Discover the transformative power of Wicca through our immersive online courses. Learn to harness ancient magic and connect with the divine, from the comfort of your home. Embark on a journey of spiritual growth and self-discovery.
WiZiQ is an online educational platform that allows teachers to create profiles showcasing their expertise and connect with learners around the world. It offers teachers opportunities for career growth through an online presence and the ability to teach virtual classes. For learners, WiZiQ provides access to teaching resources from experts globally and the ability to network with other students regardless of location to facilitate collaborative learning. The platform aims to leverage everyone's inherent ability to teach by providing a means to share knowledge.
WiZiQ is an online educational platform that allows both teachers and learners to connect globally. It aims to provide teachers a way to showcase their expertise and teach virtually, while giving learners access to high-quality educational resources from around the world. Key features for teachers include an online profile, networking opportunities, and a virtual classroom. For learners, WiZiQ offers searching for teachers, networking with peers, and attending virtual classes. The platform believes that knowledge-sharing can accelerate learning when people connect across geographies.
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
The document discusses online and informal learning. It provides examples of popular online learning methods like YouTube and social media. A survey found that people use a mix of online and offline learning methods, with most spending 1-2 hours online per week. However, lack of time is a barrier. The document promotes the Learning Pool online learning platform as a low-cost option for organizations to provide training anytime through e-learning courses and a learning management system. It allows users to track progress and create custom content.
This document provides information about the LVE 200 Fall 2016 course at the University of La Verne. The course focuses on La Verne values and building students' e-portfolios. It aims to expose students to how liberal arts education provides foundations for solving problems. Students must attend classes, complete readings, submit weekly reflections on their about me and co-curricular events, build an e-portfolio, and write a final braid reflection paper integrating their experiences and values with future plans. Assessment is based on participation, assignments, e-portfolio, event attendance, and the final paper. The tentative schedule outlines weekly topics and assignments.
This document provides an overview of connected learning and professional development in the digital age. It discusses how learning is shifting from isolated to connected, from consumption to creation, and from individuals to networks and communities. Professional development also needs to change by focusing on participatory learning through communities of practice, personal learning networks, and professional learning communities. When educators adopt connected learning approaches and learner-first mindsets, it leads to more effective professional growth and improved student outcomes.
Learning with the crowd? New structures, new practices for knowledge, learning, and education
Slides for talk at Oxford Internet Institute, Bellwether lecture series: for talk, see: http://webcast.oii.ox.ac.uk.
Learning has left the classroom. It is being re-constituted across distance, discipline, workplace, and media as the social and technical interconnectivity of the Internet challenges existing structures for learning and education. The new ‘e-learning’ is more than a learning management system – it is a transformation in how, where, and with whom we learn that supports formal, informal and non-formal learning, life-long learning, just-in-time learning, and in ‘as much time as I have’ learning. But to do so, e-learning depends on the power of crowds and the support of communities engaged in the participatory practices of the Internet. We are networked in our learning, but also in our joint construction of knowledge and its legitimation, and in the social and technical practices that support knowledge co-construction, learning and education. This talk explores the emerging trends and forces that are radically reshaping learning and knowledge practices. The talk further explores the changing landscape of learning and knowledge practices with attention to motivations for contributing and valuing knowledge in crowds and communities, and the implications for future knowledge practices.
WiZiQ is an online educational platform that allows teachers to create profiles showcasing their expertise and connect with learners around the world. It offers teachers opportunities for career growth through an online presence and the ability to teach virtual classes. For learners, WiZiQ provides access to teaching resources from experts globally and the ability to network with other students regardless of location to facilitate collaborative learning. The platform aims to leverage everyone's inherent ability to teach by providing a means to share knowledge.
WiZiQ is an online educational platform that allows both teachers and learners to connect globally. It aims to provide teachers a way to showcase their expertise and teach virtually, while giving learners access to high-quality educational resources from around the world. Key features for teachers include an online profile, networking opportunities, and a virtual classroom. For learners, WiZiQ offers searching for teachers, networking with peers, and attending virtual classes. The platform believes that knowledge-sharing can accelerate learning when people connect across geographies.
Expanding the School of Open: Affiliate ShowcaseJane Park
Speakers: Jane Park, Simeon Oriko (School of Open Kenya), Delia Browne (Copyright 4 Educators, National Copyright Unit of Australia), Maarten Zeinstra (Open GLAM, CC Netherlands), Liuping (eXtreme Learning Challenge, CC China Mainland), Maria Juliana (Copyright for Librarians in Spanish, CC Colombia), SooHyun Pae (P2PU translation, CC Korea)
Description: The School of Open is a community of volunteers focused on providing free education opportunities on the meaning, application, and impact of “openness” in the digital age and its benefit to creative endeavors, education, research, and science. Creative Commons affiliates will present their School of Open projects and courses, including the School of Open Kenya Initiative, School of Open in German, Copyright for Educators, Open data for GLAMs, and more. We will hold a panel discussion on lessons learned and how to scale the initiative globally in online, offline, and multilingual settings. What do affiliates want to achieve through the School of Open? What are affiliate priorities around “open” education and awareness building?
The document discusses online and informal learning. It provides examples of popular online learning methods like YouTube and social media. A survey found that people use a mix of online and offline learning methods, with most spending 1-2 hours online per week. However, lack of time is a barrier. The document promotes the Learning Pool online learning platform as a low-cost option for organizations to provide training anytime through e-learning courses and a learning management system. It allows users to track progress and create custom content.
This document provides information about the LVE 200 Fall 2016 course at the University of La Verne. The course focuses on La Verne values and building students' e-portfolios. It aims to expose students to how liberal arts education provides foundations for solving problems. Students must attend classes, complete readings, submit weekly reflections on their about me and co-curricular events, build an e-portfolio, and write a final braid reflection paper integrating their experiences and values with future plans. Assessment is based on participation, assignments, e-portfolio, event attendance, and the final paper. The tentative schedule outlines weekly topics and assignments.
This document provides an overview of connected learning and professional development in the digital age. It discusses how learning is shifting from isolated to connected, from consumption to creation, and from individuals to networks and communities. Professional development also needs to change by focusing on participatory learning through communities of practice, personal learning networks, and professional learning communities. When educators adopt connected learning approaches and learner-first mindsets, it leads to more effective professional growth and improved student outcomes.
Learning with the crowd? New structures, new practices for knowledge, learning, and education
Slides for talk at Oxford Internet Institute, Bellwether lecture series: for talk, see: http://webcast.oii.ox.ac.uk.
Learning has left the classroom. It is being re-constituted across distance, discipline, workplace, and media as the social and technical interconnectivity of the Internet challenges existing structures for learning and education. The new ‘e-learning’ is more than a learning management system – it is a transformation in how, where, and with whom we learn that supports formal, informal and non-formal learning, life-long learning, just-in-time learning, and in ‘as much time as I have’ learning. But to do so, e-learning depends on the power of crowds and the support of communities engaged in the participatory practices of the Internet. We are networked in our learning, but also in our joint construction of knowledge and its legitimation, and in the social and technical practices that support knowledge co-construction, learning and education. This talk explores the emerging trends and forces that are radically reshaping learning and knowledge practices. The talk further explores the changing landscape of learning and knowledge practices with attention to motivations for contributing and valuing knowledge in crowds and communities, and the implications for future knowledge practices.
The document provides strategies for launching open education campus campaigns from various institutions. It summarizes approaches from the University of Alberta, Mount Royal University, University of Calgary, Maskwacis Cultural College, BC Campus, Alberta OER, OpenStax, SPARC, and edX. Common themes in the strategies include raising awareness, supporting individuals and teams, building partnerships, empowering communities, and sharing knowledge openly. The document advocates not reinventing existing work and provides additional open education resources.
Fostering a community of academics interested in teaching technologies and re...Jonathan Flutey
Rhian A Salmon | Science in Context, School of Chemical and Physical Sciences
Anne Macaskill | School of Psychology
Jonathan Flutey | Information Technology Services
Suzanne Boniface | School of Chemical and Physical Sciences
Stuart Brock | Philosophy, School of History, Philosophy, Political Science, and International Relations
Sydney J Shep | Wai – te – ata Press & School of Information Management
Scaling the Impact of Libraries Through Learning NetworksOCLC
Presented by Sharon Streams at the OCLC Asia Pacific Regional Council Meeting, 29-30 November 2017, Tokyo (Japan).
During this time of rapid change in how information is created, disseminated, consumed, and preserved, the library’s mission to promote an informed, literate society through open access to knowledge is more essential than ever. To keep apace, more libraries are discovering the power of learning networks to spread and gather knowledge, explore ideas and co-create innovation. A current OCLC project, Wikipedia+Libraries: Better Together, is facilitating a learning network around the open-access encyclopaedia, Wikipedia, a resource that embodies both the opportunities and the challenges of today’s information landscape. By introducing library staff to the innerworkings of Wikipedia and the volunteer community of editors who maintain it, and by exposing Wikipedians to the expertise and resources of libraries, this project is forging new connections that will catalyze improvements to Wikipedia itself, to the benefit of online information seekers.
The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
This document discusses connected learning and professional development for educators in the digital age. It describes connected learning communities which include local professional learning communities, global personal learning networks, and bounded communities of practice. These connected learning communities allow educators to collaborate both face-to-face and online to support learning and innovation. The document emphasizes that a connected approach to learning and professional development is needed as the world and education system become more digital and networked.
The document discusses plans for a Worldview Weekends event aimed at providing biblical answers and mentoring to millennials. It will include four sessions over two days on topics like passion, journey, and purpose. Sessions will have both teaching and experiential components in an "Experience Room." The goal is to empower parents and youth leaders to mentor millennials by addressing questions around identity and life purpose. The document provides an overview of sessions, schedules, costs, and strategies for hosting a community-wide event.
This document provides information about Connected Educator Month (CEM), including a starter kit to help educators get involved. CEM is a month-long initiative that offers professional development opportunities for educators through online events and activities. The starter kit guides educators through 31 days of activities focused on digital tools and online learning. It provides introductions to topics like Twitter, hashtags, blogs, and more to help educators engage with online professional learning networks.
CFF21 Course 1: Designing a Faith Formation Networklkehrwald
This document outlines plans for designing a faith formation network. It discusses researching target audiences, building the network design based on identified needs, and generating programming ideas. The network would include different content areas like caring relationships, rituals and milestones, prayer and spiritual formation. Programming ideas are generated by addressing important needs from the research through both existing and new programs utilizing various environments and digital strategies. An example season of programming is then planned by populating the content areas with current and redesigned programming.
This document summarizes an online science fiction and fantasy course taught collaboratively using Sakai tools. It describes how the course was developed over time through collaboration between instructors. It highlights the use of forums, quizzes, lectures, and a wiki to promote student interaction and collaboration around speculative fiction concepts. The success of the course wiki led to the creation of an ongoing community wiki for speculative fiction.
This document discusses the shift to learning that is mobile, networked, global, and collaborative rather than time- and place-bound. It notes that the pace of change is accelerating and that half of what students learn in their first year may be outdated by their third year. Communities and networks are proposed as alternatives to traditional professional development. Connected learners who collaborate online and bring what they learn back to share are described as agents of change.
The Digital Footprint MOOC: A Free online course and resources encouraging cr...Nicola Osborne
Presentation on the University of Edinburgh Digital Footprint MOOC (#dfmooc), given by Nicola Osborne (Digital Education Manager, EDINA), at the Scottish Government and SLIC Digital and Information Literacy event, November 2017
The use of virtual environments as an extended classroom - a case study with...Ana Loureiro
The document presents a case study that examines the use of virtual environments and online tools to enhance blended learning for adult learners in tertiary education. The study aims to understand how tools like Web 2.0 and virtual worlds can promote collaboration, knowledge sharing, and building among regular and adult learners. Data was collected through documents, observations, and questionnaires from learners who used Diigo for self-paced learning and Second Life for guided virtual sessions. The findings indicate that adult learners engaged more effectively with the online tools and virtual environment, and that collaborative virtual environments better support the needs and expectations of adult learners.
The document discusses key initiatives for gearing up Elgin Academy's library resource centre for 21st century learners. It outlines pedagogical shifts towards more self-directed and collaborative learning. The library aims to integrate with Scotland's curriculum for excellence by fostering capabilities, developing literacy, and supporting attainment. Key work areas include developing information literacy, extending the curriculum, and bringing the library alive through Web 3.0 technologies and personal learning environments. The forward plan outlines directions to develop policies and procedures, streamline operations, and create a digital portal.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Can MOOCs offer useful support for students in transition? Experiences from t...Andrew Deacon
The document discusses the UCT MOOCs Project at the University of Cape Town and how MOOCs can support students in transition. It provides an overview of MOOCs and the goals of the UCT project, which included developing 12 MOOCs to support academic transitions, showcase teaching excellence, and make knowledge globally accessible. The document describes how some UCT-created MOOCs directly supported postgraduate research and writing skills, and how existing MOOCs were wrapped with additional support for postgraduate students. It concludes that while MOOCs can help scale education and understand diverse learners, students in transition still require more individual support than MOOCs can provide alone.
Healthcare delivery is moving into communities away from hospitals. Our mission at the School of Nursing is to use flexible learning strategies to optimize this shift from acute care management to community/population health promotion and well-being. In this presentation, we will discuss our strategies for engaging students and our community practice partners in flexible learning experiences throughout the undergraduate curriculum. One activity is linked to the Institute for Healthcare Improvement (IHI) open school. Eleven of our students and three faculty members participated in a North American I-CAN project (Change Agent Network) to improve population health outcomes in our communities. We partnered with the Union Gospel Mission to identify, implement and evaluate healthcare improvement interventions for this special population. The I-CAN project included online learning modules, synchronous coaching calls and in-person project work at the Union Gospel Mission. In another flexible learning activity, student-faculty-community practice partners co-developed online learning resources to be used in the undergraduate curriculum and as educational resources in community settings (e.g., updates on the HPV vaccine). After providing an overview of our flexible learning innovations, we will discuss successes and challenges associated with designing, implementing and evaluating these collaborative projects. One powerful outcome that we are eager to share– we are shifting students’ focus from hospital settings to those places where we live.
Our Learning Objectives This session will:
1. Describe the planning, implementation and evaluation processes associated with community-based experiential student learning.
2. Discuss how to link community-based experiential learning to other course learning objectives and other curricular components (e.g., in-class discussions, skills lab simulations).
3. Examine the successes and challenges associated with flexible learning and student-faculty-community partnerships.
Facilitators:
Maura MacPhee, Associate Director of the Undergraduate Program, Lead on Flexible Learning Initiative in the School of Nursing
Khristine Carino, Project manager for Flexible Learning Initiative at the School of Nursing
Ranjit Dhari, Community/Population Health Nursing Faculty
Joanne Ricci, Community/Population Health Nursing Faculty
http://events.ctlt.ubc.ca/events/student-faculty-community-flexible-learning-partnerships/
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
The document provides strategies for launching open education campus campaigns from various institutions. It summarizes approaches from the University of Alberta, Mount Royal University, University of Calgary, Maskwacis Cultural College, BC Campus, Alberta OER, OpenStax, SPARC, and edX. Common themes in the strategies include raising awareness, supporting individuals and teams, building partnerships, empowering communities, and sharing knowledge openly. The document advocates not reinventing existing work and provides additional open education resources.
Fostering a community of academics interested in teaching technologies and re...Jonathan Flutey
Rhian A Salmon | Science in Context, School of Chemical and Physical Sciences
Anne Macaskill | School of Psychology
Jonathan Flutey | Information Technology Services
Suzanne Boniface | School of Chemical and Physical Sciences
Stuart Brock | Philosophy, School of History, Philosophy, Political Science, and International Relations
Sydney J Shep | Wai – te – ata Press & School of Information Management
Scaling the Impact of Libraries Through Learning NetworksOCLC
Presented by Sharon Streams at the OCLC Asia Pacific Regional Council Meeting, 29-30 November 2017, Tokyo (Japan).
During this time of rapid change in how information is created, disseminated, consumed, and preserved, the library’s mission to promote an informed, literate society through open access to knowledge is more essential than ever. To keep apace, more libraries are discovering the power of learning networks to spread and gather knowledge, explore ideas and co-create innovation. A current OCLC project, Wikipedia+Libraries: Better Together, is facilitating a learning network around the open-access encyclopaedia, Wikipedia, a resource that embodies both the opportunities and the challenges of today’s information landscape. By introducing library staff to the innerworkings of Wikipedia and the volunteer community of editors who maintain it, and by exposing Wikipedians to the expertise and resources of libraries, this project is forging new connections that will catalyze improvements to Wikipedia itself, to the benefit of online information seekers.
The document proposes using adventure-based learning to promote inclusive excellence in education. It argues that traditional "banking models" of education do not put all students on equal footing. Adventure-based learning is presented as an alternative that provides authentic learning experiences through problem-solving, collaboration, interaction with experts and peers, and timely media-rich curriculum delivered online. Key aspects of adventure-based learning identified include distinguishing between well-defined and ill-defined problems, and potential applications in diverse educational settings through open collaboration. The overall goal is to level the playing field for employability skills in communities.
This document discusses connected learning and professional development for educators in the digital age. It describes connected learning communities which include local professional learning communities, global personal learning networks, and bounded communities of practice. These connected learning communities allow educators to collaborate both face-to-face and online to support learning and innovation. The document emphasizes that a connected approach to learning and professional development is needed as the world and education system become more digital and networked.
The document discusses plans for a Worldview Weekends event aimed at providing biblical answers and mentoring to millennials. It will include four sessions over two days on topics like passion, journey, and purpose. Sessions will have both teaching and experiential components in an "Experience Room." The goal is to empower parents and youth leaders to mentor millennials by addressing questions around identity and life purpose. The document provides an overview of sessions, schedules, costs, and strategies for hosting a community-wide event.
This document provides information about Connected Educator Month (CEM), including a starter kit to help educators get involved. CEM is a month-long initiative that offers professional development opportunities for educators through online events and activities. The starter kit guides educators through 31 days of activities focused on digital tools and online learning. It provides introductions to topics like Twitter, hashtags, blogs, and more to help educators engage with online professional learning networks.
CFF21 Course 1: Designing a Faith Formation Networklkehrwald
This document outlines plans for designing a faith formation network. It discusses researching target audiences, building the network design based on identified needs, and generating programming ideas. The network would include different content areas like caring relationships, rituals and milestones, prayer and spiritual formation. Programming ideas are generated by addressing important needs from the research through both existing and new programs utilizing various environments and digital strategies. An example season of programming is then planned by populating the content areas with current and redesigned programming.
This document summarizes an online science fiction and fantasy course taught collaboratively using Sakai tools. It describes how the course was developed over time through collaboration between instructors. It highlights the use of forums, quizzes, lectures, and a wiki to promote student interaction and collaboration around speculative fiction concepts. The success of the course wiki led to the creation of an ongoing community wiki for speculative fiction.
This document discusses the shift to learning that is mobile, networked, global, and collaborative rather than time- and place-bound. It notes that the pace of change is accelerating and that half of what students learn in their first year may be outdated by their third year. Communities and networks are proposed as alternatives to traditional professional development. Connected learners who collaborate online and bring what they learn back to share are described as agents of change.
The Digital Footprint MOOC: A Free online course and resources encouraging cr...Nicola Osborne
Presentation on the University of Edinburgh Digital Footprint MOOC (#dfmooc), given by Nicola Osborne (Digital Education Manager, EDINA), at the Scottish Government and SLIC Digital and Information Literacy event, November 2017
The use of virtual environments as an extended classroom - a case study with...Ana Loureiro
The document presents a case study that examines the use of virtual environments and online tools to enhance blended learning for adult learners in tertiary education. The study aims to understand how tools like Web 2.0 and virtual worlds can promote collaboration, knowledge sharing, and building among regular and adult learners. Data was collected through documents, observations, and questionnaires from learners who used Diigo for self-paced learning and Second Life for guided virtual sessions. The findings indicate that adult learners engaged more effectively with the online tools and virtual environment, and that collaborative virtual environments better support the needs and expectations of adult learners.
The document discusses key initiatives for gearing up Elgin Academy's library resource centre for 21st century learners. It outlines pedagogical shifts towards more self-directed and collaborative learning. The library aims to integrate with Scotland's curriculum for excellence by fostering capabilities, developing literacy, and supporting attainment. Key work areas include developing information literacy, extending the curriculum, and bringing the library alive through Web 3.0 technologies and personal learning environments. The forward plan outlines directions to develop policies and procedures, streamline operations, and create a digital portal.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 2Michael Paskevicius
Slides from our second meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Can MOOCs offer useful support for students in transition? Experiences from t...Andrew Deacon
The document discusses the UCT MOOCs Project at the University of Cape Town and how MOOCs can support students in transition. It provides an overview of MOOCs and the goals of the UCT project, which included developing 12 MOOCs to support academic transitions, showcase teaching excellence, and make knowledge globally accessible. The document describes how some UCT-created MOOCs directly supported postgraduate research and writing skills, and how existing MOOCs were wrapped with additional support for postgraduate students. It concludes that while MOOCs can help scale education and understand diverse learners, students in transition still require more individual support than MOOCs can provide alone.
Healthcare delivery is moving into communities away from hospitals. Our mission at the School of Nursing is to use flexible learning strategies to optimize this shift from acute care management to community/population health promotion and well-being. In this presentation, we will discuss our strategies for engaging students and our community practice partners in flexible learning experiences throughout the undergraduate curriculum. One activity is linked to the Institute for Healthcare Improvement (IHI) open school. Eleven of our students and three faculty members participated in a North American I-CAN project (Change Agent Network) to improve population health outcomes in our communities. We partnered with the Union Gospel Mission to identify, implement and evaluate healthcare improvement interventions for this special population. The I-CAN project included online learning modules, synchronous coaching calls and in-person project work at the Union Gospel Mission. In another flexible learning activity, student-faculty-community practice partners co-developed online learning resources to be used in the undergraduate curriculum and as educational resources in community settings (e.g., updates on the HPV vaccine). After providing an overview of our flexible learning innovations, we will discuss successes and challenges associated with designing, implementing and evaluating these collaborative projects. One powerful outcome that we are eager to share– we are shifting students’ focus from hospital settings to those places where we live.
Our Learning Objectives This session will:
1. Describe the planning, implementation and evaluation processes associated with community-based experiential student learning.
2. Discuss how to link community-based experiential learning to other course learning objectives and other curricular components (e.g., in-class discussions, skills lab simulations).
3. Examine the successes and challenges associated with flexible learning and student-faculty-community partnerships.
Facilitators:
Maura MacPhee, Associate Director of the Undergraduate Program, Lead on Flexible Learning Initiative in the School of Nursing
Khristine Carino, Project manager for Flexible Learning Initiative at the School of Nursing
Ranjit Dhari, Community/Population Health Nursing Faculty
Joanne Ricci, Community/Population Health Nursing Faculty
http://events.ctlt.ubc.ca/events/student-faculty-community-flexible-learning-partnerships/
Library 2.013 MOOCs and Constructivist LearningValerie Hill
Librarians explore the rise of MOOCs and the need for information literacy in social learning environments. The recording is posted at http://www.library20.com/page/2-013-recordings.
CORE Education Breakfast series 2014 | Digitising appraisal and inquiryKaren Spencer
These slides accompany the CORE Breakfast series I am facilitating in 2014. Full information and further links here: http://karenmelhuishspencer.com/2014/02/25/my-core-breakfasts-2014-digitising-professional-learning-or-not/
All images used are under CC licences and these, plus references, are in the presenters' notes.
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How to Handle Open Web Application Security Project(OWASP) Top Vulnerabilitiescoast550
Handling OWASP top vulnerabilities requires a proactive and multi-faceted approach. It involves implementing secure coding practices, regular security assessments, and staying up-to-date with the latest security trends and patches. By fostering a security-first mindset and integrating security into the development lifecycle, organizations can significantly reduce the risks posed by these common vulnerabilities.
To get more information, check
https://whitecoastsecurity.com/safeguarding-web-applications-a-white-coast-security-perspective-on-the-owasp-top-10-vulnerabilities/
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How To Check SIM Owner Name And CNIC Of Any Mobile Number
Thanks to the Pakistan Telecommunication Authority’s (PTA) online verification facilities, obtaining SIM owner information has become much easier. Here’s how to find the CNIC and SIM owner details by number:
Compose an SMS to 667: Open a new message on your SIM card and write “MNP”.
Send the SMS: Send this message to the shortcode 667.
Receive Information: Wait for a reply. A message containing the name of the SIM owner associated with the specific SIM number will be sent to you.
Additionally, you can visit or call your network service provider’s local customer care center to confirm the SIM registration status and owner’s name. This simplified procedure eliminates the need for extensive documentation and offers a convenient way to obtain necessary SIM details in Pakistan.
Check SIM Owner Details With Name Online
In Pakistan, there are various Android apps and software solutions available to check the SIM owner’s name by mobile number online. However, it is important to note that most of these apps have not been approved by the Pakistan Telecommunication Authority (PTA), and their use is not recommended. If you choose to use these apps, proceed with caution. Remember, the current law only permits the registration of five SIMs under one identity.
Always verify the validity of any software or tool you decide to use, as unauthorized access to SIM owner credentials may have legal consequences.
Check Jazz SIM Owner Name Details 2024
To check Jazz SIM owner name and details online, follow these steps:
Open the Messaging App: On your mobile phone, open the messaging app.
Create a New Message: Type “667” in the recipient field.
Write the Message: Type “MNP” in the message body.
Send the Message: Send the message using your Jazz SIM.
Wait for a Response: You will receive a message containing the SIM owner’s name and CNIC number associated with the Jazz SIM you are using.
Terms:
Codes can change at any time. Check the Jazz website if the code above has an error.
For further information, call the Jazz helpline.
You can check the Jazz SIM owner, registered address, and location by calling the helpline.
Check Ufone Sim Owner Name Details 2024.
If you want to Check Ufone SIM Owner Name & Ufone SIM Owner Details online check it by the following steps:
Open the messaging app on your mobile phone.
Create a new message.
In the recipient field, type “667”.
In the message body, type “MNP”.
Send the message through your Ufone SIM.
Wait for a response. You will receive a message containing the SIM owner’s name and CNIC number associated with the Ufone SIM which is in your use.
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The CNIC Information System is a comprehensive database managed by the National Database and Registration Authority (NADRA) of Pakistan. It serves as the primary source of identification for Pakistani citizens and residents, containing vital information such as name, date of birth, address, and biometric data.
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Floor Waste Requirements for Bathrooms in Australia
Waterproofing Melbourne and the entire construction industry must stay updated with the latest amendments to the Australian Standard AS3740 and the National Construction Code (NCC). Recent changes emphasize floor waste requirements and fall requirements in bathrooms, which are crucial for maintaining high standards of commercial waterproofing and other waterproofing practices.
Scope
The amendments clarify the waterproofing of wet areas within residential buildings across various states, including New South Wales, Queensland, and Western Australia. The NCC, a performance-based code, includes Volumes 1 and 2 (Building Code of Australia) and Volume 3 (Plumbing Code of Australia).
Legislation Overview
The NCC provides the minimum necessary standards for safety, health, sustainability, and amenity in building and plumbing legislation across Australia. It is divided into performance requirements and allows for compliance through Deemed-to-Satisfy Provisions or alternative solutions.
BCA Volume 1
F1.7 Waterproofing of Wet Areas: Ensures wet areas in buildings are adequately waterproofed to prevent damage and maintain safety.
F1.11 Floor Grading: In Class 2 or 3 buildings or Class 4 parts of a building, bathroom or laundry floors located above a sole occupancy unit or public space must be graded to prevent water spillage.
BCA Volume 2
Performance Requirement P2.4.1: Addresses waterproofing of wet areas in Class 1 and 10 buildings, specifying that these areas must meet specific performance criteria to ensure effective waterproofing.
Floor Waste and Grading Requirements
The NCC Volume 1 and 2, along with the Australian Standard, provide performance requirements for waterproofing elements in wet areas. However, the BCA Volume 2 does not mandate floor waste installation in Class 1 buildings, such as single dwelling houses, except for rooms with wall-hung urinals. The floor in these buildings does not need to be graded to a floor waste gully, even if one is present.
In contrast, Class 2, 3, or 4 buildings with bathrooms or laundries located above other sole occupancy units or public spaces require floor waste installations to prevent water from entering the spaces below. The floors in these areas must be graded to the floor waste.
Importance of Compliance
Compliance with these standards is critical for preventing waterproofing failures, which can lead to significant post-construction issues, including structural damage and health hazards. Ensuring proper waterproofing in areas like basement waterproofing, retaining wall waterproofing, and lift pit waterproofing is essential for the longevity and safety of buildings.
The Role of Training and Education
Paul Evans highlights the importance of ongoing training and education in the waterproofing industry. By staying informed about legislative changes and best practices, professionals can improve the quality of their work and reduce the risk of defects.
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The AIW Delivers on the Importance of Waterproofing
On March 29, 2017, the AIW attended and presented at the ADEB (Architects Designers Engineers Builders) Waterproofing Breakfast Seminar in Sydney. The focus was on addressing commercial waterproofing and residential high-rise waterproofing failures and solutions.
Presentations and Key Points
Paul Evans, AIW President, gave an overview of the AIW's role in raising waterproofing standards in Australia. Robert McDonald, an AIW member, delivered a session on the “Australian Standards in Waterproofing.” These presentations covered:
Common defects in internal and external waterproofing
Priming and substrate moisture content
Inspection and testing of waterproofing
Drainage and waterproofing techniques
Product knowledge and standards compliance, including:
CA 55 - 1970 (Design and Installation of Bituminous Fabric Roofing)
AS 3740 (Waterproofing Wet Areas in Residential Buildings)
AS 4858 - 2004 (Wet Area Membranes)
AS 4654 - 2012 (Waterproofing Membrane)
The AIW remains dedicated to updating, providing current information, and educational resources for all industries involved with waterproofing.
Achieving Uniform Waterproofing Compliance Nationally
Achieving uniform waterproofing compliance across Australia involves collaboration with State and Territory Regulatory Authorities, which play a crucial role. Current licensing requirements are often disjointed, and in many states, not mandatory.
Local authorities and building surveyors request Waterproofing Application Certificates to certify compliance with BCA and Australian Standards. These certificates must be issued by a competent person, whose work falls under the scope of their license or who has formal qualifications to carry out the work. Training and qualifications are regulated under the National Qualifications Framework.
Findlay Evans Waterproofing with AIW - Article April 2017
Embracing the Digital Coven: Exploring Online Wicca Courses
1. Embracing the Digital Coven: Exploring Online
Wicca Courses
In an age where digital technology has become intertwined with every facet of our lives, it's
no surprise that spiritual practices are also finding their place in the online world. Wicca, a
modern pagan, witchcraft religion, has seen a significant rise in interest and practice
through digital platforms. Online Wicca courses have become a gateway for many to
explore this ancient faith, providing both novice and experienced practitioners with valuable
resources, community, and guidance.
The Rise of Wicca in the Digital Age
Wicca, with its deep roots in nature, the elements, and the cycles of the moon and sun, has
a rich and complex tradition that can sometimes seem daunting to newcomers. Historically,
learning Wicca meant finding a mentor or a coven, which could be challenging depending on
one's location and social environment. The internet has revolutionized this aspect by making
information and communities accessible to anyone with a computer or smartphone.
The rise of online Wicca courses can be attributed to several factors. Firstly, there is a
growing interest in alternative spiritualities and a desire for a more personal and direct
connection with the divine. Secondly, the convenience of online learning allows individuals
to study at their own pace and in their own space, making it easier to balance with other life
commitments. Finally, the anonymity provided by the internet can be appealing for those
who may feel apprehensive about openly practicing Wicca in more conservative or
judgmental environments.
What Online Wicca Courses Offer?
Online Wicca courses come in a variety of formats, from structured programs with set
curriculums to more flexible, self-guided studies. These courses typically cover a broad
spectrum of topics, including:
• Introduction to Wicca and Paganism: Basics of Wiccan beliefs, history, and practices.
This often includes the Wheel of the Year, which outlines the eight major Sabbats or
festivals, and the Wiccan Rede, which is a statement that provides ethical guidance.
• Rituals and Ceremonies: Guidance on how to perform Wiccan rituals and
ceremonies, both solitary and in a group setting. This may include casting circles,
calling the quarters, and invoking deities.
• Spellcraft and Magic: Instruction on the principles of Wiccan magic, including how to
create and cast spells, work with correspondences (such as herbs, crystals, and
colors), and use magical tools like athames, wands, and chalices.
• Divination and Meditation: Techniques for divination, such as tarot reading, scrying,
and rune casting, as well as meditation practices to enhance spiritual awareness and
connection.
2. • Herbalism and Natural Magic: Study of the magical properties of herbs and plants,
and how to use them in spells, rituals, and healing.
• Crafting and Creativity: Creating your own magical tools, altar items, and ritual
attire, often infused with personal energy and intent.
Benefits of Online Learning
One of the primary benefits of taking an online Wicca course is flexibility. Students can learn
at their own pace, fitting their studies around their personal schedules. This is particularly
advantageous for those with busy lives or those who live in areas where in-person Wiccan
communities are scarce or non-existent.
Another significant benefit is the accessibility of resources. Many online courses provide a
wealth of materials, including video lectures, reading assignments, interactive forums, and
downloadable content. This ensures that students have a comprehensive set of tools to
support their learning journey.
Moreover, online courses often foster a sense of community. Many platforms offer
discussion boards, social media groups, and live Q&A sessions, allowing students to connect
with peers and mentors. This sense of community can be incredibly supportive, providing
encouragement, shared experiences, and collective wisdom.
Choosing the Right Online Wicca Course
With the plethora of online Wicca courses available, it’s important to choose one that aligns
with your goals and interests. Here are some tips for selecting the right course:
• Check the Credentials of the Instructor: Look for courses led by experienced and
reputable practitioners. Research their background, read reviews, and check for any
affiliations with recognized Wiccan or Pagan organizations.
• Course Content and Structure: Ensure the course covers the topics you’re interested
in and that the structure matches your learning style. Some people prefer a more
formal, academic approach, while others may thrive in a more relaxed, experiential
setting.
• Community and Support: Consider whether the course offers opportunities for
interaction with other students and the instructor. A supportive community can
enhance your learning experience and provide a network of like-minded individuals.
• Flexibility and Accessibility: Make sure the course fits your schedule and provides
materials in formats that are easy for you to use. Some courses might offer lifetime
access to materials, which can be a valuable resource for ongoing study.
• Cost and Value: Evaluate whether the cost of the course is reasonable for what is
being offered. Some courses might be free, while others can be quite expensive.
Consider the depth and quality of the content when making your decision.
3. Conclusion
Online Wicca courses provide a valuable resource for those interested in exploring this rich
and diverse spiritual path. They offer flexibility, accessibility, and a sense of community that
can be especially beneficial in today's fast-paced world. Whether you’re a curious beginner
or an experienced practitioner looking to deepen your knowledge, there’s likely an online
course that can meet your needs. As with any educational endeavor, it’s important to
choose wisely, seek out reputable sources, and approach your studies with an open mind
and heart. By embracing the opportunities provided by the digital age, you can embark on a
transformative journey into the world of Wicca, connecting with the ancient wisdom of
nature and the divine from the comfort of your own home.