E-Learning Research in Action
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The document discusses three action research projects conducted as part of an e-learning research program. The first project created an online community for English teachers in China and Chile but faced challenges engaging participants. The second used clicker technology to support interactive teaching and explored what makes effective concept questions. The third used item response theory to analyze question quality and identify student weaknesses. Initial findings showed participation increased with anonymity and that instruction should be transparent, simple and adaptable with feedback.
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This document summarizes the history of e-learning at the University of Mauritius, from the initial establishment of a distance learning center in 1993 to the current Virtual Centre for Innovative Learning Technologies (VCILT). It describes how VCILT has shifted the university's focus from traditional distance education to innovative teaching and learning through educational technologies. Key projects of VCILT include developing open educational resources, online courses, and customizing the Moodle learning management system to better support student learning and pedagogy.
Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Exp...
Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Exp...Educational Development Division, University of Liverpool
Warren Barr & Robert Stokes: Implementing E-Learning in Blended Learning: Experiences and Practice in Law. Slides from the University of Liverpool Learning and Teaching Conference 2009.
To consider and reflect on integrating e-learning into module delivery in a 'traditional', professionally accredited subject, and to share examples of good practice and consider some of the enablers and risks involved in integrating e-learning methods into delivery. Strategies4quality
Instructional Technology Council Webinar, "Avoiding Shovelware: Innovative Strategies toward Improving Online Course Quality." Presented by Greg Kaminski, Susan Clark, and Beth Hale.
Sabine Little, Pedagogy Over Technology
A presentation - Pedagogy Over Technology: Supporting Inquiry-based Learning in the Caribbean - given by Dr Sabine Little at the following conference: SOLSTICE Conference, Edge Hill, Omskirk, May 2006
Our digital future: Reshaping Education and CPD Post-Pandemic
Our digital future: Reshaping Education and CPD Post-PandemicCentre for the Integration of Research, Teaching and Learning (CIRTL) in University College Cork
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy. Designing Exemplary Online Courses in Blackboard
This document discusses best practices for designing exemplary online courses using Blackboard. It describes Blackboard's Catalyst Award Program which recognizes innovative online courses and programs. There are four award categories: Exemplary Course, Student Impact, Staff Development, and Innovation. The Exemplary Course Program uses a rubric to evaluate courses in four areas: course design, interaction/collaboration, assessment, and learner support. Sample attributes are provided for each area. The presentation includes an example course and encourages attendees to view exemplary course tours, review courses for the program, and submit their own courses.
Facilitating student-led teaching and content creation through technology: Us...
The document summarizes a presentation on facilitating student-led teaching and content creation through technology at the University of York. It discusses defining active learning, identifying opportunities for student-led activities using technology, and reviewing course design approaches. It also covers instructional responsibilities for facilitating student-led teaching and content creation, highlighting challenges around student acceptance, skills, assessment, and workload. Examples from courses at York illustrate different activity modes that engage students as producers through collaborative research, peer review, and disseminating findings.
BCT Project 2009-2010 - Year Three
The document summarizes the first meeting of the Building Community through Telecollaboration Project in its third year. It provides an agenda for the meeting which will include introducing the project goals, an overview of collaborative ICT projects, building an online community, and addressing concerns. It also reviews Quebec education competencies and the goals of the BCT project to build an online teacher community, facilitate ICT tool learning, and encourage professional conversations to enhance student learning. Lessons learned so far emphasize the importance of teacher belief, expertise, support and time for successful technology integration.
Blended learning gcu london_jan2015_open
This document provides an overview of a session on embedding blended learning at GCU London. The session aims to support staff in developing effective blended learning approaches and engage students through technology. It includes discussions of experiences with blended learning, principles of design, and practical tools and techniques. Attendees will consider current practice, share experiences, and identify ways to enhance student learning through blending online and classroom activities.
Flipped Classroom A Concept for Engaging Nursing Students in Learning
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
Online professionaldevelopment[1]
This document discusses transforming education through online learning. It outlines essential elements of effective online learning such as quality measures, professional development, and learning management systems. The document then summarizes Poway Unified School District's online learning program, which includes developing an online course rubric based on national standards, providing professional development training for teachers, and growing their course offerings from 21 to over 30 courses through continual expansion. While implementation challenges such as unclear teacher expectations and lack of course development support occurred, the program experienced growth through refined processes and support structures.
Designing Exemplary Online Courses in Blackboard
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Intel teach essentials (july2011)
The workshop is an introduction to the Intel® Teach Essentials course on how to integrate ICT into existing classroom curricula to promote learning. The workshop is a blend of various hands-on-activities combined with a PowerPoint presentation to introduce various aspects of the course
FLEX Good Standing Pilot with Kath Botham and Dr Peter Gossman, Imperial Coll...
The document discusses a pilot project at Manchester Metropolitan University that uses e-portfolios to help academics demonstrate their ongoing professional development and remain in "good standing" for their Higher Education Academy fellowship, with the goals of encouraging reflective practice, ongoing professional conversations, and capturing evidence of learning and achievements over time. The project involves academics creating reflective accounts in their e-portfolios of their professional development activities and receiving feedback from peers.
Blended Learning, Day 2, Riyadh
Presentations, Day 1, by Tanya Joosten and Amy Mangrich on Blended Learning for the 1st Annual eLearning Conference in Riyadh, Saudi Arabia. Topics include backwards design, developing a learning module, managing your workload, managing student's expectations, evaluation, small groups, and more. Course demonstrations included as well.
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Tlt2009es Mark Bullen
Spanish translation of "Net Generation: Myths, Realities, and Implications for Higher Education"
Thanks to Diego Leal for the translation.
Research At Bcit
The document outlines research projects at BCIT's Learning & Teaching Centre, including applied educational research to help BCIT improve learning environments, small-scale collaborative projects with graduate students and faculty, and specific projects on topics like the net generation learner, using mobile devices in clinical practice, internationalizing BCIT's curriculum, using Second Life for education, and effective educational media casting.
Preserving the Social Mandate of Distance Education
1) Distance education faces a threat from the rise of e-learning as technology-enhanced teaching (ELTET) within conventional universities, as it shifts resources away from distance education's social mandate of increasing access.
2) ELTET prioritizes on-campus learning and is organized differently from distance education in a way that clashes with distance education's managed, team-based approach that ensures quality and sustainability.
3) For distance education to maintain its status and social goals, it must cultivate support within universities, clearly differentiate itself from ELTET, and ensure its organizational model emphasizes lifelong learning rather than just technology-enhanced courses.
Distance Education in Canada: Access and Quality
The document discusses distance education in Canada, focusing on access, quality, and appropriateness. It outlines the Canadian education system and highlights key factors in the history and growth of distance education in Canada. Quality assurance is discussed, noting debates around objective vs. subjective standards and whether formal processes are needed. The University of British Columbia's distance education program is over 6,000 enrollments and uses a project management approach with built-in quality assurance through professional instructional design and academic review.
Learning Objects and Web 2.0: Technologies in Search of Pedagogy
The document discusses learning objects and Web 2.0 technologies from the perspective of an outsider to educational technology. It argues that learning objects and Web 2.0 are technologies in search of educational purpose that emerged without an initial educational goal. While these technologies could enable learner-centered education, formal education systems are primarily credential-driven and developing and sharing online content faces barriers. The document suggests a pragmatic approach is needed to harness technical benefits without requiring a full pedagogical transformation, and that educational change should be driven by identified needs rather than new technologies.
The Digital Learner at BCIT and Implications for an E-Strategy
The document summarizes research on how students at BCIT use technology and whether they fit the profile of "digital natives" or "millennial learners." It finds that while students are digitally literate and connected, their use of technology differs from claims about millennials. Students have a limited toolkit and prioritize immediacy and cost over advanced skills. Their needs are context-specific and technology is not more important than physical and environmental factors. An e-strategy at BCIT should consider students' actual preferences rather than assumptions about digital natives.
Communication Preferences of Postsecondary Learners: Are Net Gen Learners Rea...
The document summarizes a study that examined claims about differences between generations in their communication preferences and technology use. The study found little evidence that students born after 1992 ("Net Gen" learners) have fundamentally different preferences compared to older students. While students use technologies like email and texting, their use does not appear to be driven primarily by age or generation. Contextual factors like academic programs and requirements are more influential on communication behaviors.
The Net Generation: Myths, Realities and Implications for Higher Education
The document discusses claims about the "Net Generation" and evidence regarding their technology use and learning preferences. It summarizes literature on the topic and presents results of a study of college students. The study found that communication preferences were driven more by context than generation, and technology use was similar across generations. Implications are that assumptions about the Net Generation may be overgeneralized and not reflective of individual students' needs and contexts.
E-Learning: Old Wine, New Bottle?
This document discusses the history and evolution of e-learning. It notes that many aspects of modern e-learning have historical precedents dating back centuries. While the internet increased access to online content and tools, e-learning design has remained primarily focused on information transmission rather than collaboration. Emerging technologies and the characteristics of newer students provide an opportunity for e-learning to realize its full potential through more learner-centered and participatory models like Learning 2.0.
E-Learning: Viño viejo, botella neuva?
Este documento resume la historia del e-learning, desde sus raíces en la educación a distancia hasta el presente. Aunque el e-learning se considera algo nuevo, tiene sus orígenes en métodos educativos del pasado como la educación basada en el estudiante y la correspondencia. Actualmente, el e-learning depende en gran medida de herramientas de transmisión de información, aunque las nuevas tecnologías permiten un aprendizaje más colaborativo y centrado en el estudiante. El futuro podría traer un cambio radical hacia este nuevo modelo de
Net Gen P Dday09 Final
A presentation on the results of research into the communication preferences of learners at the BC Institute of Technology, Vancouver Canada. Also examines the extent to which BCIT learners fit the net generation profile.
Problem Formulation and Resolution in Online Problem-based Learning
The document discusses a study examining problem-based learning (PBL) in an online undergraduate agricultural sciences course. The researchers analyzed student discussions to identify how students formulated problems and resolved problems. They found students engaged in both problem formulation and resolution processes, with more time spent on problem resolution activities like proposing, evaluating, and agreeing on solutions. The researchers faced challenges representing the complex problem formulation and resolution process in an online PBL context.
E-Learning and the Future of Distance Education
A presentation to the UNED International Conference on Distance Education, San José, Costa Rica, November 5, 2004
Organizational Models in Dual Mode Institutions and the Social Agenda of Dist...
This document analyzes four dual mode organizational models - BCIT, SAIT, UBC, and Tec de Monterrey - to test a theory about factors that put the social agenda of distance education at risk. The theory proposes that the emergence of e-learning for campus teaching, conflating technology with delivery mode, and a lack of understanding distance learners' needs leads to new organizational units that marginalize distance education. The analysis found support for all factors of the theory across the different institution types and organizational structures for distance education. Further discussion considers why these issues arise and how learner-centered institutions may better preserve the focus on distance education.
E-Learning and Distance Education in Higher Education: Organizational Implica...
This document discusses the organizational implications of e-learning and distance education in higher education. It notes there is a clash between the traditional collegial culture of universities and the more managerial approach required for e-learning. This clash can create organizational conflict as academics adhere to collegial norms while e-learning demands management. The quality and sustainability of e-learning programs may be at risk if this conflict is not resolved.
The Future of Distance Education
The document discusses the history and future of distance education. It notes that while distance education has roots in the 18th century, the practice has not changed much in the last 10 years. However, it is poised to undergo radical changes due to evolving technologies and learners. The future of distance education may involve more social and collaborative online learning environments that develop knowledge and understanding through participation.
Cga06
This document summarizes the past, present, and future of online learning. It discusses how online learning has evolved from an emphasis on information transmission to incorporating more collaborative and constructivist approaches. While learning management systems and social software are current popular tools, online instruction often still focuses on replicating traditional teaching methods. Best practices for effective online learning include using a project team approach, providing learner and instructor support, and establishing strong centralized support. Younger generations like Generation Y who have grown up with technology may have different expectations for online learning opportunities.
BCCP Afternoon Presentation
The document summarizes TEK expenditures and initiatives at BCIT to enhance technology-enabled learning. It outlines budgets and variances for equipment, infrastructure, labour and software/licences. It discusses the impetus for e-learning including changing skills needs and lifelong learning. Challenges of e-learning adoption like institutional barriers and funding are mentioned. The strategic vision is to achieve new standards of excellence in education through innovation. Smart learning spaces are a key project to connect BCIT to the world and equip flexible, forward-looking spaces that integrate technologies and pedagogy.
BCCP Morning Presentation
1. BCIT is a polytechnic institute located in British Columbia with over 50,000 students annually across its 5 major campuses and 22 satellite locations.
2. It focuses on applied career training through certificates, diplomas and degrees, with around 50% of its programs related to trades training.
3. The Learning and Teaching Centre at BCIT supports students, faculty and the greater BCIT community through services like curriculum development, educational technology support, multimedia production, and professional development for instructors.
Netgennonsense
This is presentation that critiques some of the most frequently cited literature on the net generation and implications for education. It was presented to a summer institute at the U of Manitoba on June 2, 2008
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Preserving the Social Mandate of Distance Education
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Learning Objects and Web 2.0: Technologies in Search of Pedagogy
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The Digital Learner at BCIT and Implications for an E-Strategy
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The Net Generation: Myths, Realities and Implications for Higher Education
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We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
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HCL Notes and Domino License Cost Reduction in the World of DLAU
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
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Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
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Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
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Everything I found interesting about machines behaving intelligently during May 2024
Video Streaming: Then, Now, and in the Future
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
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UiPath Test Automation using UiPath Test Suite series, part 5
UiPath Test Automation using UiPath Test Suite series, part 5
Essentials of Automations: The Art of Triggers and Actions in FME
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Presentation of the OECD Artificial Intelligence Review of Germany
Presentation of the OECD Artificial Intelligence Review of Germany
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Editor's Notes
- This presentation is about one component of BCIT’s TEK initiative Applied educational research program Originally called Action Research program