These are my slides from a talk I gave at EDUTICE, in Lille France, on April 16ht, 2012. The talk was about the crisis of access in higher education, the use of technology, the need for more user-friendly technology and the emerging www.bold-research.org research network focussed on blending synchronous and asynchronous online technologies at the graduate studies level.
This talk is about the need for dual-mode universities (or DMUs), which offer both on-campus and online learning (OL) opportunities, to leverage its main strength in online course delivery, i.e. faculty, rather than trying to reproduce the single-mode university (SMUs) strength which is industrial-based, upfront course design, judged to be too labour-intensive and too costly for most DMUs. Furthermore, it is posited that the DMU’s true niche is graduate studies in OL, an area where SMU simply cannot compete given human resource shortages.
Overview, of the "flexivet" in ACE project, Melbourne 2009.michael chalk
Preston Reservoir Adult Community Education (PRACE) and several colleague ACE providers are investigating the possibility of creating a new flexible delivery system in common, using existing free learning materials. We aim to move gently toward a more social model of learning for information technology and other vocational education & training (VET) certificates.. and also to enable teachers to save time by screencasting their classroom demonstrations.
a few slides on common challenges faced when designing instruction for higher education. based on Power, M. (2009). A Designer,s Log. Athabasca University Press.
This talk is about the need for dual-mode universities (or DMUs), which offer both on-campus and online learning (OL) opportunities, to leverage its main strength in online course delivery, i.e. faculty, rather than trying to reproduce the single-mode university (SMUs) strength which is industrial-based, upfront course design, judged to be too labour-intensive and too costly for most DMUs. Furthermore, it is posited that the DMU’s true niche is graduate studies in OL, an area where SMU simply cannot compete given human resource shortages.
Overview, of the "flexivet" in ACE project, Melbourne 2009.michael chalk
Preston Reservoir Adult Community Education (PRACE) and several colleague ACE providers are investigating the possibility of creating a new flexible delivery system in common, using existing free learning materials. We aim to move gently toward a more social model of learning for information technology and other vocational education & training (VET) certificates.. and also to enable teachers to save time by screencasting their classroom demonstrations.
a few slides on common challenges faced when designing instruction for higher education. based on Power, M. (2009). A Designer,s Log. Athabasca University Press.
Hurricane Katrina was a horrific event for the city of New Orleans. There were many warnings of the terrible damange a large hurricane could do in the past. However, no drastic changes were made to prevent the outcomes of Katrina. In August 2005 when it hit New Orleans as well as shortly after, different news reports delivered both good and bad coverage that altered people's perceptions of the event.
Doorrekenen gevolgen kostencompensatie - Gerard van Santen / Jos Borsboomadfiz
Uiteindelijk is uw advies ook een rekensom. Adfiz heeft de afgelopen maanden verschillende rekentools onderzocht die kunnen checken of de klant een woekerpolis heeft volgens de Wabeke-norm (inhouding te hoge kosten, waarvoor een compensatie wordt aangeboden) en of de klant een beleggingspolis heeft volgens de Falcon-norm (dwaling omtrent rendementprognoses). Daarnaast kan een goede tool inzichtelijk maken wat het effect van de compensatie op dit moment is en wat het effect naar verwachting op de einddatum is. Dit alles in relatie tot het beoogde doelvermogen. Een dergelijke tool helpt de adviseur te beoordelen of, rekeninghoudend met de compensatie, oversluiten naar een ander (goedkoper) passend product is aan te bevelen. Adfiz wil graag het resultaat van dit onderzoek met u delen en concrete handvatten bieden hoe een instrument u mogelijk kan ondersteunen in uw klantrelatie.
Door: Jos Borsboom/Gerard van Santen MoneyView/BeleggingsPolisCheck
Hurricane Katrina was a horrific event for the city of New Orleans. There were many warnings of the terrible damange a large hurricane could do in the past. However, no drastic changes were made to prevent the outcomes of Katrina. In August 2005 when it hit New Orleans as well as shortly after, different news reports delivered both good and bad coverage that altered people's perceptions of the event.
Doorrekenen gevolgen kostencompensatie - Gerard van Santen / Jos Borsboomadfiz
Uiteindelijk is uw advies ook een rekensom. Adfiz heeft de afgelopen maanden verschillende rekentools onderzocht die kunnen checken of de klant een woekerpolis heeft volgens de Wabeke-norm (inhouding te hoge kosten, waarvoor een compensatie wordt aangeboden) en of de klant een beleggingspolis heeft volgens de Falcon-norm (dwaling omtrent rendementprognoses). Daarnaast kan een goede tool inzichtelijk maken wat het effect van de compensatie op dit moment is en wat het effect naar verwachting op de einddatum is. Dit alles in relatie tot het beoogde doelvermogen. Een dergelijke tool helpt de adviseur te beoordelen of, rekeninghoudend met de compensatie, oversluiten naar een ander (goedkoper) passend product is aan te bevelen. Adfiz wil graag het resultaat van dit onderzoek met u delen en concrete handvatten bieden hoe een instrument u mogelijk kan ondersteunen in uw klantrelatie.
Door: Jos Borsboom/Gerard van Santen MoneyView/BeleggingsPolisCheck
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
Our first infographic to explain the purpose of this initiative.
More detail at https://sites.google.com/site/aublend/blog/ourfirstinfographic-aublendedlearninginitiative
Uncovering what enables and constrains 'open practices' in the Global South: ...ROER4D
Uncovering what enables and constrains 'open practices' in the Global South: Reflections from the ROER4D Project. Keynote for the AVU Conference 1-3 July 2015 by Cheryl Hodgkinson-Williams
The developments of our society-student in
universities of Kurdistan Region Government (KRG) help
student’s to achieve most of their duties by using of
technologies for example; using of mobile devices/SMS facility
make student life very easy and quick response. For that
reason the extremely numbers of use the mobile technologySMS
make load on mobile communication towers. As other
part of the world the rush hours is from 9:00AM to 2:00PM in
universities. One of the defaults of public network is heavy load
during the rush hours and creates delay of reach the SMS on
time, the others are costing students. Our proposed system
solves that two mentioned problems and make students to use
of mobile device less. Nowadays-younger students are very
comfortable with using of computer technology than ever
before! Especially, the using of personal computer (PC)-Laptop
and Wireless network Communications (WNC) by
Sulaimani’s University. The teachers and students are quickly
increasing to use. The entire PCs in the Quality Assurance
laboratory (QA-LAB) and the QA manager private PC
are connect directly to Server. Undoubtedly, The
Wireless Computer Communication System (WCCS) created
an effective role in to student society and made it very fast
growing in to educational sector (universities) as well as to the
industrial sectors. For instance, in educational sector
(universities) the WCCS modify the traditional (paper-andpencil
classroom feedback of lecturer evaluation by students)
toward to WLFS (Wireless Laboratory Feedback System).
Furthermore, most of the students were complaining about the
uneconomic and long delay of short message service-Classroom
Feedback System (SMS-CFS), because of the mobile
communication users in the University campus are
approximately 8000 from 9:00AM to 2:00PM. It is obvious,
that amount of users creates an overload on public mobile
network and affect SMS receive-time. WLFS is uncomplicated,
non-traffic network and economical solution for replacing
SMS-CFS and TF. Apart from that, our proposed system
becomes an excellent guide for monitoring of high quality of
teaching from teacher and level of students understanding in a
class. Technically, thirty-five computers (clients) in a QA-LAB
and QA Manager are connecting to (server) via private
WLAN.
Personalized Learning: Implications for curricula, staff and students Simon Bates
Invited keynote given at the Universitas 21 Education Innovation conference at UNSW, Australia, Oct 2014.
http://www.universitas21.com/event/details/178/u21-educational-innovation-conference
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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.
3. 4 points: 1/4
1. A crisis is looming in higher
education as current supply is
not meeting demand.
4. A crisis is looming
A worldwide problem
Sir John Daniel
(former President &
CEO of COL)
5. www.obhe.ac.uk Source: D. Olcott
DEMAND
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf
Don Olcott CE OBHE
6. www.obhe.ac.uk Source: D. Olcott
D. Olcott
V
DEMAND
widening
GAP
SUPPLY
http://www.obhe.ac.uk/resources/2008_AUA_Presentation.pdf
Don Olcott CE OBHE
7. Teacher Education (09-10)
“It is now clear that “bricks and
mortar” approaches to expanding
teacher education may not be
adequate if the current and
projected shortfalls in teacher
supply and low teacher quality are
to be properly addressed”.
8. www.ifadem.org
« By 2015, more than 3,800,000 teachers
will be needed in Sub-Saharan Africa …»
Agence universitaire francophone (AUF) (2011). UNESCO Brief.
14. …every four years, the amount
of information doubles in the world …
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
15. …every four years, the amount
of information doubles in the world …
…we estimate that, by the year 2020,
it will double every 73 days!
What will be the impact on
ONLINE LEARNING?
http://portal.unesco.org/ci/en/ev.php-URL_ID=25929&URL_DO=DO_TOPIC&URL_SECTION=201.html
16. ONLINE COURSES (ASYNCHRONOUS MODE)
50% at
enter
Laval University
asynchronous
comms
exclusively
16
Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)
17. ONLINE COURSES (ASYNCHRONOUS MODE)
ADVANTAGES
AVANTAGES : :
1) Professeurs
1) FACULTY
--FLEXIBILITÉ ACCRUE
greater flexibilty 50% at
--DÉLÉGATION CERTAINES TÂCHES
some division of labour
2) Students enter
Laval University
2) Étudiants ACCESSIBILITY
- GREATER
--ACCESSIBILITÉ ACCRUE
GREATER FLEXIBILITY
3) -Administrators
FLEXIBILITÉ ACCRUE
asynchronous
- some FUNDING AVAILABLE (variable) comms
3) Administrateurs OF HIRING ADJUNCTS
- POSSIBILITY
- FINANCEMENT DISPONIBLE (parfois) exclusively
- EMBAUCHE DE PERSONNEL ADJOINT
Harasim, Hiltz, Teles & Turoff, 1995; Hiltz & Goldman, 2005 ; Sammons & Ruth, 2007; Seaman & Allen, 2010
17
Power (in press)
18. ONLINE COURSES (ASYNCHRONOUS MODE)
DISADVANTAGES:
AVANTAGES :
1) Faculty
1) Professeurs
- -course design, time-consuming
FLEXIBILITÉ ACCRUE
50% at
- -doubts about CERTAINES TÂCHES
DÉLÉGATION quality (- interaction) Laval University
- changing content & copyright issues
2) Students
2) Étudiants
- -+ACCESSIBILITÉ ACCRUE
isolated than in F2F settings;
- -need greaterACCRUE
FLEXIBILITÉ motivation/autonomy
to succeed in studies asynchronous
3) Administrators
3) Administrateurs comms
- -OL, costly to achieve quality (parfois)
FINANCEMENT DISPONIBLE exclusively
- -monopolises DE PERSONNELresources
EMBAUCHE scarce human ADJOINT
18
Harasim, Hiltz, Teles & Turoff, 1995; Seaman & Allen, 2010; Hiltz & Goldman, 2005 Power (in press)
19. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘
http://tinyurl.com/4mkvbt
20. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
http://tinyurl.com/4mkvbt
21. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
“…the new 24/7 professor …dragged
from a traditional classroom into
cyberspace may not be able to
adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt
22. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
“…the new 24/7 professor …dragged
from a traditional classroom into
cyberspace may not be able to
adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt
23. Why aren’t faculty involved?
“…limited use of online teaching and
learning … its incompatibility
with the teaching styles of many
professors’’. (Shea, Fredericksen, Pickett,
and Pelz, 2004).
‘‘Faculty members new to online
teaching often report being
overwhelmed by increased
interaction levels’’. Shea et al., 2004
“…the new 24/7 professor …dragged
from a traditional classroom into
cyberspace may not be able to
adjust”. Sammons & Ruth 2007
http://tinyurl.com/4mkvbt
24. 4 points: 3/4
3. We must adopt technology
that engages both faculty and
students, thus creating a true
learning community.
25. Blended Online Learning Design
Synchronous Asynchronous
100% online
Combined
synch / asynch
LMS
Various combinations
cam.k12.il.us
Power, 2008; Power & Vaughan, 2010; Power, Vaughan & St-Jacques, 2010; Power & Morven-Gould, 2011; Power, in press
33. • Universities struggling to maintain some grad. programs;
• Universities needing to increase recruitment options;
booleanblackbelt.com
34. • Universities struggling to maintain some grad. programs;
• Universities needing to increase recruitment options;
• Graduate students often workplace professionals;
• Usually very motivated and autonomous;
• Accustomed to learning via technology & networking;
• Small numbers involved (maximum 25 per class);
= Allows for the use of synchronous technology;
booleanblackbelt.com
35. • Universities struggling to maintain some grad. programs;
• Universities need to increase recruitment options;
• Graduate students often workplace professionals;
• Usually highly motivated and autonomous;
• Accustomed to learning via technology & networking;
• Small numbers involved (maximum 25 per class);
= Allows for the use of synchronous technology;
COMBINING SYNCH & ASYNCH MODES
booleanblackbelt.com
36. • Universities struggling to maintain some grad. programs;
• Universities need to increase recruitment options;
• Graduate students often workplace professionals;
• Usually highly motivated and autonomous;
• Accustomed to learning via technology & networking;
• Small numbers involved (maximum 25 per class);
= Allows for the use of synchronous technology;
COMBINING SYNCH & ASYNCH MODES
• Quality dialogue (leveraging a faculty strength);
• Higher accessibility (completely online);
• High cost-effectiveness (many costs offset; lower front-
end design; faster faculty online migration; flexibility).
37. REALITY
WORLDWIDE RESEARCH NETWORKS
an academic necessity in the 21st century
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
http://sites.google.com/site/changchienlily/BlankWorldMap.gif
41. 7 More on BOLD
• Power, M. & Morven-Gould, A. (2011). Head of gold,
feet of clay: the online learning paradox. 12 (2)
IRRODL. http://www.irrodl.org/index.php/irrodl/article/view/916
• Power, M. & Vaughan, N. (2010). Redesigning online learning for
graduate seminar delivery.
Journal of Distance Education. 14(3)
http://www.jofde.ca/index.php/jde/article/view/649
• Power, M. (2009). A Designer’s Log: Case Studies in
Instructional Design. Athabasca University Press
http://www.aupress.ca/index.php/books/120161 .
• Power, M. (2008). The emergence of blended online
learning. Journal of Online Learning & Teaching. (4)
4. http://jolt.merlot.org/vol4no4/power_1208.htm
michael.power@fse.ulaval.ca