Presentation given to members of the School of Law in Northumbria U, explaining some of my work over the last decade. Accompanied by demonstrations of webcasts, podcasts largely. Simulation etc will be for another occasion.
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
Within education, the increasing discourse around Open Educational Resources (OER) is one of the most visible manifestations of new approaches to sharing and knowledge construction that have flourished alongside the development of web2.0. Over the past three years the UK JISC and HEA have funded a major programme of OER release, the UKOER programme. The associated evaluation and synthesis project has highlighted the cultural issues and changing practices surrounding OER.
A strand of projects in the UKOER programme has focused on professional development – both development of HE teachers in OER practice, and release of OERs to support the professional development of HE teachers. Further projects have worked with outside organisations (such as professional bodies or the NHS) to develop OER for professional practice. Their experience has highlighted differences and unique aspects but also similarities and opportunities for sharing and learning across sectors.
The range of different models/approaches to OER present challenges as each stakeholder group has different motivations for engaging. The lack of a common vocabulary means that people are still asking fundamental questions about use, re-use and re-purposing of learning resources and about the nature of the concept 'open' itself - is existing practice becoming more open or does it require people to change their practice?
In this webinar, Lou McGill and Isobel Falconer, from the UKOER evaluation and synthesis team, will introduce emerging issues in open practices across sectors and invite participants to explore these within their own contexts.
The Emergent Learning Model takes the Open Context Model of Learning and organisational Architectures of PArticipation further and looks at how we might join up all modes of learning. Using the Bologna Process and EU i2015 & i2020 targets it rethinks the role of people and social processes, content and contexts as well as the roles of institutions and accreditation
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
The importance of activities, character, context, and narrative found in virtual and game-based environments are examined from aesthetic, cultural, and ethical perspectives for learning among the clinical health sciences.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
The Emergent Learning Model takes the Open Context Model of Learning and organisational Architectures of PArticipation further and looks at how we might join up all modes of learning. Using the Bologna Process and EU i2015 & i2020 targets it rethinks the role of people and social processes, content and contexts as well as the roles of institutions and accreditation
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
The importance of activities, character, context, and narrative found in virtual and game-based environments are examined from aesthetic, cultural, and ethical perspectives for learning among the clinical health sciences.
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
learning in the digital age looks at the way our students our controlled and constrained by orthodox protocols and methodologies. The presentation challenges conventional beliefs yet grounds the challenge in a 'can do' way. We have to work from within a system in order to be able to change it.
Even if the question of eLearning quality has been intensely discussed in the recent years, with several approaches and models arising, the implementation of concepts into practices remains contested (Elhers & Hilera, 2012 ) . Higher Education Institutions (HEI) are facing an important change:from the single institutional efforts to give answer to a very changing society and labour market to the transnational debates and pressure for HEI modernization, like the case of Bologna Process.In this context, eLearning is given different importance with regard to organizational innovation and the general HEI culture of quality (Ehlers & Schneckenberg, 2010). While it has been envisaged as the panacea to promote improvements in such different dimensions as cost-benefit ratio, access and inclusiveness, or the introduction of learner centered pedagogical approaches, very often the values and motivations entrenched in these dimensions clash and enter in more or less evident contradictions. As a result, the implementation of quality eLearning in HEI could be slowed down or blocked (Conole, Smith, & White, A critique of the impact of policy and funding, 2007).
In this article the authors introduce the results of an initial exploratory phase undertaken as part of a participatory action research funded by the Italian Ministry of Education PRIN (Research Project of National Interest, “Progetto di Ricerca d’Interesse Nazionale”) namely, “Evaluation for the improvement of educational contexts. A research involving University and local communities in the participatory development of innovative assessment models”.
On the basis of a qualitative epistemological approach (Creswell, 2007) (Denzin & Lincoln, 2011), several stakeholders from one University were interviewed, attempting to capture the several discourses on quality in HE and the embedded idea of quality eLearning . The results obtained were later conceptualized attempting to define quality as a complex object that requires mediation for the negotiation of the several perspectives.
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.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
5. multimedia
• used as exemplars of good/poor
practice
• support for high-stakes
assessment
• deep-linked to spiral curriculum
!
6. web/podcasts
• used to replace large group teaching -- well-liked by students
• surgery model of large-group interaction developed by staff
• dovetailed into conventional &
innovative T&L+self-assessment
• interactive module now piloted
and in use:
http://services.law.strath.ac.uk/webcasts/civil/OT/demo/
7. simulation, f2f or web
• standardised client, supported by video annotation software + flexible cool e-
portfolio that’s completely in student control
• web-based sim, eg SIMPLE
• ... and currently being extended
into Open Educational Resources
(OER)
8.
9.
10. ways forward...?
• expensive, niche apps?
• gotta be joking...
• ... screen’s
way too small...
http://www.tuaw.com/2010/01/19/barmax-offers-bar-prep-on-the-iphone-for-1000/
11. ways forward...?
• ... but doesn’t it depend
on content design?
• and curriculum design?
• and how students want
to learn?
• and the market?
http://www.tuaw.com/page/2/
12. ways forward...?
• cool hardware,
relatively cheap
• full DRM + local content
• better than a netbook?
• entire courses
downloadable
13. ways forward...?
• dull, corporate VLEs? No! Look back to last great technology shift:
manuscript > book.
• m-learning: see http://mlearning.uow.edu.au/index.html
• plus the above, well organised, flexible, small granules of learning re-usable
by staff and students
• networked learning for collaboration online.
• OER
• teacher-as-designer -- probably the most significant shift of all.
14. tensions...
aware... plan...
global
teacher-as-researcher community of practice
local
stabilise... transform...
15. ways forward?
How to stop learning...
• closed circuit learning: do X in this
order, don’t do Y, do it with ABC, etc
• present barriers to student
flexibility, choice, power.
• baffle students
• think of e-learning as different from text
16. ways forward?
• Are we in this position? What scandalized the serious
scholar Erasmus (as it fascinated
Dürer) was the fact that, not much
• Are we in control of the more than half a century after the
technology we use with students? first appearance of the printed
Or have we given control over book, demand had turned it into a
(yet again) to major corporations...? product beyond the control of the
scholars and specialists. The book
had taken over as the transmitter
• In this transitional phase we’re of European written culture, before
living in, how are we ‘coming to scholars and educators had had
terms’ with the power and time to come to terms with its
influence of the internet? power and influence.
Jardine, L. (1996) Worldly Goods: A New History of the Renaissance,
London, Macmillan, p.228.
17. ways forward?
• social networking sites as:
• sites of learning between students,
right from Induction (peer-mentoring)
through to Graduation (alumni/a activities)
18.
19. intermediate online learning...
• Still focused on:
Organisations, ie LMSs, silos of knowledge
Products, ie handbooks, CDs, closely-guarded downloads
Content, ie modules, lock-step instruction
Snapshot assessment of taught substantive content
20. online learning 2010+
• Focus shifts:
Organisation having weak boundaries, strong presence through resource
based, integrated learning networks, with open access, eg MIT & OU open
courseware
No longer on static content but on web-based, aggregated content
E-learning as understanding & conversation, just-in-time learning
Assessment of situated learning
21. how do we achieve this?
Surface Tacit
structure structure
• Observable, • Values and
Sullivan, W.M., Colby, A., Wegner, J.W., behavioural dispositions that
features the behaviour
Bond, L., Shulman, L.S. (2007) Educating
implicitly models
Lawyers. Preparation for the Profession of
Law, Jossey-Bass, p. 24
Deep Shadow
structure structure
• Underlying • The absent
intentions, pedagogy that is,
rationale or theory or is only weakly,
that the behaviour engaged
models
22. how do we achieve this?
Experience Ethics
• Law in the world • Ethical education in
• Interdisciplinary action
trading zones • Habitual action
• Creative, purposeful • Reclamation of
acts moral spaces in the
curriculum
Technology Collaboration
• Our discipline, our • Between students
technologies • Between institutions
• Learner-driven • Between academic
control & professional
• Transactional learning
learning • Open-access culture
• Maharg, P. (2007) Transforming Legal Education: Learning and Teaching in the Twenty-first Century, Ashgate Publishing
23. what changes...?
• staff roles: staff become designers, collaborators
• less planning, more co-ordination
• more student autonomy, flexibility, collaborative learning