This presentation discusses student life, e-learning, hypotheses about student learning, and whether students are taking more control over their education. It explores topics like how students and learning have changed with new technologies, whether media influences learning, if students can multitask, and how distance education compares to classroom instruction. Interactive polls are used to explore these issues. The presentation considers different perspectives on these topics and reflects on whether today's students are experiencing a "revolution" in taking more control over their education.
Application form for MathsGenius Leadership Institute's academy program for 2014. For 3 weeks, you will live on the MathsGenius Leadership Institute campus and study with the MGLI exceptional faculty and guest speakers from various industries and leading institutions of higher learning.
High-Dimensional Network Estimation using ECLHPCC Systems
Kshitij Khare & Syed Rahman, University of Florida, present at the 2015 HPCC Systems Engineering Summit Community Day. In this presentation, we will discuss the motivation/theory behind CONCORD and its advantages over previous methods. In particular, we will discuss how the CONCORD estimate is superior to the empirical covariance matrix. We will end with an example detailing the implementation and use of the CONCORD algorithm in ECL. An exposure to multivariate statistics is helpful, but not necessary. Attendees should expect to come out with an understanding of sparse covariance estimation, its applications and how to use the CONCORD algorithm in ECL.
Application form for MathsGenius Leadership Institute's academy program for 2014. For 3 weeks, you will live on the MathsGenius Leadership Institute campus and study with the MGLI exceptional faculty and guest speakers from various industries and leading institutions of higher learning.
High-Dimensional Network Estimation using ECLHPCC Systems
Kshitij Khare & Syed Rahman, University of Florida, present at the 2015 HPCC Systems Engineering Summit Community Day. In this presentation, we will discuss the motivation/theory behind CONCORD and its advantages over previous methods. In particular, we will discuss how the CONCORD estimate is superior to the empirical covariance matrix. We will end with an example detailing the implementation and use of the CONCORD algorithm in ECL. An exposure to multivariate statistics is helpful, but not necessary. Attendees should expect to come out with an understanding of sparse covariance estimation, its applications and how to use the CONCORD algorithm in ECL.
Discovery Analytics: Tracking Ebola SpreadHPCC Systems
Jesse Shaw, LexisNexis Risk Solutions, presents at the 2015 HPCC Systems Summit Community Day.
Accelerate the exploratory analytics process to rapidly produce valuable insights when approaching new business problems or untested data sources by leveraging HPCC Systems’ Knowledge Engineering Language (KEL). KEL enables the creation, organization and extraction of data dimensions with a fraction of the ECL source code previously required. This presentation will explain how the graph analytics KEL features can be used to track the spread of Ebola throughout the US.
As user experience professionals, we are often expected to assume multiple roles when evaluating products and systems. UX professionals are asked to measure user performance, identify issues and provide recommendations to them. The most challenging aspect is not determining that performance is poor; it is identifying the source of the poor performance in order to provide a design solution.
Fortunately, many of the difficulties that users experience can be traced back to basic principles of cognitive science. Making design recommendations often requires that you understand the thought processes of users. In this panel discussion, three Cognitive Psychologists will demonstrate how fundamental principles of cognition can inform design solutions to many commonly occurring User Experience problems. We will review the latest advances in the measurement of user experience, including the measurement of implicit cognitive processes and how these affect user performance, and we will discuss how implicit assumptions by both users and designers often lead to user experience difficulties. The audience will learn key psychological principles that guide user experience and will have an opportunity to ask about the psychology behind common UX issues they encounter.
The second of two training presentations on using social media for youth practitioners and organisations. This final video looks at how you can use social media the context of learning - both supporting and reflecting on learning experiences.
These presentations were created by Josh Harsant, Associate Youth Engagement Specialist at Challis-Dixey Associates, for the National Council for Voluntary Youth Services (NCVYS), who funded the training session.
www.ncvys.org.uk
www.challis-dixey.co.uk
A short tutorial of the OCS freeware, which is used by psychologists to score creativity assessments.
We originally presented these slides in Thessaloniki in August of 2023.
Discovery Analytics: Tracking Ebola SpreadHPCC Systems
Jesse Shaw, LexisNexis Risk Solutions, presents at the 2015 HPCC Systems Summit Community Day.
Accelerate the exploratory analytics process to rapidly produce valuable insights when approaching new business problems or untested data sources by leveraging HPCC Systems’ Knowledge Engineering Language (KEL). KEL enables the creation, organization and extraction of data dimensions with a fraction of the ECL source code previously required. This presentation will explain how the graph analytics KEL features can be used to track the spread of Ebola throughout the US.
As user experience professionals, we are often expected to assume multiple roles when evaluating products and systems. UX professionals are asked to measure user performance, identify issues and provide recommendations to them. The most challenging aspect is not determining that performance is poor; it is identifying the source of the poor performance in order to provide a design solution.
Fortunately, many of the difficulties that users experience can be traced back to basic principles of cognitive science. Making design recommendations often requires that you understand the thought processes of users. In this panel discussion, three Cognitive Psychologists will demonstrate how fundamental principles of cognition can inform design solutions to many commonly occurring User Experience problems. We will review the latest advances in the measurement of user experience, including the measurement of implicit cognitive processes and how these affect user performance, and we will discuss how implicit assumptions by both users and designers often lead to user experience difficulties. The audience will learn key psychological principles that guide user experience and will have an opportunity to ask about the psychology behind common UX issues they encounter.
The second of two training presentations on using social media for youth practitioners and organisations. This final video looks at how you can use social media the context of learning - both supporting and reflecting on learning experiences.
These presentations were created by Josh Harsant, Associate Youth Engagement Specialist at Challis-Dixey Associates, for the National Council for Voluntary Youth Services (NCVYS), who funded the training session.
www.ncvys.org.uk
www.challis-dixey.co.uk
A short tutorial of the OCS freeware, which is used by psychologists to score creativity assessments.
We originally presented these slides in Thessaloniki in August of 2023.
This is our Web 2.0 document for class.
We investigated Animoto, VoiceThread, and Slideshare.
We hope you enjoy them.
We look forward to viewing everyones.
Thanks.
Larissa Klein, Andrew Toth, and Kathleen Bishop
What is old can be new again: Or don’t throw out the baby with the bath waterCharles Darwin University
Keynote Presentation to the 'Pathways to Future Learning'. Technology for Learning. T3 Learning & Teaching Symposium. Torrens University Australia. 6 September.
ABSTRACT: Online education has been with us for more than 20 years now and over that time we have leaned many enduring lessons. However, with the advent of more collaborative forms of learning and assessment we have seen new tools emerge that help us to systematise some of these new approaches. The problem (if it is in fact a problem) is that many of these tools do not sit directly in our LMS, so we end up taking our students out to all types of different systems. But wait, what did we do before we had all these technology solutions, we had other ways of creating engaging learning experiences. So have we thrown out the baby with the bath water? In many way authentic assessment is still authentic assessment, but we just have a new kit bag of tools to help us deliver or package, with a slightly different bent. So together we will take a look at what is old to see if it can be made new again.
Slideshow from a seminar held at Stockholm University's Dept. of Computer and System Sciences (http://dsv.su.se/) on December 11th 2012. The topic dealt with e-coaching of online/blended learners and the potential role of social media.
I would like to acknowledge the kind support of the Knowledge Institute (http://www.kks.se/) in the organisation of this seminar.
Pimp Your Post - Tips and Tricks for Jazzing up Intro Posts in Online coursesTracy Kelly
Tips and Tricks for jazzing up intro posts and icebreaker activities in online courses. Facilitated by Tracy Roberts and Gina Bennett for ETUG, Feb 2010
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.
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?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
A Strategic Approach: GenAI in EducationPeter 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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Endnote eden
1. During this presentation we will make
use of Shakespeak, a softwaretool
which enables interaction.
Please make sure you keep your
mobile device or laptop ready
3. Student (r)evolution?
• Student life
• E-learning
• Hypothesis & reflection
• Learners in the driving seat: fact or myth?
• Word of thanks
• References
Student (r)evolution? 3
4. Student life
• What is a student?
stu·dent, noun,
1 scholar, learner; especially: one who attends a school
2 one who studies; an attentive and systematic observer
• Members of a student board
o Education & student representation (Faculty ↔ University)
o Sports, culture & fun
Student (r)evolution? 4
5. Past Today
• Paper & pencil • Laptops, smartphones
• ↔ •
• Individuals • Groups
• Catholic University • Association KU
of Leuven Leuven
• Interaction
Student (r)evolution? 5
6. E-learning
• E-learning → electronically supported learning & teaching
o Tools in the cloud (Shakespeak, weblectures,…)
o Electronic learning environment (Moodle, Blackboard)
• What do students think about a student-centered approach?
Perception to more work? Not loving the
Indifference microphone
Feeling safe in class when
Help?!
nothing else to do than writing
down Being in small groups makes
interaction much more fun
Student (r)evolution? 6
7. Hypothesis
Sample question: do you think the „Millenium student‟ is
noisy?
• Do media influence learning?
• Is it really possible for students to multitask?
• Distance education ↔ classroom instruction?
Student (r)evolution? 7
8. Do media influences learning?
We will set these example results to zero once
you've started your session and your slide show.
A. Yes 33.3%
In the meantime, feel free to change the looks of
your results (e.g. the colors).
B. No 66.7%
C. No opinion 100.0%
Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
9. Reflection: Do media influences
learning?
D. Clark R. Kozma
• Media will NEVER influence • Interactionism
learning • Particular medium = relevant
• Media ↔ method/attributes (technology, symbol- & proces
• Replaceability argument opportunities)
• Confusion of technology • New methods
• Motivation to learn? • Medium + method
We can conclude that the media attributes stay at the surface of the system
→ there is no effect of the medium to the efficacy of learning.
Student (r)evolution? 10
10. Is it really possible for students to multitask?
A. Yes
B. No
C. No opinion
# votes: 0 Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
11. Is it really possible for students to multitask?
We will set these example results to zero once
you've started your session and your slide show.
A. Yes 33.3%
In the meantime, feel free to change the looks of
your results (e.g. the colors).
B. No 66.7%
C. No opinion 100.0%
Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
12. Reflection: Is it really possible for students
to multitask?
• People often try to do two things at a time → Succesfully…
or not?
• Attention span
o Only one processing channel
o Limited capacity
• Coens (2011); General ability to multitask is influenced by -
o Characteristics of the task at one hand
o Characteristics of the individual
Student (r)evolution? 13
13. Reflection: Is it really possible for students
to multitask?
• Educational context → mobile learning?
o Texting, surfing, reading & writing
o Anytime, anywhere
• Research Doolittle & Mariano (2008)
o Shared attention → performance ↓
o Static position: significant better results
o Interference between tasks (Wickens)
o Effect size is limited
Student (r)evolution? 14
14. Distance education ↔ classroom
instruction?
A. Distance education
B. Classroom instruction
# votes: 0 Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
15. Distance education ↔ classroom
instruction?
We will set these example results to zero once
you've started your session and your slide show.
Distance In the meantime, feel free to change the looks of
A. 50.0%
your results (e.g. the colors).
education
classroom
B. 100.0%
instruction
Closed
TXT This text box will be has been loaded without the Shakespeak plug-in.
This presentation used to describe the different message sending methods.
Internet Want to download the plug-inbe insertedGo toyou have started a session.
The applicable explanations will for free? after www.shakespeak.com.
Twitter It is possible to move, resize and modify the appearance of this text box.
16. Reflection: Distance education ↔
classroom instruction?
• Characteristics of distance learning
o Separation between student & teacher
o Influence of educational organisation on planning
o Use of technological media
o Mutual interaction
o Absence of others?
Student (r)evolution? 17
17. Reflection: Distance education (DE) ↔
classroom instruction (CI)?
• The results of (Bernard, 2004) show the following effects
on these variables
o Achievement: small significant effect DE
o Attitude: small negative significant effect CI
o Retention: small sign. effect in favor of CI
→ Overall we see a large variability in effect size
Student (r)evolution? 18
18. Learners in the driving seat: fact or myth?
• Student coach online
o Leuven: Peer - assisted Learning (PAL)
o “ to teach is to learn twice”
• Distraction
• (r)evolution? → Does it have limits?
Student (r)evolution? 19
19. Word of thanks
Thank you…
Prof. Jan Elen, for answering all our questions and the given
feedback
The Media & Learning division of KU Leuven, for all technical
support and feedback.
Eva Kyndt, for advice on APA standards
Student (r)evolution? 20
20. References
Bernard, R.M. (2004). How does distance education compare
with classroom instruction? A meta-analysis of the
empirical literature. Review of Educational Research,
74(3), 379-439.
Clark, R. E. (1994). Media will never influence learning.
ETR&D, 42(2), 21-29.
Coens, J., Reynvoet, B., & Clarebout, G. (2011). Mobile
learning: Can students really multitask? Journal of
Educational multimedia and hypermedia, 20(1), 5-20.
Kozma, R.B. (1994). Will media influence learning?
Reframing the debate. ETD&D, 42(2), 7-19.
Student (r)evolution? 21