Blended learning at Trinity College QueenslandLyndelle Gunton
Presentation by Librarians from Trinity Theological Library about the concept of blended learning and it's implementation in a theological education context at Trinity College Queensland
Presentation given at the CCLI Spring 2010 Workshop as part of the Panel Discussion: Information Literacy Outreach: Connecting with Campus Partners. HNU has a new campus-wide faculty development/instructional technology initiative, which helps faculty develop technology skills.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
Blended learning at Trinity College QueenslandLyndelle Gunton
Presentation by Librarians from Trinity Theological Library about the concept of blended learning and it's implementation in a theological education context at Trinity College Queensland
Presentation given at the CCLI Spring 2010 Workshop as part of the Panel Discussion: Information Literacy Outreach: Connecting with Campus Partners. HNU has a new campus-wide faculty development/instructional technology initiative, which helps faculty develop technology skills.
Delivered at the Emerging Technologies and Authentic Learning in Vocational Higher Education conference in Cape Town, South Africa 31st Aug to 3rd September 2015.
Rebecca Wilson, Project Manager, Australian Catholic University
ACU required an ePortfolio solution for accreditation, embedding graduate attributes, and to provide a repository for Students and Academic staff’s electronic artefacts. The presentation will provide an overview of the selection criteria, evaluation of products, Desire2Learn implementation experiences, and pilot outcomes.
MoodleMoot UK 2011-The dog that didn’t barkJessica Gramp
The dog that didn’t bark: ‘total Moodle’ at a research-led institution
Last year UCL (University College London) embarked on an ambitious quest , and one some said was impossible in a research-led university, to ensure all of our 4500 modules have an associated Moodle presence by September 2011. As the deadline approaches how are we doing? And what will we do afterwards?
The ‘total Moodle’ project, led by a fairly small central learning technology team, has uncovered surprising changes in the way the VLE is now perceived and supported in the College which has forced us to re-think our own support strategy. The predicted academic resistance did not materialise and instead we have seen institutional adaptation of new technologies with astonishing enthusiasm, staff adapting in unexpected ways to Moodle, the emergence of a new and enthusiastic cadre of VLE supporters and all this in the framework of growing student expectations and demands.
We are now considering how we promote Moodle when (if?) we reach totality, what comes next in a technical and pedagogical sense and what new models of support and consultancy we should offer in the future.
Mart Laanpere - Task-centred approach to mooc designEUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
These are the slides from the talk I gave on 10/18/12 at Addis Ababa University in Ethiopia. There is also a sample video I showed them from my flipped stats class.
In 2014 the University of Wolverhampton opened the doors to its state-of-the-art Science Centre. The new building represented a radical change in pedagogy for teaching and learning in Science subjects at Wolverhampton. The capture and broadcasting of video was central to the new teaching philosophy and there were a number of challenges to overcome when delivering a completely new technical and pedagogical ecosystem. Evaluative research suggests that the use of capture technologies to support teaching and learning in the Science Centre has been a success; with students reporting more confidence and better understanding and staff reporting more independent students and an increase in opportunities to facilitate deeper learning. The knowledge developed through the Science Centre project will be used to inform the design of discipline specific capture installations across our campuses, where they will add the most value to the learning experience.
Successes challenges issues: Launching an Initial Teacher Education Program O...Gilly Salmon
Writen by Sheena O'Hare and Mick Grimley
Presented by Sheena O'Hare and Gilly Salmon
Blackboard Teaching and Learning Conference, Swinburne Universtiy of Technology, Melbourne, 2013
More presentaions available at www.gillysalmon.com/presentations
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
MoodleMoot UK 2011-The dog that didn’t barkJessica Gramp
The dog that didn’t bark: ‘total Moodle’ at a research-led institution
Last year UCL (University College London) embarked on an ambitious quest , and one some said was impossible in a research-led university, to ensure all of our 4500 modules have an associated Moodle presence by September 2011. As the deadline approaches how are we doing? And what will we do afterwards?
The ‘total Moodle’ project, led by a fairly small central learning technology team, has uncovered surprising changes in the way the VLE is now perceived and supported in the College which has forced us to re-think our own support strategy. The predicted academic resistance did not materialise and instead we have seen institutional adaptation of new technologies with astonishing enthusiasm, staff adapting in unexpected ways to Moodle, the emergence of a new and enthusiastic cadre of VLE supporters and all this in the framework of growing student expectations and demands.
We are now considering how we promote Moodle when (if?) we reach totality, what comes next in a technical and pedagogical sense and what new models of support and consultancy we should offer in the future.
Mart Laanpere - Task-centred approach to mooc designEUmoocs
EMMA webinar - Task-centred approach to MOOC design: challenges and opportunities
This one hour webinar is intended for people willing to improve the pedagogical design of MOOCs. Often MOOCs tend to follow an instructivist approach where learners are mostly expected to acquire and remember the knowledge presented by the teacher. This webinar will guide participants through the phases of Merrill’s task-centered instructional design model. We will show how the model can be applied to MOOC design for engaging learners in active and collaborative knowledge construction through meaningful and practical assignments. Opportunities that task-centered MOOC design offers and challenges that need to be considered will be discussed.
Discover more about EMMA, its MOOCs and webinars on the website: http://project.europeanmoocs.eu/
These are the slides from the talk I gave on 10/18/12 at Addis Ababa University in Ethiopia. There is also a sample video I showed them from my flipped stats class.
In 2014 the University of Wolverhampton opened the doors to its state-of-the-art Science Centre. The new building represented a radical change in pedagogy for teaching and learning in Science subjects at Wolverhampton. The capture and broadcasting of video was central to the new teaching philosophy and there were a number of challenges to overcome when delivering a completely new technical and pedagogical ecosystem. Evaluative research suggests that the use of capture technologies to support teaching and learning in the Science Centre has been a success; with students reporting more confidence and better understanding and staff reporting more independent students and an increase in opportunities to facilitate deeper learning. The knowledge developed through the Science Centre project will be used to inform the design of discipline specific capture installations across our campuses, where they will add the most value to the learning experience.
Successes challenges issues: Launching an Initial Teacher Education Program O...Gilly Salmon
Writen by Sheena O'Hare and Mick Grimley
Presented by Sheena O'Hare and Gilly Salmon
Blackboard Teaching and Learning Conference, Swinburne Universtiy of Technology, Melbourne, 2013
More presentaions available at www.gillysalmon.com/presentations
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
The presentation of the University of Málaga explaining the problems to implement Blended Learning
The presentation is a contribution to the "Quality in Blended Learning Conference" in Málaga.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Linda Mebus & Renee van de Watering, TU Delft
19-06-2017
E-moderating
Bringing your online course to life
2. Today’s agenda
• Introduce yourself - 5 min
• What is E-moderation – 10 min
• E-moderating at Aerospace Engineering, TU Delft - 10 min
• Write/record an engaging introductory message for your online course - 5 min
• Discussion and examples of E-moderating techniques - 20 min
• Rewrite your message based on what you have learned - 5 min
• Exchange messages and feedback by peers - 5 min
• Break 14:50-15:00
• What is the importance of Google Hangouts? - 10 min
• Perform a live hangout with a teacher/e-learning developer in Delft - 20 min
• Google Hangout, tips & tricks - 15 min
• Online learning HUB - 10 min
• Wrap-up - 10 min
14. Online education portfolio
• 1 MOOC, 1 MiniMOOC
• 11 online academic courses
• 4 Professional Education courses
• 2 MOOCs, 4 online academic courses
in production
15. Aeroelasticity
Spacecraft Technology Introduction to Spaceflight
Linear Modeling
Non-linear Modeling
Rotor and Wake Aerodynamics
Helicopter Performance, Stability and Control
Advanced Dynamics
Design of Lightweight Structures 1: Composites and Metals
Fatigue of Structures and Materials
Satellite Orbit Determination
Online Academic Courses
16. Air Safety Investigation
Smart Structures
Aircraft Performance: Physics and Simulation
Professional Education
Offshore Wind Farm
Technology
19. To do:
Write / record an
engaging
introductory
message for your
online course
Max. 10 sentences / 2 minutes
20. Engaging strategies
1. In the beginning, to
welcome your students:
Engaging strategies and
examples (google doc)
1.1 Welcoming email
1.2 Introductory video
21. Engaging strategies
2. During the course, to
activate and provide
support:
Engaging strategies and
examples (google doc)
2.1 Learning activity
explanation
2.2 In-course
communication
2.3 Spark
2.4 Online live session
(hangout)
2.4 Challenge (can also
be used as a spark)
22. Engaging strategies
3. In the end, to give
feedback and wrap-up:
Engaging strategies and
examples (google doc)
3.1 Feedback video/text
23. To do:
Re-write / record
an engaging
introductory
message
Share and give
feedback
Dear online student,
…
…
…
Good luck!
The course team
Max. 10 sentences / 2 minutes
24. To do:
• Exchange messages and give each
other feedback (team of two)
Currently running 11 BSc/MSc courses, 11 lecturers involved, about 100 online students a year, Online bachelor and master courses, online courses that are also thaught in our academic curriculum, sometimes even integrated in the curriculum. Certificated are awarded, which can exempt a student from courses in the on campus degree
4 professional education courses, 4 lecturers involved, about 35 professionals/year. Only started last year/this year.
Most important about classroom education?
Fully replaced by online?