Educational Social Software v.1 2010
Niki Lambropoulos, Margarida Romero
Broadcasting in Spain about the book
http://www.youtube.com/watch?v=au7tqIQY4LI
Social Media and Technology: Tools to Enable Life Long LearningJames Cook University
Social Media and Technology: Tools to Enable Life Long Learning. A presentation for Occupational Therapy & other allied health new graduates to introduce a range of online technology tools they can utilise for their continued professional development
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Factors shaping learners interactions in networked learningSrecko Joksimovic
There is an emerging trend in higher education for the adoption of massive open online courses (MOOCs). However, despite this interest in learning at scale, there has been limited work investigating the impact MOOCs can play on student learning. In our most current studies, we adopted a novel approach, using language and discourse as a tool to explore its association with two established measures of learning: traditional academic performance and social centrality. We demonstrate how characteristics of language diagnostically reveal the performance and social position of learners as they interact in a MOOC. We use Coh-Metrix, a theoretically grounded, computational linguistic modeling tool, to explore students' forum postings, as well as interactions distributed via Twitter, blogs and Facebook, across five potent discourse dimensions. Using a Social Network Analysis (SNA) methodology, we determine learners' social centrality. Linear mixed-effect modeling is used for all other analyses to control for individual learner and text characteristics. The results indicate that learners performed significantly better when they engaged in more expository style discourse, with surface and deep level cohesive integration, abstract language, and simple syntactic structures. However, measures of social centrality revealed a different picture.
A Humanist perspective on Higher Learning collaboration between South-East As...Jean Jacques Bernatas
This presentation is based on a personal professional experience in SEA as a Medical Doctor, holding various positions in various organizations, including private sector. None of the views exposed will reflect the official positions of these organizations. Looking backward, I think I have got the necessary distance to get insights on how this collaboration between SEA and Europe has the potential power to boost higher learning in both of these parts of the world, to the benefit of all, taking the example of the higher learning in Health. I will first expose few case studies in SEA countries, about networks and organizations involved in human development, namely the ADB and the ASEAN. I will further provide personal comments on the shift of paradigm, in successful higher learning cooperation between SEA and Europe, and on how a fruitful future could be shaped together under a humanist perspective.
Social Media and Technology: Tools to Enable Life Long LearningJames Cook University
Social Media and Technology: Tools to Enable Life Long Learning. A presentation for Occupational Therapy & other allied health new graduates to introduce a range of online technology tools they can utilise for their continued professional development
Developing a PLN and open co-learning opportunities #UoRsocialmediaSue Beckingham
Developing your academic online presence with social media
Workshop at the University of Reading led by Sue Beckingham SFHEA, Senior Lecturer in Information Systems and LEAD Associate at Sheffield Hallam University, this workshop will provide an opportunity to learn about new approaches and practical examples of using social media in higher education; and as co-learners share examples of effective practice and consider how these might be applied in your own contexts. The session will also provide participants some time and space to network and potentially make new connections.
The workshop aims to provide participants with an opportunity to:
Gain a better understanding of how social media can be used in a scholarly context
Appreciate the value of developing a rich professional online presence
Learn about opportunities for social and open informal learning through social media
Appreciate five elements of ‘working out loud’ (Stepper 2015) and how these can be of value to both yourself and others
Using the 5C Framework (Nerantzi and Beckingham 2014, 2015) as a lens we will consider how social media can be used to connect, communicate, curate, collaborate and create. In doing so consider the value of:
Developing a digital professional persona to share scholarly achievements
Cultivating your own personal learning network and co-learning communities
Sharing learning journeys through working out loud
Programme
Tuesday 26 April 2016
10.45-11.00 Networking and registration
11.00-12.30 Becoming a Digital Scholar using social media
12.30-13.15 Lunch
13.15 -14.30 Developing a PLN and open co-learning opportunities
Factors shaping learners interactions in networked learningSrecko Joksimovic
There is an emerging trend in higher education for the adoption of massive open online courses (MOOCs). However, despite this interest in learning at scale, there has been limited work investigating the impact MOOCs can play on student learning. In our most current studies, we adopted a novel approach, using language and discourse as a tool to explore its association with two established measures of learning: traditional academic performance and social centrality. We demonstrate how characteristics of language diagnostically reveal the performance and social position of learners as they interact in a MOOC. We use Coh-Metrix, a theoretically grounded, computational linguistic modeling tool, to explore students' forum postings, as well as interactions distributed via Twitter, blogs and Facebook, across five potent discourse dimensions. Using a Social Network Analysis (SNA) methodology, we determine learners' social centrality. Linear mixed-effect modeling is used for all other analyses to control for individual learner and text characteristics. The results indicate that learners performed significantly better when they engaged in more expository style discourse, with surface and deep level cohesive integration, abstract language, and simple syntactic structures. However, measures of social centrality revealed a different picture.
A Humanist perspective on Higher Learning collaboration between South-East As...Jean Jacques Bernatas
This presentation is based on a personal professional experience in SEA as a Medical Doctor, holding various positions in various organizations, including private sector. None of the views exposed will reflect the official positions of these organizations. Looking backward, I think I have got the necessary distance to get insights on how this collaboration between SEA and Europe has the potential power to boost higher learning in both of these parts of the world, to the benefit of all, taking the example of the higher learning in Health. I will first expose few case studies in SEA countries, about networks and organizations involved in human development, namely the ADB and the ASEAN. I will further provide personal comments on the shift of paradigm, in successful higher learning cooperation between SEA and Europe, and on how a fruitful future could be shaped together under a humanist perspective.
Learning and collaboration at a distance 121202Mark_Childs
A seminar produced for Warwick University comparing two different educational programmes that contained activities involving collaboration at a distance.
Op 29 januari 2016 mocht ik tijdens een studiedag van de Katholieke Hogeschool Vives in Brugge een keynote verzorgen over de vraag of ‘blended learning’ werkt.
Presented during the final conference of "Green Hero".
Green Hero is a European project funded under the Lifelong Learning Programme. The project targets children from primary schools to improve their environmental knowledge through an interactive state of the art e-learning programme.
Primary schools involved in the project are also supported in the exchange of experience and in the establishment of new partnerships and e-twinning thus fostering better Environmental Management and resource efficiency in schools.
http://www.greenhero.eu/
Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
Designing eLearning Environments for Learning OrganizationsKristina Schneider
My presentation at ISPI-Montreal's 2006 Conference discussed A Systemic Approach to Designing Fluid eLearning Environments for Learning Organisations.
P resentation Summary
In a learning organization, a shared vision is built by linking individual and organizational performance objectives. The design of this organization's eLearning environment must reflect this vision, empowering individuals, cultivating communities of practice and encouraging a holistic performance improvement perspective.
Thi s presentation focuses on strategies for designing participative and collaborative eLearning environments. You will identify ways of assessing and implementing a new generation of eLearning tools that have the potential to keep learners curious, engaged, communicating and sharing, ultimately fulfilling a learning organization’s objectives.
At the end of this session, participants should be able to:
* Recognize the principle requirements when designing eLearning environments for learning organizations;
* Identify techniques and tools for designing networks that offer both collaborative and self-directed learning;
* Describe the new generation of eLearning technologies, potential uses, strengths and weaknesses;
* Select strategies for developing and implementing participative eLearning environments, and
* Define criteria for success and growth.
Fostering A Community of Collaboration and Learning (Edu Web '15 version)Christopher Barrows
Fostering a sense of community at a university (especially if you're a larger one) can be very challenging. This presentation reviews a few ways you can work to increase the level of collaboration (not only at a university, but a business as well) through practical methods that are easy to implement in your day-to-day actions within your organization.
On Social Learning, Sensemaking Capacity, and Collective IntelligenceSimon Buckingham Shum
We are transitioning to an era in which the authority of previously dependable sources of understanding is increasingly called into question, in tandem with societal and global challenges that require new ways of thinking. Correspondingly, hard questions are now being asked about our education system’s adequacy. Our challenge is to create the infrastructures in which “K–Life” learners develop the capacities to thrive personally, and as citizens, under unprecedented conditions of uncertainty. The capacity to make sense of complex personal, intellectual, and social dilemmas is what we need to foster in our children, graduates, researchers, and employees: these skills can be summarized as “social learning.” This session will describe a range of R&D initiatives to illustrate socio-technical responses to these challenges, including intensively collaborative projects like the SocialLearn Project, the OLnet Project, the Compendium Institute, and the Learning Warehouse.
Collaboration in learning: Teaching in the Networked WorldEduwebinar
http://eduwebinar.com.au | Mal describes the vision for teaching in the networked world, that he and Lorrae Ward identified after examining the increasingly collaborative and networked mode of teaching employed by the pathfinding schools globally, and which the authors have detailed in their new work, 'Collaboration in learning: transcending the classroom walls'.
How Personalizing the Orientation Experience Increases Student Satisfaction a...College of DuPage
In 2011, College of DuPage piloted a completely restructured New Student Orientation (NSO) program to welcome 847 incoming, first-time students. The program shifted away from ongoing advising and registration sessions toward a campus-wide, collaborative approached focused on allowing students to customize their experience in a single-day format. From 2011-2015, more than 5,310 students have attended NSO. The program has contributed to increased term-to-term retention by 15% compared to the general population. The program has a 97% average satisfaction rate.
Collective Intelligence and Idea Generation Lambropoulos VivitsouNiki Lambropoulos PhD
Collective Intelligence and Idea Generation in eLearning environments is a presentation for the Education for the Digital World by Niki Lambropoulos & Marianna Vivitsou (28/04/2010)
Learning and collaboration at a distance 121202Mark_Childs
A seminar produced for Warwick University comparing two different educational programmes that contained activities involving collaboration at a distance.
Op 29 januari 2016 mocht ik tijdens een studiedag van de Katholieke Hogeschool Vives in Brugge een keynote verzorgen over de vraag of ‘blended learning’ werkt.
Presented during the final conference of "Green Hero".
Green Hero is a European project funded under the Lifelong Learning Programme. The project targets children from primary schools to improve their environmental knowledge through an interactive state of the art e-learning programme.
Primary schools involved in the project are also supported in the exchange of experience and in the establishment of new partnerships and e-twinning thus fostering better Environmental Management and resource efficiency in schools.
http://www.greenhero.eu/
Empirical studies of adaptive annotation in the educational context have demonstrated that it can help students to acquire knowledge faster, improve learning outcomes, reduce navigational overhead, and encourage non-sequential navigation. Over the last 8 years we have explored a lesser known effect of adaptive annotation – its ability to significantly increase student engagement in working with non-mandatory educational content. In the presence of adaptive link annotation, students tend to access significantly more learning content; they stay with it longer, return to it more often and explore a wider variety of learning resources. This talk will present an overview of our exploration of the addictive links effect in many course-long studies, which we ran in several domains (C, SQL and Java programming), for several types of learning content (quizzes, problems, interactive examples). The first part of the talk will review our exploration of a more traditional knowledge-based personalization approach and the second part will focus on more recent studies of social navigation and open social student modeling
Designing eLearning Environments for Learning OrganizationsKristina Schneider
My presentation at ISPI-Montreal's 2006 Conference discussed A Systemic Approach to Designing Fluid eLearning Environments for Learning Organisations.
P resentation Summary
In a learning organization, a shared vision is built by linking individual and organizational performance objectives. The design of this organization's eLearning environment must reflect this vision, empowering individuals, cultivating communities of practice and encouraging a holistic performance improvement perspective.
Thi s presentation focuses on strategies for designing participative and collaborative eLearning environments. You will identify ways of assessing and implementing a new generation of eLearning tools that have the potential to keep learners curious, engaged, communicating and sharing, ultimately fulfilling a learning organization’s objectives.
At the end of this session, participants should be able to:
* Recognize the principle requirements when designing eLearning environments for learning organizations;
* Identify techniques and tools for designing networks that offer both collaborative and self-directed learning;
* Describe the new generation of eLearning technologies, potential uses, strengths and weaknesses;
* Select strategies for developing and implementing participative eLearning environments, and
* Define criteria for success and growth.
Fostering A Community of Collaboration and Learning (Edu Web '15 version)Christopher Barrows
Fostering a sense of community at a university (especially if you're a larger one) can be very challenging. This presentation reviews a few ways you can work to increase the level of collaboration (not only at a university, but a business as well) through practical methods that are easy to implement in your day-to-day actions within your organization.
On Social Learning, Sensemaking Capacity, and Collective IntelligenceSimon Buckingham Shum
We are transitioning to an era in which the authority of previously dependable sources of understanding is increasingly called into question, in tandem with societal and global challenges that require new ways of thinking. Correspondingly, hard questions are now being asked about our education system’s adequacy. Our challenge is to create the infrastructures in which “K–Life” learners develop the capacities to thrive personally, and as citizens, under unprecedented conditions of uncertainty. The capacity to make sense of complex personal, intellectual, and social dilemmas is what we need to foster in our children, graduates, researchers, and employees: these skills can be summarized as “social learning.” This session will describe a range of R&D initiatives to illustrate socio-technical responses to these challenges, including intensively collaborative projects like the SocialLearn Project, the OLnet Project, the Compendium Institute, and the Learning Warehouse.
Collaboration in learning: Teaching in the Networked WorldEduwebinar
http://eduwebinar.com.au | Mal describes the vision for teaching in the networked world, that he and Lorrae Ward identified after examining the increasingly collaborative and networked mode of teaching employed by the pathfinding schools globally, and which the authors have detailed in their new work, 'Collaboration in learning: transcending the classroom walls'.
How Personalizing the Orientation Experience Increases Student Satisfaction a...College of DuPage
In 2011, College of DuPage piloted a completely restructured New Student Orientation (NSO) program to welcome 847 incoming, first-time students. The program shifted away from ongoing advising and registration sessions toward a campus-wide, collaborative approached focused on allowing students to customize their experience in a single-day format. From 2011-2015, more than 5,310 students have attended NSO. The program has contributed to increased term-to-term retention by 15% compared to the general population. The program has a 97% average satisfaction rate.
Collective Intelligence and Idea Generation Lambropoulos VivitsouNiki Lambropoulos PhD
Collective Intelligence and Idea Generation in eLearning environments is a presentation for the Education for the Digital World by Niki Lambropoulos & Marianna Vivitsou (28/04/2010)
Supporting educators as designers of complex blended learning scenarios: visu...Laia Albó
Presentation of my research work to PAWS research group, during my visit to the School of Information Sciences of the University of Pittsburgh. 26th February, 2019.
Beyond the Open Educational Resource move – towards Open and Participatory Le...Andreas Meiszner
Internet version of the presentation prepared for the
FKFT Free Knowledge, Free Technology
Education for a free information society
First International Conference, Barcelona July 15th to 17th 2008
Web 2.0 Learning Environment: Concept, Implementation, EvaluationeLearning Papers
Authors: Ingo Blees, Marc Rittberger
This contribution presents and evaluates a new learning environment model based on Web 2.0 applications. We assume that the technological change introduced by Web 2.0 tools has also caused a cultural change in terms of dealing with types of communication, knowledge and learning.
Ενδοσχολική Επιμόρφωση: Η Ιστοριογραμμή του Ταξιδιού του Ήρωα στη Δημιουργική...Niki Lambropoulos PhD
Ενδοσχολική Επιμόρφωση: Η Ιστοριογραμμή του Ταξιδιού του Ήρωα στη Δημιουργική Αφήγηση
Ο πρωταρχικός σκοπός του ευρωπαϊκού προγράμματος ΚΑ2 RomaMultiLangPrimE ήταν η ανάπτυξη των 4Cs (creativity, communication, critical thinking and collaboration), η δημιουργικότητα, επικοινωνία, συνεργατικότητα και η κριτική σκέψη. Σήμερα, μετά το πέρας του προγράμματος, προστίθεται κι ένας 5ος παράγοντας, η εμπιστοσύνη (confidence). Ενώ στα πλαίσια του προγράμματος οι δεξιότητες και ικανότητες αυτές αναπτύχθηκαν μέσω των Πολυγραμματισμών και της Πολυτροπικότητας, προτείνεται ένα νέο πλαίσιο εφαρμογής τους, η Δημιουργική Αφήγηση και πιο συγκεκριμένα η τεχνική της Ιστοριογραμμής υποστηρίζοντας τους/τις μαθητές/τριες στην εξωτερίκευση και επικοινωνία των σκέψεων, συναισθημάτων και εμπειριών μέσω της δικής τους ιστορίας συμμετέχοντας ενεργά σε ένα μη πραγματικό, μη αγχογόνο περιβάλλον δράσης. Επειδή η αφήγηση των ιστοριών ως εκπαιδευτικό εργαλείο μπορεί να υποστηρίξει τη μάθηση ως γνωστικό κατασκεύασμα συμβάλλει στην απόκτηση του εκάστοτε γνωστικού υπόβαθρου των μαθητών/τριών, ως άτομα ή ως µέλη κοινωνικών ομάδων. Η Δημιουργική Αφήγηση γίνεται ένα εργαλείο για την διδασκαλία όπου ο/η μαθητής/τρια δημιουργεί έντονη συναισθηματική εικόνα της εμπειρίας ή και ανάμνησης ως πράξη επικοινωνίας όπου παρουσιάζεται προφορικά, ή γραπτά μια σειρά πραγματικών ή πλασματικών και επινοημένων γεγονότων με τη συμμετοχή τουλάχιστον δύο ατόμων, του πομπού (του αφηγητή) και κάποιου στον οποίο απευθύνεται ο αφηγητής (του αποδέκτη της αφήγησης). Ο αφηγητής φροντίζει να δώσει στον αποδέκτη τις απαραίτητες πληροφορίες για τον τόπο, το χρόνο, τα πρόσωπα και τα πιθανά αίτια ενός συμβάντος με μια ορισμένη σειρά. Οι αφηγήσεις, παρά την επιφανειακή τους μεταβλητότητα, παρουσιάζουν κοινή δομή, την Ιστοριογραμμή. Η Ιστοριογραμμή του Ταξιδιού του Ήρωα μέσα από τα σχέδια εργασίας και τη δημιουργική διαδικασία μπορεί να συμβάλλει στην παιδαγωγική αξιοποίηση της δημιουργικής αφήγησης για την ανάπτυξη των 5Cs.
Supporting Refugees Life Narratives via a Multiliteracy Education Competences...Niki Lambropoulos PhD
Conference paper presentation at the
19th International Conference on Diversity in Organizations, Communities & Nations
https://ondiversity.com/2019-conference
Η Συν-Δημιουργικότητα στην Εκπαιδευτική Πράξη - Επιμόρφωση ΠΕ06Niki Lambropoulos PhD
Eξ’ Αποστάσεως Επιμόρφωση Εκπαιδευτικών με Νέες Τεχνολογίες: Η Συν-Δημιουργικότητα στην Εκπαιδευτική Πράξη
Η ΕΚΠΑΙΔΕΥΣΗ ΣΤΗΝ ΕΠΟΧΗ ΤΩΝ ΤΠΕ ΚΑΙ ΤΗΣ KΑΙΝΟΤΟΜΙΑΣ
Evgenideio Foundation, Athens, 5-6 November 2016
http://synedrio.edu.gr/
Chrono-Spatial Intelligence in Global Systems Science HCII 2016Niki Lambropoulos PhD
Chrono-Spatial Intelligence in Global Systems Science and Social Media: Predictions for Proactive Political Decision Making
Niki Lambropoulos, London South Bank University, UK
Habib Fardoun, King Abdulaziz University of Saudi Arabia
Daniyal M. Alghazzawi, King Abdulaziz University of Saudi Arabia
http://2016.hci.international/
Friday, 22 July 2016
08:00 – 10:00
S159: Serendipity Engineering via Creative Context-Aware Learning in Social Media
Room: Pier 7
http://2016.hci.international/index.php?module=pagesmith&id=163#2
Keynote @VocTEL: Vocational Dreams to Career Reality: Technology Enhanced Lea...Niki Lambropoulos PhD
Vocational Dreams to Career Reality: Technology Enhanced Learning for Everyday Connectivity and Practice
Dr. Niki Lambropoulos
Keynote @17/06/2015
http://voctelconference.eu/
London South Bank University & Global Operations Division, London, UK
A great number of jobs are becoming obsolete these days; our era is shifting from the Industrial to the Information, Collaboration and Creativity one. Knowledge, skills, competencies and associated tools within Communities of Practice (CoPs) are constantly altering. In the rise of such new world, new dreams and visions are needed to be manifested creating new CoPs and careers that sometimes can be entirely unpredictable. This rapid information expansion, worldwide collaboration and promptly emerging new technologies, are raising demands in the everyday working ecosystems. Consequently, they impact and alter the Vocational Education and Training (VET) pedagogical approaches and learning possibilities. Based upon the inevitable uncertainty, best practices are presented that have been intelligently employed for vocational technology enhanced learning within in situ connected working environments. Furthermore, new methods, tools and techniques are proposed to embrace and enhance collaborative creativity implemented in diverse and intersected informal and formal learning and working locations. Such frameworks and easy-to-use tools have the potential to adjust and bridge previous knowledge and experiences with the new working demands. In this way, knowledge, skills and competencies can be transformed and transmitted within unified learning and working ecosystems for everyday ubiquitous connectivity and practice.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How libraries can support authors with open access requirements for UKRI fund...
Educational Social Software v.1 2010
1. Educational Social Software for Context Aware Computing: Best Practices & Insights VII Jornada de Proyectos Europeos de la Universidad de Murcia Margarida Romero, Coordinadora Euro-CAT-CSCL, FP7 IAPP Niki Lambropoulos, Research Fellow , LSBU Margarida Romero, Coordinator, Ouak, Euro-CAT-CSCL, FP7 IAPP
“ This book is anchored in the concept that by exploiting human skills and experiences information technology empowers and enhances learners’ capabilities.”
Educational social software is web-based software supporting learning via group interaction. Under this paradigm we can consider a range of applications such as weblogs, wikis, social bookmarking and syndication systems, multiplayer online games, discussion forums or even 3D worlds. Τ he knowledge is empowered under social construction relative to the activity and situations in which it has being explored (Brown, Collins, & Duguid, 1989). For Dabbagh & Bannan-Ritland (2005) “ there is a social framework or culture surrounding a learning context and its constituents are the learners, the interactions that those learners engage in, and the tools that enable those interactions. ” In interactive educational technology, this is related to context awareness; context is organisational or cultural and the context that surrounds learning activities on the interface. In other words, methods, learning activities, tools, and evaluation are highly interconnected. For example, Computer-Supported Collaborative Learning an interdisciplinary trend to emphasise the use of methods such as ethnography to extract implications for design based on its situated context. For this reason, the key objective of this book is to look into the socio-cultural elements in educational social computing focused on design and theory driven where learning and the setting are intertwined. The book discusses the basis of a broad framework for learning environments and online in particular, enriched with contributions from domains, sometimes as diverse as computer science (application design and engineering of human interfaces), psychology (the application of theories of cognitive processes and the empirical analysis of user behaviour), sociology and anthropology (interactions between technology, work, and organization), and industrial design (interactive products).
The emergence of Web 2.0 triggered a general trend towards online social interactions and brought sociology in the global interactive picture. The emergence of Web 2.0 has risen the opportunity to create new educational uses of web 2.0 user centred software. Social software platforms, human networks and human activities in Web 2.0 refer to a set of technologies for sharing information and communication. Web 2.0 has led to the creation of new technologies at a rapid pace. The participant as a learning community member is the central point in the learning opportunities provided by 2.0 approaches in elearning. Elearning 2.0 puts the user as a learner and her community at the centre of the learning process. From a technical viewpoint, the integration of social software has created interesting new possibilities for organizing novel learning and working situations. From an educational viewpoint, this phenomenon created issues related to individual and social learning for internalisation and externalisation of information and knowledge (Vygotsky, 1978). Studies on relationships, practices and activities with the use of tools in the purpose of learning appear to present contradictive results (e.g. EFQUEL, 2006; Cuban, 2001). Current learning management systems support administrative functions; thus, they target teacher’s information provision resulting in most cases in poor learning opportunities for the learner. Studies on social relationships, interactions and engagement between the e-learning participants, as well as practices and activities with the use of tools for the purpose of learning appear to present contradictive results. Thus, design for socio-cultural learning requires social tools; this means that social and personalised tools should be integrated within a learning platform. In Chapter 1, the agents of change of Web 2.0 social and knowledge-based society point to the need for self-organising communities and collaboration. In this way mere provision of knowledge becomes innovation and brings quality in learning and the acquisition of new skills. The authors discuss the ESS affordances and provide examples of contemporary and associated learning analytical frameworks. Pedagogy 2.0 is proposed as the innovative learning paradigm based on the key elements of personalisation, participation and productivity. In Chapter 2, the pedagogical use of social software in E-learning 2.0 is related to the technologies and social networking from the perspective of transactional control in fostering student learning. In addition, the chapter examines the implications of Web 2.0 related learner control as well as pointing to cultural interactions using Facebook. It examines ways and offers recommendations that instructors and students can effectively use to control their learning environment within an intracultural setting. In Chapter 3, user-generated content within ESS is discussed in regard to its impact in Education. As new skills and competencies are needed in one’s lifetime, more and more adults attend life-long learning programs. These new learning needs include literacy in Information and Communication Technology (ICT), learning autonomy, self-regulation and metacognition. Consequently, the author presents the dialogue between the new requirements the era of Web 2.0 for creativity and collaboration brings in education and the new learning opportunities which this environment conveys.
In Chapter 4, several educational activities are presented related to each type of the multiple intelligences. The authors present the argument that although students are exposed to many educational activities, instructors generally do not take multiple intelligences into account. For example, assessment activities are still associated with the mere provision of information without considering active engagement in educational activities aiming in collaborative creativity. In the Web 2.0 context, educators may have to revise their instructional plans by seriously considering the integration of multiple intelligences and new technologies into their courses. In Chapter 5, the interactive whiteboards (IWB) are presented as the latest technology trend in schools and businesses. The author discusses ways to promote active engagement and interactive content with the use of ESS and IWB in particular. IWB technology has several advantages as the users are able to interact, collaborate, and evaluate their own work. IWB integration in the classrooms brings numerous issues to address: professional development, interactivity, feedback, collaboration, user attitude, and the future of the IWB. In Chapter 6, a web annotations tool is examined in relation to social interactions. Although it is usually employed as a collaborative tool or as a medium of artistic or social criticism, the tool was introduced in a mathematics course for online pre-engineering students. The aim was to enable communication between the students and their contents and evaluate the acquisition of basic mathematical competencies in relation to the communication improvement. The authors present a model to support online interaction analysis and classification in relation to the use of this communication tool. In Chapter 7, an empirical study is presented investigating the ways interactions with the popular tagging tool del.icio.us are related to knowledge adaptation via concept assimilation and accommodation. In their case study, the authors observed a relationship between the quality of social tags and the formation and enrichment of concept schemas. Their proposed formal model is based on distributed cognition framework and provides good fits to the associated learning material. The implications are connected to the ways Web 2.0 technologies can promote CSCL in formal and informal settings. In Chapter 8, ScreenPLAY is presented an interactive video intervention for at-risk teens to enhance their social skills and motivation. The authors present the pedagogical ideas behind ScreenPLAY and the need for a content-driven social-skill intervention to promote experiential learning. Other than a constructivist perspective, cognitive and linguistic concomitants with social skill acquisition were targeted in relation to learning as change of behaviour. Ethical issues are also presented as of major importance in this age group and are related to interface design challenges.
In Chapter 9, the role of the e-tutor and her competencies is discussed in relation to the E-Learning 2.0. The author attempts to answer questions on the new set of professional functions that are required and the associated training policies. Such e-tutoring needs are needed so the e-tutor can effectively work in e-learning scenarios from a lifelong, sharing knowledge and social networking perspective. In Chapter 10, communication and connection are presented as essential instruments for a community of professional educators. The author was anchored in the community research and developed a 12 characteristics framework to investigate the online and offline community settings. Off-line communities and an online discussion forum for educators are observed, analyzed and evaluated for a “space” conducive for the community development. The author found that in these communities the active participation level is directly correlated to the likelihood of benefit.
In Chapter 11, the case of the Canadian government is presented related to challenges of attracting and retaining new employees as well as ensuring that all public servants have the necessary skills and knowledge to do their jobs well. From a life-long perspective the federal Public Service implemented informal learning strategies to facilitate knowledge creation and exchange and to manage tacit knowledge within Communities of Practice. The authors also present the strategic context, challenges, lessons learned and vision for the future. In Chapter 12, different possible ESS uses are considered for University teaching. The authors argue that if Web 2.0 tools are used properly can actually favour collaborative learning and promote new ways of teaching and learning. They present their work on ESS uses in the university campus, and propose a hybrid learning model aiming to combine the potential of technology with the possibilities of collaborative learning. In Chapter 13, the use of the publishing/social network site lulu.com is presented as a virtual learning environment for photopublishing projects with undergraduate digital photography students. The authors employed “e-tivities” and collaborative rubrics that appeared to support learners’ daily network practices, namely their use of social network sites to get their work seen and peer-reviewed. In Chapter 14, ESS and Web 2.0 with its inhabitants is presented as an evolving and ecological environment, discussing and elaborating the Connectivist framework. The authors focused on methodologies to examine ESS and the ways they become accommodated with their users forming learning spaces and user-generated context for individual and collaborative learning.
-Pedagogy 2.0 is proposed as the innovative learning paradigm based on the key elements of personalisation, participation and productivity. New requirements the era of Web 2.0 for creativity and collaboration brings in education and the new learning opportunities which this environment conveys -In the Web 2.0 context, educators may have to revise their instructional plans by seriously considering the integration of multiple intelligences and new technologies into their courses. -ESS integration in the classrooms brings numerous issues to address: professional development, interactivity, feedback, collaboration, user attitude, and the future of the ESS. Support online interaction analysis and classification in relation to the use of this communication tool. -e-tutors: Orchestrating eLearning activities, E-tutoring & e-moderating, Work within a Community of Practice (CoP), Active life-long training