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3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
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Connected libraries . Surveying the Current Landscape and Charting a Path to ...eraser Juan José Calderón
Connected libraries : Surveying the Current Landscape
and Charting a Path to the Future. Kelly M. Hoffman
Mega Subramaniam
Saba Kawas
Ligaya Scaff
Katie Davis
Developing a Suite of Flexible Learner Transition Tools - The Student Success...James Brunton
Presented at e-Learning Excellence Awards - European Conference on e-Learning.
The Student Success Toolbox project is a nationally funded research and technology development project that focuses on the facilitation of effective flexible learner transition into higher education. The project targets those programme teams/institutions with adults engaged in undergraduate, part-time or online/distance-learning during the initial stages of the study-lifecycle. The project has developed a toolbox of eight digital readiness/preparation tools, leveraging digital technologies to establish new approaches to assist advisors in helping new applicants to assess their own readiness for flexible learning and in providing learners with relevant, timely feedback to enhance their chances of success. These are Open Educational Resources (OERs) with a Creative Commons Licence (CC-BY), made openly available to, and actively shared with, programme teams/institutions. Alongside the tools there is a guide on how to use the tools as part of a strategic flexible learner socialisation program and, where appropriate, directions on how to technically augment the tools to customise them for a specific programme or institution.
Collaborative learning model with virtual team in ubiquitous learning environ...IJITE
The purposes of this research study were: 1) to develop a Collaborative Learning Model with Virtual
Team in u-Learning Environment using Creative Problem-solving Process(U-CCPS Model); 2) to
evaluate a U-CCPS Model. The research procedures were divided into two phases. The first phase was to
develop U-CCPS Model, and the second phase was to evaluate U-CCPS Model. The sample group in this
study consisted of five experts using purposive sampling. Data were analyzed by arithmetic mean and
standard deviation. The research findings were as follows: The U-CCPS learning Model consisted of five
components as follows: 1) Input factors, 2) Process, 3) Control, 4) Output and 5) Feedback. The input
factors consisted of four components as followed: 1) Objectives of U-CCPS Model, 2) Roles of Instructors,
3) Roles of learners and 4) Design of learning media. The process consisted of two components as
followed: 1) Preparation before learning, and 2) Instructional management process. The experts agree
that a U-CCPS Model was highest suitability.
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Describe how 21st Century technology assists the use of the knowledge, information and data.
Describe what challenges come with the use of the technology in relation to the knowledge, information and data.
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What does open education mean for Leiden University? During this session Vice-Rector Simone Buitendijk and Edwin Bakker, professor, director and MOOC-teacher will explain why open education is important for Leiden University. The speakers will discuss the pros and cons and expectations for the future.
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When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Qualitative IT Assignment on Data, Information & KnowledgeDavid Thompson
Define and describe knowledge, information and data in a general sense, as well as providing specific examples for the job that you have selected.
Describe how 21st Century technology assists the use of the knowledge, information and data.
Describe what challenges come with the use of the technology in relation to the knowledge, information and data.
Does the technology remove or alter the knowledge, information and data required?
Propose how the knowledge needed in this job contributes to organisational and personal operational efficiency and strategy.
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This presentation was delivered as part of an ALA Conference 2015 special research session, "Out of the Library School and Into the School Library," sponsored by the Institute for Museum and Library Services. The session featured presentations of research findings stemming from the work of recent Early Career Development Grant awardees.
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eMOOCs for Personalised Online Learning: A Diversity Perspective
1. eMOOCs for Personalised Online Learning:
A Diversity Perspective
Tanja Jadin & Martina Gaisch
2. Page 2
Underlying Rationale
Demographic Diversity
Micro cultural approaches vs. macro culture
Big 6 (age, gender, sexual orientation, ethnicity, ideology, disability)
Diversity management
Cognitive Diversity
Differences in perceptual processes, interpretation, problem-solving strategies
leads to informed decision making, enlarged problem solving skills, more creative and
innovative solutions in groups
Positive impact on team decisions, reduced socio-emotional conflict
Learning differences: strategies, preferences
Trialogical Learning
Collaborative knowledge building
Inquiry and problem-based learning on a shared object
EMOOCs 2016, Graz 2
3. Page 3
Method
Desktop research: review of existing instructional
design approaches
Drawing on collaborative & constructivist learning
individual differences are in line with the constructivist learning
paradigm (including MOOCs)
Main results were collected and a criteria catalogue was developed
for the instructional design of an eMOOC
Main set of criteria taken from Karagiorgi & Symeou (2005), Guàrdia,
Maina, & Sangrà (2013), Johnson & Aragon (2003), Jonassen &
Grabowski (1993)
EMOOCs 2016, Graz 3
5. Page 5EMOOCs 2016, Graz
Profiling
Individual learning
preferences
Previous knowledge base
Excpected learning
outcomes
Learning goals
Relevant for team building
and reflection
5
6. Page 6EMOOCs 2016, Graz
Forming & Contextualisation
Team building based on
profiling
Advanced organisers and
structured overview
Individual content
selection
Different learning paths
and scaffolding for
learners (facilitators are key)
6
7. Page 7EMOOCs 2016, Graz
Problem Outline & Common
Ground
Introduction of the
problem in form of
shared objects (can be
an idea, a task, a product..)
Common ground is a
prerequisite for shared
views (expectations,
experiences)
7
8. Page 8EMOOCs 2016, Graz
Exploration
Content exploration
from a multitude of
perspectives
Supportive role of
facilitator
Cognitive and
collaborative tools
Overview of the
problem outline
8
9. Page 9EMOOCs 2016, Graz
Joint Collaboration
Working on the
shared object
Working in small
groups to develop a
first prototype, a
concept
Crucial: role of the
facilitator
9
10. Page 10EMOOCs 2016, Graz
Peer Review & External
Feedback
Presenting the shared
object to other groups
Getting feedback from
external experts
Reflective process,
including feedback in
phase 7
10
11. Page 11EMOOCs 2016, Graz
Modification
Based on the
previous phase and
critical reflection the
shared object will be
further developed and
improved
Facilator serves as
mediator and
provides support
Results are published
and shared through
social media
11
12. Page 12EMOOCs 2016, Graz
Reflection
Collaborative
reflection on the team
results
Individual reflection
regarding the learning
goals and expectation
(in line with initial profiling)
12
13. Page 13
Reflection and Discussion
Instructional design for personalised online learning
and collaborative knowledge creation
Further research is needed to test and evaulate this
framework
Role of shared artifacts and mediating tools in learning with
MOOCs
Role of demographic and cognitive diversity
MOOC or not MOOC? Follow or leave the paths?
EMOOCs 2016, Graz 13
14. Page 14
If we teach today as we taught
yesterday, we rob our children of
tomorrow. (John Dewey)
Prof.(FH) Mag. Dr. Tanja Jadin & Mag. Dr. Martina Gaisch
University of Applied Sciences Upper Austria
tanja.jadin@fh-hagenberg.at
martina.gaisch@fh-hagenberg.at
EMOOCs 2016, Graz 14
15. Page 15
References
Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC design principles: A pedagogical ap-
proach from the learner’s perspective. eLearning Papers, (33).
Johnson, S.D. & Aragon, S. (2003). An instructional strategy framework for online
learning environments. New Directions for Adult and Continuing Education, 11, 31-43.
Jonassen, D. H., & Grabowski, B. (1993). Individual differences and instruction. New
York: Allen & Bacon.
Karagiorgi, Y. & Symeou, L. (2005). Translating constructivism into instructional design:
Potential and limitations. Journal of Educational Technology & Society, 8(1), 17-27.
EMOOCs 2016, Graz 15