In particular, we have to reconsider how digital technologies can support online and hybrid teaching. If digital education technologies such as video conferencing tools and learning management systems have improved to make educational resources more available and education more flexible, the modes of interaction they implement remain essentially unnatural for the learner due to a substantial lack of context. Modern sensor-enabled computer systems allow extending the standard human-computer interfaces and facilitate richer multimodal interaction. Furthermore, advances in AI allow interpreting the data collected from multimodal and multi-sensor devices. These insights can be used to support online teaching and learning in isolation with personalised feedback and adaptation through Multimodal Learning Experiences (MLX). This guest lecture elaborates on existing approaches, architectures, and methodologies. I illustrate use cases that employ multimodal learning analytics applications that can shape the online teaching of the future.
Informal Learning: Broadening the Spectrum of Corporate LearningHans de Zwart
A keynote presentation for the 2010 Symposium of the Dommel Valley Group. Delivered on November 7th, 2010. It describes the DNA of the L&D of my employer, describes some very recent experimentation in the learning space and takes a sneak peek into the future of the learning function.
The presentation shows 5 main trends for e-learning - it is a starting point for discussions, slides can be re-used for workshops on trend identification and roadmapping
The eLearning project involves developing a global training framework using a blended learning approach that combines online and offline learning. This will include creating an online learning portal with training materials, webinars, and a community forum. The project aims to support trainers globally and provide a cost-effective and environmentally friendly solution. Key considerations for implementation include customization for different cultures, change management strategies, and focusing on supports, reflection opportunities, and building an intercultural community. The design is influenced by social constructivist principles and aims to use authentic tasks to promote active, self-directed learning.
This document discusses professional learning and development for educators in the 21st century. It describes how education will change due to new social technologies and how educators can leverage collective intelligence. It introduces the Professional Learning Program (PLP) which focuses on understanding global changes from online networks and their implications. It discusses different models for professional development, including connected learning communities, personal learning networks, and communities of practice. These models involve local, global, and bounded communities and different approaches to knowledge building include passive, active, and reflective methods. Educators are encouraged to be agents of change and leverage new tools and ideas to meet student needs.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
Human Computer Interface factors in virtual learning environment MohsenFarahani8
hci factors in technology enhanced learning.
how gamification and learning theories and hci meet. presentation in Iran University of Science and Technology
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
Digital tools and online resources are transforming teaching practices. The document outlines several trends including the growth of mobile learning, learning analytics, and bring your own device initiatives. It also discusses different pedagogical approaches that make use of digital media like inquiry-based, collective, and situated learning. The author advocates for the use of learning design frameworks to help educators intentionally integrate technologies and open educational resources into their teaching.
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
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Schedule
14.02. Knowledge Management I 04.04 Information Extraction II
21.02. Knowledge Management II 11.04. Knowledge Repositories
Part I Search and Discovery Part III Socialization and Collaboration
28.02. Information Retrieval I 02.05. Web 2.0 and Enterprise 2.0
07.03. Information Retrieval II 09.05. Social Network Analysis
14.03. Data Mining I Part IV Creativity and Problem Solving
21.03. Data Mining II 16.05. eLearning and Communities
Part II Knowledge Repositories 23.05. Crowdsourcing
28.03. Information Extraction I 30.05. ...
10.06. Final Exam
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3. Overview
1 Learning Organization
2 eLearning
3 Web 2.0 for eLearning
4 Communities of Practice
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4. Gilbert Probst et al. 1997
Identify Apply
Create
Store
Share
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5. Learning Organization [Peter Senge]
"Where people continually expand their capacity to create the results
they truly desire, where new and expansive patterns of thinking are
nurtured, where collective aspiration is set free, and where people are
continually learning how to learn together." [Senge 1990]
• Characteristics of a learning organization [Senge
1994]: personal mastery, mental models, shared
visions, team learning, system thinking
• Development of organizational memory and
support for individual learning
Technology
Processes
• "Organizational memory is the means by
People
which knowledge is stored for future use."
[Huber 1991]
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6. Knowledge Transformation
Knowledge is both input and output of organizational learning
Learning Tacit Knowledge Explicit Knowledge
Socialization Externalization
Tacit Sympathized
Knowledge Knowledge Conceptual
Knowledge
Internalization Combination
Explicit
Knowledge Operational Systematic
Knowledge Knowledge
* Adapted from Nonaka and Konno (1998)
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7. Barriers for Organizational
Learning
• Effective learning can require the removal of traditional
hierarchical structures
• Investment into people and technologies
• Corporate culture: lack of team spirit and openness,
reluctance wrt. new technologies
• Individual mastery and knowledge considered a threat to
the organization
• Positive effects of learning difficult to measure,
especially on the individual level
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8. Benefits of Organizational Learning
• Improve corporate culture (internal) and reputation
of the organization (external) by focusing on people
• Increase innovation speed and competitiveness
• Improve quality of products and services, increase
customer satisfaction
• Shorten time for reaction to external events, e.g.,
market changes or political decisions
• Build up organizational knowledge base and
preserve knowledge for future use
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9. Overview
1 Learning Organization
2 eLearning
3 Web 2.0 for eLearning
4 Communities of Practice
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10. "Pedagogy empowered by digital
2 eLearning technology"
• Electronically supported learning
and teaching, i.e. planned efforts
to improve job-related knowledge
and skills by using computers
• Tools and technologies for ...
– Course creation, management
and administration
– Learning, practice, application
– Assessment of student
performance
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11. http://www.ilias.de
How does ILIAS support learning
and teaching?
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12. eLearning and Traditional Classrooms
Traditional Classroom eLearning
Classroom Physical, time and Unlimited, anywhere, anytime
location dependent
Content Textbooks Text and multimedia (syndication)
Multimedia Printed and online resources
Projector slides Contributions by learners
Learning process One learning path Personalization (pace and path
determined by learner)
Distinguished roles Collaboration and interaction
Social context
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13. Educational Schools of Thought
• Behaviorism
– Learning through association and reinforcement
– Theories include, e.g., classical conditioning
• Constructivism
– Individuals build mental structures based on
prior knowledge and personal experiences
– Self-directed, active learning
• Cognitivism
– Focus on mental processes and how information is
processed by learners
– Short-term and long-term memory, problem solving etc.
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15. Learning in Higher Education
[Barnett 1990]
Deep understanding
Radical critique
Critique in company of others
Experience Independent inquiry
Student's self reflection
Testing Theory
in Practice Reflection
Experiential Learning
Theory Building
[Kolb 1984]
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18. Welsh et al., E-Learning: Emerging Uses and Future Directions, 2003
Possible Drawbacks of eLearning
• Requires significant investment into technologies
and IT experts for building eLearning infrastructure
• Less personal interaction among learners or
between learners and teachers
• Sometimes, training becomes mere information
provision, interactive guidance and feedback is
neglected (pedagogy is important!)
• Learners and teachers need to be familiar with
eLearning technologies to use them effectively
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19. Welsh et al., E-Learning: Emerging Uses and Future Directions, 2003
Advantages of eLearning
• Provide consistent, worldwide training
• Lower expenses for training
• Reduce delivery cycle time, i.e. more people
can be trained in less time
• Reduced information overload: management of
information that learners have to consume
• Increased learner convenience by asynchronous
just-in-time training
• Easier tracking of learner activities and mastery
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20. Learning Management Systems mLearning
Learning on Demand
Virtual Learning Environment
Virtual Classroom Communities of Practice
Mobile-Assisted Language Learning
Blended Learning Computer-based Training
Serious Games
Web-based Training Immersive Learning
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22. Overview
1 Learning Organization
2 eLearning
3 Web 2.0 for eLearning
4 Communities of Practice
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23. eLearning + Web 2.0 = eLearning 2.0
"The term Web 2.0 is associated
with web applications that
facilitate participatory information
sharing, interoperability, user-
centered design, and collaboration
on the World Wide Web."
http://en.wikipedia.org/wiki/Web_2.0
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24. Web 2.0 for eLearning
eLearning 2.0: usage of social software for ...
Searching and connecting people facebook, communities of
practice
Publishing and sharing knowledge blogs and RSS feeds, podcasts,
folksonomies
Collaboration and communication Twitter, Skype, wikis
• Open learning environments
• Active and self-organized learning
• Collaborative learning in communities and networks
• No strict separation between teachers and students
• Syndication of eLearning contents
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25. Christian Safran, Christian Gütl and Denis Helic, The impact of Web 2.0 on Learning at a
Technical University – A usage survey, Proceedings of ELEARN, 2007
Blogs: learning 23%, lectures 30%
Wikis: learning 60%, lectures 84%
Audio/Video Podcasts: learning 10%, lectures 13%
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26. • Course-related announcements
• Online discussions
• Questions by learners
• Reminders about tests or project
due dates
Blogs
Microblogging
• Publish related world news
• Publish materials and resources
• Coordination of group projects
• Reflect teaching / learning experiences
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27. • Course-related news and events Wikis
• Personal homepages of learners and teachers
• Discussions and versioning
• Interlinked learning materials (text and images)
• Links to relevant online resources
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28. Podcasts
• Audio recordings of lectures: download or streamed webcast
• Learning materials available through web syndication
• Access on computers or mobile devices
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30. • Course-related news and events
• Comments and discussions
• Publishing images, videos and links
Social
• Manage social relationships among learners and
teachers
Networks
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31. Virtual Worlds
• Virtual classrooms
• Synchronous interaction between learners and
teachers: questions and discussions
• Seemless integration of multimedia contents
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32. Overview
1 Learning Organization
2 eLearning
3 Web 2.0 for eLearning
4 Communities of Practice
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33. 4 Communities of Practice
"Communities of practice are groups of people who share a passion for
something that they know how to do, and who interact regularly in
order to learn how to do it better." [Etienne Wenger 2004]
• People spontaneously come
together under common theme,
they share a domain of interest
about which they communicate
• Practice developed by shared
experiences, stories, tools,
methodologies and solutions to
practical problems
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34. Digital Habits: Stewarding technology for communities
Wenger, White and Smith 2009
open- meetings
ended
projects
conver-
sation
content access
publish- Community to
ing activities expertise
oriented to
...
individual
Community participat-
relation-
ships
ion
Orientation
community
Spidergram cultivation
context
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35. [Lehner, p. 217] Purpose Members Collaboration Duration
Community of knowledge self-organization commitment as long as
Practice development of members and members
and sharing identification share common
with community interest
Formal working perform a task nominated by task description, until next
group or develop a management organizational reorganization
product goals
Project team complete a nominated by milestones and until the end
project project leader project goals of the project
Social network advice friends and general as long as
regarding business reciprocal needs membership is
concrete partners beneficial
problems
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36. African Community of
Practice on Managing
for Development
Results
Farming for Health
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37. Military Families
Learning Network
Community of
Practice: Yoga,
Meditation, Tai Chi:
Gig Harbor
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38. Social Constructivism
100 %
acquired knowledge in % of contents
solving real-world problems
80 % Teach others
social interaction
75% Practical exercises
learning by ...
50 % Discussions
20 % Media Use
5% Listening
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39. Potential Problems
• Ineffective distribution of highly specialized
and theoretical knowledge
• Strong intrinisic motivation required by individuals
• Weaker social commitments and potential lack of trust in
merely virtual communities
• Varying degree of participation and membership counts,
distinguished roles required to sustain CoP
• CoP crossing the boundaries of companies can raise
legal issues, e.g., concerning intellectual property
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40. Competitive Advantages for Companies
with associated Communities of Practice
• Identification of knowledge gaps and resources
• Extension of organisational and individual knowledge
bases, collective intelligence
• Work effectiveness of employees who gain experience in
giving instructions and working in teams
• Faster integration of new employees
• Shorter response time and problem solving lead to
increased customer satisfaction
• Innovation of new products and services
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41. Summary
• Learning organization / organizational learning
• eLearning
– Learning and teaching supported by computers
– Pedagogy and teaching / learning strategies
• eLearning 2.0
– eLearning based on Web 2.0 technologies
– Communities of Practice
Next: Crowdsourcing
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42. Literature
Franz Lehner, Wissensmanagement. Grundlagen, Methoden und technische
Unterstützung, Hanser Fachbuch, 3rd edition, 2009
Etienne Wenger, Knowledge Management as a doughnut: Shaping your
knowledge strategy through communities of practice, Ivey Business Journal, 2004
David A. Garvin, Amy C. Edmondson and Francesca Gino, Is Yours a Learning
Organization? Harvard Business Review, 2008
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43. Literature
Kathryn Kane, Janine Robinson-Combre and Zane L. Berge, Tapping into
Social Networking: Collaborating enhances both knowledge management
and e-learning, Journal of Information and Knowledge Management
Systems, 2009
George Sammour et al., The role of knowledge management and e-learning
in professional development, International Journal of Knowledge and
Learning, Vol. 4, No. 5, 2008
Mohamed Amine Chatti, Matthias Jarke and D. Frosch-Wilke, The future
of e-learning: a shift to knowledge networking and social software,
International Journal of Knowledge and Learning, Vol. 3, No. 4-5, 2007
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