A presentation delivered at a Knowledge Management conference in 2009 on the application of eLearning between as disadvantaged SA school and and Irish school for HIV knowledge transfer.
EU Digicomp framework review: WP 7 Safety and well being findingsdebbieholley1
A webinar a series of pan-European
dissemination events in the DigComp 2.2 review processes. This webinar on “Safety and Wellbeing” and took place May 18th at 14:00 2021.
The webinar was conducted by Anicia Trindade educational researcher on digital competence from the CIDTFF – Research Centre on Didactics and Technology in the Education of Trainers, Portugal, and Paula Bleckmann, professor of media education at Alanus University, Germany, and expert on the prevention of digital risks. Anicia and Paula are respectively the leader and deputy of WG7 Safety and Wellbeing of the DC2.2 revision process on this platform. They were joined by Professor Debbie Holley (Bournemouth University)and Dora Simunovic, (European Council for Steiner Waldorf Education) Prof Eva Maria Bitzer (Freiburg University of Education)
AIEd - AI Assisted Personalized Learning in Educationdebbieholley1
8th International Conference on Behavioral and Social Computing
Hosted by Hamad Bin Khalifa University, Doha, Qatar
A panel discussion
Moderator: Dr. Marwa Qaraqe, Assistant Professor, Division of Information and Computing Technology, College of Science and Engineering, Hamad Bin Khalifa University
Panelists:
Dr. Dena Al-Thani, Assistant Professor, Division of Information and Computing Technology, College of Science and Engineering, Hamad Bin Khalifa University
Dr. Hazim Ekenel, Associate Professor, Department of Computer Engineering, Istanbul Technical University
Dr. Debbie Holley, Professor of Learning Innovation, Bournemouth University
Overview: With the ever-evolving role of technology in the teaching and learning contexts, changes to the current adopted pedagogical approaches have become inevitable. AI plays an important role in personalizing education to enhance student learning experience for both mainstream student and student who have learning disabilities. Affective computing to understand student emotion and status during various learning activities provides valuable insight on methods that are constructive in the learning process and vise-versa. In addition, the analysis of student emotional and physical status helps reveal overlooked or hidden learning struggles that affect student learning ability. In particular, learning has a social component to it where students have shown the ability to learn effectively from their peers. This is the main basis of collaborative learning. However, a student’s negative attitude towards learning can stem from social anxiety issues and should be detected and addressed to facilitate a healthy relationship in learning. In addition to this, continuous integration of technology and learning has increasingly caused disruption to education, allowing more techniques to be introduced, developed, and tested. From online classes to hybrid settings, the progressive learning framework has been adapting different and new ideas to shape the pedagogies of tomorrow. For example, gamification in learning has shown promising results due to games being a source of motivation and continuity for young players. Coupling AI with gamified learning extends the concept of personalized learning beyond the classroom and supports student engagement. This panel will discuss the importance of personalized education and how AI, affective computing, and gamified learning can be used to support student learning.
The healthcare industry is rapidly evolving in tandem with a demand for increased flexibility in the delivery of education in our fast-paced society. As a result, the passive reception of content by students, delivered by an expert from the front of the class, is becoming increasingly redundant. Students are now being taught, ubiquitous connectivity allowing widespread access to online materials (Collier, Gray, & Ahn, 2011). Programs such as nursing are often offered in an external, online delivery mode (Wright, 2013). Due to an increasingly aging population, healthcare is by far one of the fastest-growing industries, and graduate job seekers choosing to enter healthcare, will need to ensure they have developed sound digital literacies, particularly as they apply to professional communication. It is imperative that students develop and leverage emerging communication technologies as part of their portfolio prior to seeking employment (Clark, 2009; Hargittai & Litt, 2013).
This document summarizes three studies on supporting collaborative learning through the use of mobile and online technologies. The first study examined collaboration patterns among members of a professional online community. It found low participation and sparse offline collaboration. The second study explored how social software and face-to-face activities contributed to student learning outcomes in a university course. It found that wiki-related activities and peer monitoring best predicted learning gains. The third study investigated how mobile messaging tools and tutors supported collaborative inquiry during a biology field trip. It found differences in argument quality between high- and low-performing student groups.
The disruptive nature of emerging technologies v0.3Daniela Gachago
This document summarizes research on lecturers' experiences with emerging technologies at a South African university. The research had three aims: 1) to establish which technologies lecturers are using, 2) to explore how emerging technologies impact different learning events, and 3) to examine the disruptive nature of emerging technologies based on lecturer interviews. Key findings include that lecturers predominantly use technologies to support existing teaching practices rather than transforming them. Emerging technologies place more control in students' and lecturers' hands rather than the institution. Some technologies allow new types of learning events while others replicate existing practices. Lecturers described qualities of disruptive technologies including being student-centered and offering flexible options.
Mobility for Education: The new paradigm in learning[x]cube LABS
Our whitepaper focuses on Mobility for Education and endeavors to explore the transformation, approaches, benefits, opportunities and challenges of adopting mobility solutions in the learning sphere.
EU Digicomp framework review: WP 7 Safety and well being findingsdebbieholley1
A webinar a series of pan-European
dissemination events in the DigComp 2.2 review processes. This webinar on “Safety and Wellbeing” and took place May 18th at 14:00 2021.
The webinar was conducted by Anicia Trindade educational researcher on digital competence from the CIDTFF – Research Centre on Didactics and Technology in the Education of Trainers, Portugal, and Paula Bleckmann, professor of media education at Alanus University, Germany, and expert on the prevention of digital risks. Anicia and Paula are respectively the leader and deputy of WG7 Safety and Wellbeing of the DC2.2 revision process on this platform. They were joined by Professor Debbie Holley (Bournemouth University)and Dora Simunovic, (European Council for Steiner Waldorf Education) Prof Eva Maria Bitzer (Freiburg University of Education)
AIEd - AI Assisted Personalized Learning in Educationdebbieholley1
8th International Conference on Behavioral and Social Computing
Hosted by Hamad Bin Khalifa University, Doha, Qatar
A panel discussion
Moderator: Dr. Marwa Qaraqe, Assistant Professor, Division of Information and Computing Technology, College of Science and Engineering, Hamad Bin Khalifa University
Panelists:
Dr. Dena Al-Thani, Assistant Professor, Division of Information and Computing Technology, College of Science and Engineering, Hamad Bin Khalifa University
Dr. Hazim Ekenel, Associate Professor, Department of Computer Engineering, Istanbul Technical University
Dr. Debbie Holley, Professor of Learning Innovation, Bournemouth University
Overview: With the ever-evolving role of technology in the teaching and learning contexts, changes to the current adopted pedagogical approaches have become inevitable. AI plays an important role in personalizing education to enhance student learning experience for both mainstream student and student who have learning disabilities. Affective computing to understand student emotion and status during various learning activities provides valuable insight on methods that are constructive in the learning process and vise-versa. In addition, the analysis of student emotional and physical status helps reveal overlooked or hidden learning struggles that affect student learning ability. In particular, learning has a social component to it where students have shown the ability to learn effectively from their peers. This is the main basis of collaborative learning. However, a student’s negative attitude towards learning can stem from social anxiety issues and should be detected and addressed to facilitate a healthy relationship in learning. In addition to this, continuous integration of technology and learning has increasingly caused disruption to education, allowing more techniques to be introduced, developed, and tested. From online classes to hybrid settings, the progressive learning framework has been adapting different and new ideas to shape the pedagogies of tomorrow. For example, gamification in learning has shown promising results due to games being a source of motivation and continuity for young players. Coupling AI with gamified learning extends the concept of personalized learning beyond the classroom and supports student engagement. This panel will discuss the importance of personalized education and how AI, affective computing, and gamified learning can be used to support student learning.
The healthcare industry is rapidly evolving in tandem with a demand for increased flexibility in the delivery of education in our fast-paced society. As a result, the passive reception of content by students, delivered by an expert from the front of the class, is becoming increasingly redundant. Students are now being taught, ubiquitous connectivity allowing widespread access to online materials (Collier, Gray, & Ahn, 2011). Programs such as nursing are often offered in an external, online delivery mode (Wright, 2013). Due to an increasingly aging population, healthcare is by far one of the fastest-growing industries, and graduate job seekers choosing to enter healthcare, will need to ensure they have developed sound digital literacies, particularly as they apply to professional communication. It is imperative that students develop and leverage emerging communication technologies as part of their portfolio prior to seeking employment (Clark, 2009; Hargittai & Litt, 2013).
This document summarizes three studies on supporting collaborative learning through the use of mobile and online technologies. The first study examined collaboration patterns among members of a professional online community. It found low participation and sparse offline collaboration. The second study explored how social software and face-to-face activities contributed to student learning outcomes in a university course. It found that wiki-related activities and peer monitoring best predicted learning gains. The third study investigated how mobile messaging tools and tutors supported collaborative inquiry during a biology field trip. It found differences in argument quality between high- and low-performing student groups.
The disruptive nature of emerging technologies v0.3Daniela Gachago
This document summarizes research on lecturers' experiences with emerging technologies at a South African university. The research had three aims: 1) to establish which technologies lecturers are using, 2) to explore how emerging technologies impact different learning events, and 3) to examine the disruptive nature of emerging technologies based on lecturer interviews. Key findings include that lecturers predominantly use technologies to support existing teaching practices rather than transforming them. Emerging technologies place more control in students' and lecturers' hands rather than the institution. Some technologies allow new types of learning events while others replicate existing practices. Lecturers described qualities of disruptive technologies including being student-centered and offering flexible options.
Mobility for Education: The new paradigm in learning[x]cube LABS
Our whitepaper focuses on Mobility for Education and endeavors to explore the transformation, approaches, benefits, opportunities and challenges of adopting mobility solutions in the learning sphere.
The document discusses using mobile devices to build community in schools. It notes that schools with strong community see benefits like increased academic motivation and social skills. However, few schools successfully build community, especially for low-income and minority students. The document then discusses how mobile devices are widely used by today's youth and how collaborative mobile learning can support relationship-building and engagement. It provides examples of activities like sharing photos or comments that can be used on mobile devices to facilitate teamwork and community.
A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create
collectively.
This document discusses the use of information and communication technologies (ICT) in education, specifically their integration into commerce education at the higher secondary level. It defines ICT and outlines their significance in education, including benefits like access to varied learning resources, immediacy of information, collaborative learning, and a multimedia approach. E-learning is discussed as technology-based learning delivered electronically. Advantages include flexible learning times and locations and reduced costs, while disadvantages include upfront instructor training and equipment expenses. Traditional classrooms are compared to online classrooms, noting features like passive vs. active learning. The role of ICT like the internet and tools like PowerPoint in commerce education is also covered.
1) The document discusses trends in open educational resources (OER) including how they are shared materials used for learning, teaching, research and professional development.
2) It outlines benefits of OER for students, instructors and institutions such as lower costs, greater flexibility and access to high quality resources. Popular examples of OER programs and repositories are also given.
3) Issues with current feedback and assessment practices are raised, proposing the use of authentic feedback and peer review to enhance student work and motivation through ePortfolios and lifelong learning networks.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
This document discusses using emerging technologies to promote lifelong learning skills in students. It argues that overcoming students' resistance to new technologies is the first step, and allowing students to use their own devices (BYOD) can help engage them through familiar systems. While BYOD has benefits, it also has challenges around infrastructure, security, and digital divides. The document suggests educators should focus on using technology's full potential through student-centered learning, not just digitizing old methods. This involves developing skills like searching, evaluating online information, and contributing to online discussions.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
“The New Student Vision for 21st Century Learning: CPS Students “Speak Up” ab...Julie Evans
This document summarizes a presentation about findings from the Speak Up research project regarding students', parents', teachers', and administrators' perspectives on 21st century learning.
Some key points discussed include:
- Students expect to use emerging technologies like mobile devices, online learning, and digital content in their education, but often find schools do not integrate these technologies well.
- Both students and parents show interest in online learning and are willing to take or support online classes, especially for subjects like math.
- Barriers to greater adoption of online learning and use of digital content include lack of infrastructure, concerns about quality and student-teacher interaction, and teachers' skills with these tools.
This document discusses e-learning solutions in medical education. It notes that traditional medical education involved didactic lectures and hands-on clinical learning, but e-learning can now supplement this. E-learning refers to using internet technologies to enhance knowledge and performance. It allows learning from remote locations, and can help address shortages in faculty and rising student numbers. E-learning provides multimedia learning, interactivity, and self-paced learning. When integrated properly into medical curricula, e-learning shows potential to improve education efficiency and effectiveness.
This document summarizes a software tool called the Chemistry Is in the News (CIITN) webtool that was designed to support an innovative curriculum integrating science, information and communication technology (ICT), and media literacy education. The CIITN curriculum engages students in authentic learning activities based on news media, modeling the research process in collaborative groups. The CIITN webtool automates the management of student group projects, peer reviews, and enables easy adoption of the CIITN curriculum across different institutions and classes. It was found to minimize the time and effort for instructors and students while supporting the goals of developing scientific and ICT literacy through an integrated curriculum approach.
WR Paper: Mapping the Latest Research into Video-Centric ...Videoguy
This document summarizes recent research on video-based distance education technologies. It finds that interactive videoconferencing can be as effective or more effective than traditional classrooms when instructors keep learners engaged. Research also shows the importance of interactivity supported by videoconferencing and the need to design instruction around this capability. Studies identify instructional strategies that maximize success with videoconferencing. When used appropriately, videoconferencing provides a cost-effective way to deliver education to more students. On demand video and lecture capture may increase learner retention. More research is still needed, especially on economic impacts and reasons for technology failures in some programs.
- The document provides a review and progress update of the Ottawa Catholic School Board's blueprint for 21st century learning and technology integration from May 2012.
- It outlines the board's vision of equipping students and staff with 21st century skills, and discusses how technology access has increased dramatically while costs have decreased.
- The review summarizes initiatives taken to update infrastructure, introduce new tools, build leadership capacity, and support 21st century teaching and learning. It also discusses priorities around student success, staff success, and stewardship of resources.
This document discusses mobile teaching and learning (m-learning). It begins by introducing the presenter, Jongpil Cheon from Texas Tech University. It then discusses how society is becoming increasingly mobile. Several key points are made about the growth of mobile devices and their use. The document notes that business has adopted mobile technologies more quickly than education. It then discusses a survey given to Texas Tech students that found they were open to using mobile devices for their coursework and had high intentions to use m-learning. The document outlines some potential benefits and limitations of m-learning. It provides examples of how mobile devices could be used both in and out of the classroom for various educational purposes. It concludes by encouraging educators to start using mobile
Artificial intelligence in mobile learningDinesh More
This document discusses the application of artificial intelligence in mobile learning. It first defines mobile learning and artificial intelligence, noting that mobile learning allows learning anywhere and anytime using mobile devices. It then discusses five problems in mobile learning that make applying artificial intelligence necessary. Finally, it provides examples of specific artificial intelligence applications in mobile learning, including mobile intelligent teaching expert systems, decision support systems, information retrieval engines, and intelligent hardware networks.
Mobile Learning: Lessons Learned and Next StepsJulie Evans
This document summarizes three initiatives that are exploring the use of mobile devices in education:
1) Onslow County's 1:1 math initiative provided smartphones, netbooks, and tablets to students to personalize learning and improve math achievement.
2) Chicago Public Schools' "Making Learning Mobile" project equipped 150 5th grade students with tablets to use in class and at home, focusing on improving research skills.
3) The EcoMOBILE augmented reality project used mobile devices to enhance a field trip experience for 8th grade students in Washington D.C.
Workshop on WebELS Meeting and Learning Systemjohn_berena
The document provides information about a workshop on the WebELS meeting and learning system. The workshop will cover the administrator tasks, slide presentation authoring, meeting sessions, and course authoring functions of the WebELS system. It will include demonstrations of the meeting module for real-time distance communication and the learning module for on-demand self-learning. The target participants are administrators, faculty, and students who will learn how to use the different features and functions available within their user roles.
The document discusses using mobile devices to build community in schools. It notes that schools with strong community see benefits like increased academic motivation and social skills. However, few schools successfully build community, especially for low-income and minority students. The document then discusses how mobile devices are widely used by today's youth and how collaborative mobile learning can support relationship-building and engagement. It provides examples of activities like sharing photos or comments that can be used on mobile devices to facilitate teamwork and community.
A fifth standard teacher used digital tools to make an age-old topic interactive, collaborative and engaging for students. What we are seeing is a shift from the traditional learning environment to a new learning environment where technology plays a vital role in enabling students to explore, experiment and create
collectively.
This document discusses the use of information and communication technologies (ICT) in education, specifically their integration into commerce education at the higher secondary level. It defines ICT and outlines their significance in education, including benefits like access to varied learning resources, immediacy of information, collaborative learning, and a multimedia approach. E-learning is discussed as technology-based learning delivered electronically. Advantages include flexible learning times and locations and reduced costs, while disadvantages include upfront instructor training and equipment expenses. Traditional classrooms are compared to online classrooms, noting features like passive vs. active learning. The role of ICT like the internet and tools like PowerPoint in commerce education is also covered.
1) The document discusses trends in open educational resources (OER) including how they are shared materials used for learning, teaching, research and professional development.
2) It outlines benefits of OER for students, instructors and institutions such as lower costs, greater flexibility and access to high quality resources. Popular examples of OER programs and repositories are also given.
3) Issues with current feedback and assessment practices are raised, proposing the use of authentic feedback and peer review to enhance student work and motivation through ePortfolios and lifelong learning networks.
The document provides guidance for teachers on integrating iPads into classroom learning. It discusses establishing cybersafe classrooms and reinforcing cybersafety processes through home-school partnerships. It also introduces the "Me We See" framework for considering online spaces and communities. Teachers are encouraged to regularly focus on safe and responsible internet use and to explore how these practices can be supported between home and school.
This document discusses using emerging technologies to promote lifelong learning skills in students. It argues that overcoming students' resistance to new technologies is the first step, and allowing students to use their own devices (BYOD) can help engage them through familiar systems. While BYOD has benefits, it also has challenges around infrastructure, security, and digital divides. The document suggests educators should focus on using technology's full potential through student-centered learning, not just digitizing old methods. This involves developing skills like searching, evaluating online information, and contributing to online discussions.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
“The New Student Vision for 21st Century Learning: CPS Students “Speak Up” ab...Julie Evans
This document summarizes a presentation about findings from the Speak Up research project regarding students', parents', teachers', and administrators' perspectives on 21st century learning.
Some key points discussed include:
- Students expect to use emerging technologies like mobile devices, online learning, and digital content in their education, but often find schools do not integrate these technologies well.
- Both students and parents show interest in online learning and are willing to take or support online classes, especially for subjects like math.
- Barriers to greater adoption of online learning and use of digital content include lack of infrastructure, concerns about quality and student-teacher interaction, and teachers' skills with these tools.
This document discusses e-learning solutions in medical education. It notes that traditional medical education involved didactic lectures and hands-on clinical learning, but e-learning can now supplement this. E-learning refers to using internet technologies to enhance knowledge and performance. It allows learning from remote locations, and can help address shortages in faculty and rising student numbers. E-learning provides multimedia learning, interactivity, and self-paced learning. When integrated properly into medical curricula, e-learning shows potential to improve education efficiency and effectiveness.
This document summarizes a software tool called the Chemistry Is in the News (CIITN) webtool that was designed to support an innovative curriculum integrating science, information and communication technology (ICT), and media literacy education. The CIITN curriculum engages students in authentic learning activities based on news media, modeling the research process in collaborative groups. The CIITN webtool automates the management of student group projects, peer reviews, and enables easy adoption of the CIITN curriculum across different institutions and classes. It was found to minimize the time and effort for instructors and students while supporting the goals of developing scientific and ICT literacy through an integrated curriculum approach.
WR Paper: Mapping the Latest Research into Video-Centric ...Videoguy
This document summarizes recent research on video-based distance education technologies. It finds that interactive videoconferencing can be as effective or more effective than traditional classrooms when instructors keep learners engaged. Research also shows the importance of interactivity supported by videoconferencing and the need to design instruction around this capability. Studies identify instructional strategies that maximize success with videoconferencing. When used appropriately, videoconferencing provides a cost-effective way to deliver education to more students. On demand video and lecture capture may increase learner retention. More research is still needed, especially on economic impacts and reasons for technology failures in some programs.
- The document provides a review and progress update of the Ottawa Catholic School Board's blueprint for 21st century learning and technology integration from May 2012.
- It outlines the board's vision of equipping students and staff with 21st century skills, and discusses how technology access has increased dramatically while costs have decreased.
- The review summarizes initiatives taken to update infrastructure, introduce new tools, build leadership capacity, and support 21st century teaching and learning. It also discusses priorities around student success, staff success, and stewardship of resources.
This document discusses mobile teaching and learning (m-learning). It begins by introducing the presenter, Jongpil Cheon from Texas Tech University. It then discusses how society is becoming increasingly mobile. Several key points are made about the growth of mobile devices and their use. The document notes that business has adopted mobile technologies more quickly than education. It then discusses a survey given to Texas Tech students that found they were open to using mobile devices for their coursework and had high intentions to use m-learning. The document outlines some potential benefits and limitations of m-learning. It provides examples of how mobile devices could be used both in and out of the classroom for various educational purposes. It concludes by encouraging educators to start using mobile
Artificial intelligence in mobile learningDinesh More
This document discusses the application of artificial intelligence in mobile learning. It first defines mobile learning and artificial intelligence, noting that mobile learning allows learning anywhere and anytime using mobile devices. It then discusses five problems in mobile learning that make applying artificial intelligence necessary. Finally, it provides examples of specific artificial intelligence applications in mobile learning, including mobile intelligent teaching expert systems, decision support systems, information retrieval engines, and intelligent hardware networks.
Mobile Learning: Lessons Learned and Next StepsJulie Evans
This document summarizes three initiatives that are exploring the use of mobile devices in education:
1) Onslow County's 1:1 math initiative provided smartphones, netbooks, and tablets to students to personalize learning and improve math achievement.
2) Chicago Public Schools' "Making Learning Mobile" project equipped 150 5th grade students with tablets to use in class and at home, focusing on improving research skills.
3) The EcoMOBILE augmented reality project used mobile devices to enhance a field trip experience for 8th grade students in Washington D.C.
Workshop on WebELS Meeting and Learning Systemjohn_berena
The document provides information about a workshop on the WebELS meeting and learning system. The workshop will cover the administrator tasks, slide presentation authoring, meeting sessions, and course authoring functions of the WebELS system. It will include demonstrations of the meeting module for real-time distance communication and the learning module for on-demand self-learning. The target participants are administrators, faculty, and students who will learn how to use the different features and functions available within their user roles.
Presentation delivered at a Knowledge Management conference in 2009 on training of Peer Educators in Mitchell's Plain, South Africa as an HIV knowledge transfer intervention and knowledge product.
The document discusses challenges facing the health system in New South Wales, including rising demand from population growth and chronic illness, and constrained resources. It proposes investing in health information technology and establishing several new institutions, including the Clinical Education and Training Institute, to help address some of these challenges through improved education, training, and use of technology. Key goals are improving competency, building better clinical supervision systems, and developing e-learning opportunities. Success requires a focus on effective implementation and addressing workforce needs.
A Proposed Research Methodology To Conduct Studies About Ubiquitous Learning ...Ann Davidson
There is currently a revolution going on, that is changing how people live, work and play and consequently, how they learn. This revolution is happening through the use of various technological objects that many people are using on a daily basis. The text below calls attention to a proposed research methodology for conducting studies about ubiquitous learning technologies. Two major themes oversee the structure of this text: what should researchers look at and how should they look at it. It starts by describing the context of how these technologies are being used. It then lays out the elements of a conceptual framework. Following this, the text describes the advantages and pitfalls of ethnography and action-research. Finally, it provides recommendations for researchers who are interested in investigating ubiquitous learning.
Open education week presentation template for moderators ossiannilsson 6 marc...Ebba Ossiannilsson
The 6th February 2020 during the OEWeek2020 and EDENs webinar serie I hosted, moderated and presented on Micro-learning and Quality for Lifelong Learning in the Digital Age. My co-presenters where Professors Badral Kahn, Rene Corbeil and Maria Elena Corbeil
My Golden Learning Perspectives, IFWE, USDLAIngeborg Bø
Ingeborg Bø presented at the IFWE conference in Albuquerque, New Mexico. In her presentation, she discussed quality assurance in distance education drawing from her 40 years of experience. She emphasized keeping students' needs in mind, using technology to benefit learning, and ensuring high quality through a quality culture. Bø also reviewed different models for quality assurance like the UNIQUE methodology and NADE's quality guidelines from Norway. She concluded by encouraging a dialogue between accreditation bodies and practitioners to move from inspection to inspiration in quality assurance.
The document discusses online learning and its impact on students' motivation to read. It begins by providing context on how the COVID-19 pandemic increased online learning globally. It then outlines the study's objectives to examine the personal and social factors influencing students' reading motivation in online learning, and to identify the advantages and disadvantages. The methodology section describes the study's qualitative and quantitative research design, including the use of questionnaires, interviews and rating scales to collect data on students' self-motivation, perceptions of online learning, and the support from teachers and parents.
This document summarizes a webinar on quality in e-learning presented by Dr. Ebba Ossiannilsson. It discusses how the rise of online learning poses new questions about quality. It addresses key questions about what quality means, why it's important, who's involved, quality for whom, and when it should be measured. It also discusses approaches to quality at the nano, micro, meso and macro levels and how quality is an ongoing debate that requires redefining issues in light of global education challenges. The webinar aimed to address the current discourse around quality in open and flexible online learning.
The document discusses the role of technology and media in delivering healthcare and education. It explains that technological innovation can enhance the learning experience for students by integrating new technologies into education in an appealing way. It also discusses how technology can be used to deliver healthcare, particularly for people in remote areas. The document outlines some examples of how technology is used in medical and psychological education, such as through online health records, education programs, and the use of films and fiction in classroom assignments.
Tech v Trust: scaling simulation for the 21C studentdebbieholley1
Tech v Trust: scaling simulation for 21st C students
Keynote for
4th International Conference on Medical Education Informatics (#MEI2021Conf)
Using technologies to support and enhance our student learning has been deemed a ‘wicked challenge’ by successive Educause ‘New Media Horizons’ reports, in their annual scanning of educational ‘futures’ environments. The challenge is not the technology, nor access to wide range of resources – the challenge is with us as educators stepping up and seeking to implement at scale. Healthcare students have had to overcome the restrictions and implications of Covid-19 with many of their clinical skills moving online, and with limited opportunities to engage with their clinical practice partners. But what are the factors we should be considering when creating authentic learning experiences for our students? Reimaging our teaching practice is a contested area, and this talk will set out some potential responses for building capacity and emphasises the significant ‘trust’ plays in taking our work forward.
Progressive Learning through Digital Transformation Reshaping Learning Facilityijtsrd
This document discusses a study on the impact of digital transformation on learning for students at technical institutions in India during the COVID-19 pandemic. The study found that most students were comfortable with offline classes but had to adapt to online learning. While some students' expectations were met through digital learning, most felt their expectations were unfulfilled. The findings suggest students faced challenges with self-regulation and technology usage during online learning. The study provides recommendations to help students better cope with digital transformation in education.
The document discusses challenges facing the health system including rising demand and constrained capacity. It introduces the Clinical Education and Training Institute which aims to improve clinical workforce development through education and training. Key goals include achieving competency standards for graduates and building better clinical supervision systems. Success requires a focus on factors like competency, context, coordination, culture, communication, capacity and collaboration. Technology is seen as enabling new learning models if implemented appropriately through engagement and integration.
This document discusses e-learning in education. It provides background on the history of e-learning, tracing its development from correspondence education in the 19th century to advances enabled by new technologies like the internet in the late 20th century. E-learning is defined as an interactive learning system that utilizes communication and information technologies through integrated digital environments. The document examines how e-learning has revolutionized education by increasing flexibility and access to learning opportunities. It also discusses different types and applications of e-learning systems.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and well-being. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and identify ways to improve art learning. It puts forth a hypothesis that student achievement will be significantly different after using interactive software and defines key terms like cognitive and interactive.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and skills such as communication. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and ways to improve art learning. It puts forth a hypothesis that interactive software will result in a significant difference in student achievement. Key terms related to cognition and interactivity are also operationally defined.
The document summarizes a presentation about quality assurance in e-learning. It discusses moving from inspection to inspiration by focusing on dialogue. It provides context of operations in Europe and models for quality assurance. It also discusses a case study from Norway and perspectives after 40 years in distance education with a focus on student needs, accessible technology, and a quality culture. Recommendations are made to use standard evaluation methods adapted for online learning and ensure learner support and best practices.
Utilization of digital technology tools for instructional delivery in Federal...Dele-Abimbola Ojeniyi
Digital technology is an important tool of the 21st century and has consequently brought significant changes to the mode of teaching and instructional delivery in tertiary education institutions. This research aims at investigating the utilisation of digital technology tools for instructional delivery in Federal College of Education, Abeokuta (FCEAB) in Ogun State, Nigeria. One hundred academic staff of the FCEAB were randomly selected for this study, self structured questionnaire was used for data collection and data collected were analyzed using descriptive statistics of frequency count and percentages. The research revealed that the most available digital technology tools for teaching were Laptop computers, Projectors and Smartboards but despite the availability, they were not optimally utilized as a result of identified barriers, which includes unavailability of regular electrical power supply and limited digital literacy skills among academic staff. This research recommends the use of digital technology tools be encouraged and supported by the authority of the institution; continuous training of lecturers on the use of emerging digital technology tools be promoted, also the problem of epileptic power supply being experienced in Nigerian tertiary education institutions be critically looked into with the aim of solving it.
Using Technology to Dam the HIV/AIDS Treatment CascadeInSTEDD
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eLearning, an interactive technique for HIV knowledge transfer
1. eLearning - an interactive technique
for HIV knowledge transfer
Hendra van Zyl, Pieter Visser, Elmarie van Wyk
SA Medical Research Council
2. Presentation outline
KM in a health context
Project background
Clarifying terminology and theory
Project aim and objectives
Knowledge transfer and knowledge sharing
SA curriculum aligned eMaterial
Results of the intervention
Comments by participants
Conclusion
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
3. IKM in a health context
In public health
Informatics &
and medicine,
knowledge
much of this work
management
involves the
forms a major
management of
activity of the
medical knowledge
health care
so that the target
profession and
audience can
environment
optimally use it.
In this context, Knowledge
Management constitutes the
identification, mobilisation and
use of knowledge to improve
decisions and actions.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
4. Project background
The Web and Media Technologies Platform of the
MRC applies a convergence of eHealth technologies
for health knowledge transfer to points of need
WMTP is a partner in the Irish-funded Zisukhanyo
Schools Project.
The highest incidence of HIV-infection in South Africa
occurs in the age group 15–24 Incidence refers to new
HIV infections1
In Ireland, the percentage of new HIV infections in the
age group 15-29 years was 39% (n=405) in 2008 with
36% among females 2
1) Dorrington, R.E., Johnson, J.F., Bradshaw, D. & Daniel,T. (2006). The demographic impact of HIV/AIDS in South
Africa. National and provincial indicators for 2006. Cape Town: Centre for Actuarial Research, South African Medical
Research Council and Actuarial Society of South Africa.
2) ECDC 2007 report http://ecdc.europa.eu/
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
5. Clarifying terminology and theory
eHealth
Health belief
theory
Resource –
based
eLearning
Knowledge
transfer &
knowledge
sharing
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
6. Project aim
The aim of the Collaborative
eLearning Project was to
transfer HIV knowledge to
learners through the technique
of resource-based eLearning.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
7. Objectives for knowledge
transfer and sharing
Transfer HIV knowledge
via eLearning
Create opportunity to gain
reliable HIV knowledge
Develop an HIV
brochure -
Knowledge demonstrating
sharing knowledge uptake
via
eMail discussion
forum
8. eLearning and collaboration
Phase 1 eLearning Collaboration Phase 2
eMail among
eLessons
learners
Discussion
Interactive forum
activities knowledge
sharing
Collaboratively
Resources for developed HIV
revision brochures in
small groups
9. SA curriculum aligned eMaterial
The first module, What is HIV/AIDS? with its two eLessons covered the
origins of the HI-virus; and what the disease HIV and AIDS is and its
effects. Each of the eLessons was enhanced with activities that allowed
learners to digest the information.
The next module, How does HIV spread? consisted of four eLessons that
covered HIV transmission methods; myths about HIV transmission; more
ways of HIV transmission; as well as phases and symptoms of HIV and
AIDS. These were enhanced with a variety of activities after each lesson.
The third module, What can we do not to become infected? consisted of
two eLessons covering prevention methods; and tips to change risky
behaviour. Again interesting activities were included to bring the messages
home.
The topic of the fourth module was What if I am HIV-positive? and
consisted of three eLessons that included HIV testing; antiretroviral
treatment; and counseling. It included activities to enhance the material.
The last module looked at Living with AIDS and consisted of three
eLessons how to address what the HIV-positive person can do; what
caregivers can do; and helping a friend who has AIDS, with exercises and
activities.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
10. Evaluating the intervention
Learners completed a structured, eQuestionnaire
before and after the project and, coupled with the
HIV brochures and educators’ reports, researchers
gained insight into their uptake of HIV knowledge.
Of the total of 36 learners that participated in the
project, 21 were girls and 15 were boys.
The Irish transition year learners were 3 years older
than the SA learners.
Of the 23 questions, 18 showed statistical
significant (p<0.05) improvements when results of
the pre-questionnaire were compared to those of
the post-questionnaire.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
11. Selected results
Cross tabulations compared similar questions in
order to verify if answers correlated as the
example in Table 1 below.
Table 1: Questions on ARVs
Anti-retroviral medicine can help your body to ...
2009 - Before 2009 – After 2007 – Baseline
SA 4% 36%
Irish 28% 71%
Effects of anti-retroviral therapy
SA 9% 22% 16%
Irish 35% 71% 53%
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
12. Results / continued
Figure 1 below compares their knowledge of the ABC
strategy for HIV prevention before and after the
intervention
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Baseline Before After
SA 66% 41% 91%
Ireland 69% 42% 92%
Figure 1: ABC strategy results before and after the intervention
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
13. ICTs used in collaborative phase
eMail / discussion forum / brochures in Word / Post eQuestionnaire
Crossed digital divide
eLearning on HIV
took place in a
secure area in the
AfroAIDSinfo portal
ICTs used in eLearning phase
eQuestionnaires / eLessons / interactive activities / Search
engines / Web sites
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
14. Learners’ perceptions
Figure 2 below shows learners perceptions on the ICTs to assist
them in knowledge uptake while crossing the digital divide
Learners comments on the use of ICTs
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Helped me to learn Difficult to learn but I Too complicated to
Very interesting to use
more about the world enjoyed it use
SA 86% 82% 32% 0%
Irish 50% 79% 0% 0%
Figure 2: Learners perceptions of ICTs to cross the digital divide
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
15. Learners perceptions /cont
Figure 3 shows learners perceptions of knowledge transfer
when crossing socio-economic divides
Effects of the Collaborative eLearning Project
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Changed Showed me Changed
my attitude that I can my attitude
Helped me
An towards work with about
to learn Taught me
interesting those Too difficult people from people from
more about nothing new
exercise suffering other other
HIV/AIDS
from countries countries
HIV/AIDS and cultures and cultures
Irish 93% 0% 57% 36% 14% 71% 36%
SA 100% 0% 82% 64% 5% 91% 64%
Figure 3: Learners’ perceptions on crossing socio-economic divides
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
16. Primary and secondary benefits
Learners were
primary
beneficiaries:
HIV brochures through transfer of
were disseminated HIV knowledge /
to parents and exposure to ICTs /
community crossing socio-
Benefits
members. economic divide
Educators knowledge
increased / the project
was integrated in SA in
Life Orientation / both
schools know where to
find reliable HIV
information
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
17. In conclusion
The project showed that learning could take place
effectively through the application of ICTs
(knowledge transfer) and collaboration
(knowledge sharing)
… even among learners from different age
groups, socio-economic status and cultural
backgrounds, and could add an interesting
dimension which in this technological age,
stimulated young minds to make sacrifices in
order to learn about topic such as HIV and AIDS.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
18. Participants comments
Learners
“I extremely enjoyed the project. I've learnt a lot more about computers,
HIV/AIDS and communicating with other learners. I've met new friends and have
got a e-mail address. The brochure project I've enjoyed most of all. Being a part
of it was a great opportunity, I never had a problem with staying after school.” -
SA learner
“Overall I really enjoyed the experience and learnt a lot from it!! It was really nice
to talk to different people about a topic that they are so aware of and to
collaborate in a project between the two different nations, thanks for a great
experience! - Irish learner
Educators
“This programme is extremely valuable and beneficial to students and should be
compulsory in some form in schools. In depth knowledge into this topic is worthy
of study and students should be exposed to this kind of information and
awareness. Particularly for students who don’t live with HIV/AIDS in their
everyday environment. The use of computers to do this is a useful/modern and
effective method.”
The programme definitely broadened the learners’ knowledge of HIV and AIDS.
“These learners have excelled in their Life Orientation assessment where they
were tested on sexuality and HIV/AIDS which is part of the curriculum.” Cultural
differences were interesting and the SA learners learnt about St Patrick’s day and
exchanged SA information.
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009
19. Acknowledgement
SA Medical Research Council
Protea Schools Development
Project
Irish AID
eLearning – an interactive technique for HIV knowledge transfer. ICKE, October 2009