ENGAGE CPD
•Download as PPTX, PDF•
0 likes•251 views
This document summarizes the results of a mixed-method study involving 563 science teachers from 5 countries who participated in a MOOC on preparing teachers as reflective practitioners. Key findings include: - 46% of teachers completed the course, with novices having a higher completion rate. The most useful resources were forums, assignments, and video clips. - Teachers were motivated to make lessons more enjoyable and fun for students. The MOOC was a novelty for many. - After the course, more teachers addressed curriculum needs, made lessons more topical and increased science interests in their teaching strategies. - Evidence suggests students' achievements improved, such as addressing real-world issues through inquiry skills.
Report
Share
Report
Share
Recommended
Learning from the MOOCs: Building OUA's Teaching & Learning Platform - Sachin...
Learning from the MOOCs: Building OUA's Teaching & Learning Platform - Sachin Dua at Moodlemoot AU 2014
SXSWedu 2016 panel slides - MOOCs and Teach PD
This document discusses the potential for MOOCs (Massive Open Online Courses) to be used for teacher professional development. It notes that there are over 40 million MOOC users across 5,300 courses offered by 600 institutions. It also notes the increasing standards, changing technology, and budget pressures facing the 4 million K-12 teachers in the US. The document describes a session at SXSWedu 2016 that brought together representatives from Class Central, Coursera, edX, and the Friday Institute for Educational Innovation to discuss how MOOCs could be used for teacher PD. It includes an example of a high school science teacher who is using a MOOC in her classroom and the benefits she has observed for her
Aect 2013 in search of quality mooc presentation
This document summarizes a study that analyzed the course structure and design of 6 MOOCs using the Quality Matters rubric. The researchers found that most MOOCs did not meet the standards to pass the rubric, though a few came close. Standards around clearly stated learning objectives and institutional support services were never met. Removing those standards resulted in two courses passing. The researchers conclude that with some updates, MOOCs could meet quality standards, and that the study has implications for rethinking online course design and sparking technological innovation, though the sample size was small.
Personalized Learning Made Simple & Affordable: Waymaker
Students learn at their own pace, but they learn more effectively in environments that reflect their individual learning needs. Attend this webinar to see Waymaker, the new personalized learning courseware from Lumen.
Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & ...
Macquarie University has recently upgraded their Moodle to Version 3.1 in collaboration with Blackboard. In this presentation Macquarie University's Project Manager, Shirley Li will discuss the implementation of the upgrade and cover some of the lessons they learnt over the 9-month project.
Lynley Clark - Project Manager from Blackboard will discuss the processes taken from a project management point of view. We will also introduce a new Project Management platform called Teamwork that will be a shared collaborative space that will be used in all future upgrade projects to with Blackboard.
Open Education Summit Math Workshop Denver June 2013
The Kaleidoscope Open Course Initiative aims to improve student success, particularly for low-income and underrepresented students, by creating open educational resource (OER) course designs that can be adopted across institutions. Phase I of the initiative developed 11 OER courses impacting 9,000 students, which improved average student success rates by over 10% while eliminating textbook costs. Student feedback indicated that the OER courses were of equal or better quality than traditional materials and that students preferred the free, digital access provided. Phase II plans to develop additional courses frameworks and grow the number of participating institutions.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Amazing OER Courses: College Success
This presentation features slides from a Lumen Learning webinar about an innovative College Success course designed using open educational resources (OER). You can use these course materials to replace commercial textbooks that students often struggle to pay for. With engaging content and a focus on applying course concepts to real-world situations, this course is particularly helpful for first-generation students and those entering college underprepared, academically or otherwise. This webinar demonstrates both Candela (standard e-text replacement) and Waymaker (personalized learning) versions of the course.
Recommended
Learning from the MOOCs: Building OUA's Teaching & Learning Platform - Sachin...
Learning from the MOOCs: Building OUA's Teaching & Learning Platform - Sachin Dua at Moodlemoot AU 2014
SXSWedu 2016 panel slides - MOOCs and Teach PD
This document discusses the potential for MOOCs (Massive Open Online Courses) to be used for teacher professional development. It notes that there are over 40 million MOOC users across 5,300 courses offered by 600 institutions. It also notes the increasing standards, changing technology, and budget pressures facing the 4 million K-12 teachers in the US. The document describes a session at SXSWedu 2016 that brought together representatives from Class Central, Coursera, edX, and the Friday Institute for Educational Innovation to discuss how MOOCs could be used for teacher PD. It includes an example of a high school science teacher who is using a MOOC in her classroom and the benefits she has observed for her
Aect 2013 in search of quality mooc presentation
This document summarizes a study that analyzed the course structure and design of 6 MOOCs using the Quality Matters rubric. The researchers found that most MOOCs did not meet the standards to pass the rubric, though a few came close. Standards around clearly stated learning objectives and institutional support services were never met. Removing those standards resulted in two courses passing. The researchers conclude that with some updates, MOOCs could meet quality standards, and that the study has implications for rethinking online course design and sparking technological innovation, though the sample size was small.
Personalized Learning Made Simple & Affordable: Waymaker
Students learn at their own pace, but they learn more effectively in environments that reflect their individual learning needs. Attend this webinar to see Waymaker, the new personalized learning courseware from Lumen.
Moodlerooms Enterprise Upgrade Process | Shirley Li (Macquarie University) & ...
Macquarie University has recently upgraded their Moodle to Version 3.1 in collaboration with Blackboard. In this presentation Macquarie University's Project Manager, Shirley Li will discuss the implementation of the upgrade and cover some of the lessons they learnt over the 9-month project.
Lynley Clark - Project Manager from Blackboard will discuss the processes taken from a project management point of view. We will also introduce a new Project Management platform called Teamwork that will be a shared collaborative space that will be used in all future upgrade projects to with Blackboard.
Open Education Summit Math Workshop Denver June 2013
The Kaleidoscope Open Course Initiative aims to improve student success, particularly for low-income and underrepresented students, by creating open educational resource (OER) course designs that can be adopted across institutions. Phase I of the initiative developed 11 OER courses impacting 9,000 students, which improved average student success rates by over 10% while eliminating textbook costs. Student feedback indicated that the OER courses were of equal or better quality than traditional materials and that students preferred the free, digital access provided. Phase II plans to develop additional courses frameworks and grow the number of participating institutions.
Australian Academic Leadership Survey &;Interviews – An interim report - Alla...
Australian Higher education is facing the demands of new and rapidly changing student demographics, an increasingly competitive global environment and tighter funding and accountability constraints. Now, in 2016, it is an important time to understand the issues the sector is facing and consolidate the ways we are responding. We sought the perspectives of Australian university education leaders on current learning and teaching challenges, trends likely to influence the future of learning and teaching at Australian Universities and the ways our universities are responding.
This presentation reports on the findings of our research thus far and some of the ways that Blackboard Strategic and other Consultancy Services are positioned to assist our institutions going forward.
Amazing OER Courses: College Success
This presentation features slides from a Lumen Learning webinar about an innovative College Success course designed using open educational resources (OER). You can use these course materials to replace commercial textbooks that students often struggle to pay for. With engaging content and a focus on applying course concepts to real-world situations, this course is particularly helpful for first-generation students and those entering college underprepared, academically or otherwise. This webinar demonstrates both Candela (standard e-text replacement) and Waymaker (personalized learning) versions of the course.
The Long & Winding Road to Success with Personalized Courseware
When launching a digital courseware pilot using open educational resources (OER), the path to success can be different for every faculty member. Sharing perspectives from multiple institutions, courses and disciplines, this presentation profiles different, common faculty approaches. It highlights the unique challenges they encounter along the way and explores solutions that help them achieve success.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, where vocational courses include 30-60 online learning hours per year. Key features of SOLA include Moodle courses with clear instructions, learning outcomes, resources, activities and assessments. Roles like coordinators, teachers, tutors and support staff are defined. Lessons learned include the importance of engaging content, monitoring engagement, staff skills development and quality assurance. Implementing blended learning led to improved success rates, savings, and student and staff skills. The college offers consultation, content and training to help other organizations implement blended learning
CHAMP Instructional Design presentation advisory meeting june 23 2014
Colorado Community College System's CHAMP Advsiory Meeting Instructional Design presentation June 23 2014
Getting Started with OER? Lumen Can Help!
Slides from Lumen Learning webinar on April 18, 2013, featuring Dr. David Wiley and Kim Thanos discussing how to get started using open educational resources effectively.
Technology transforming learning and orgnizational culture
Presentation at Future Learning Environments Conference 2014 on How technology is transforming learning and improving individual and organizational performance at NorthTec
Learn Education Share
There are challenges in the Thai education system with large class sizes, a lack of qualified teachers, and high teacher workloads. 25% of students are underprivileged and over 300,000 drop out of basic education each year. A proposed solution is a blended learning model using digital content like adaptive textbooks and workbooks, online pre-and post-tests, and teacher training to implement the new curriculum in a scalable way across schools. The program currently partners with 65 schools.
NSW_SDEHS_Lazaris
- The document discusses staffing levels and student enrollment numbers for a school in 2008, including 1,386 total students and 141.6 full-time employee positions.
- It outlines the school's current use of technology, including over 5,000 assessments, 21,000 phone calls, and nearly 70,000 online pages posted.
- Goals are set to improve the school's e-learning capabilities over the next 6 months to 2 years, including increasing online courses, teacher skills, and student learning through blended curriculum.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
Netop vision, teach with tech
Dinsdag 1 december 2015 presenteerde Roelof-Jan van Hoften, sales directeur van NETOP Vision bij SLBdiensten te Amsterdam de classroommanagement oplossing van NETOP. Wat doet NETOP, hoe werkt het. Een prachtige classroommanagementsysteem dat werkt op alle besturingssystemen.
Sola
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, which includes 30-60 hours of online learning per year for vocational courses. SOLA features include Moodle courses, clear instructions, learning resources, activities and assessments. Key roles in supporting SOLA include coordinators, teachers, tutors and support staff. Lessons learned include the importance of engaging content, monitoring engagement, effective training, and quality assurance. Implementing blended learning led to improved success rates, savings, and student skills.
Freedline slide show
Katie Freedline's technology goal is to improve her skills and prepare to use technology in the classroom. She believes technology is important for teachers because it provides more opportunities for students and teachers to learn by giving them access to more resources, and the world is evolving so teachers need to keep up with technology.
Sola managers
This document discusses implementing blended learning at Heart of Worcestershire College. It provides two models for blended learning: PAL, which aimed for a 15% reduction in face-to-face teaching through online content but met with mixed success, and SOLA, which mandates 30-60 hours per year of online learning for vocational programs. SOLA has clear roles for coordinators, teachers, tutors and support staff. It also discusses lessons learned around engaging learners and staff, providing training and support, ensuring quality, and managing the implementation of blended learning through strong leadership and adequate resourcing. Overall, the college saw an 11% improvement in success rates and efficiency savings after implementing blended learning.
Looking Forward: OU and the LMS Open (update)
These are the slides for the online Town Hall for the University of Oklahoma community to discuss the recommendation of the Provost Advisory Committee for Learning Technologies concerning the future of the Learning Management System at OU.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly funded learning programs. The college implemented a blended learning program called SOLA which includes 30-60 hours of online learning per year for vocational courses. Key aspects of SOLA include Moodle courses, online content and activities, and assessments. Challenges discussed include engaging learners and staff. Support needed includes training, resources, and monitoring. Benefits seen include improved success rates and cost savings. The college is available for consultation, training, and content to support other organizations with blended learning.
An ideal brand building presentation
1) Home Revise is an education technology company that provides mobile apps, tablets, web/desktop solutions, and hardware to students, teachers, schools, and corporations to enhance the education system in India.
2) It has over 21.5 lakh active students, 43 lakh parents, 2,000 schools, and 15,000 teachers using its personalized and simplified educational content.
3) The company's vision is to be India's most trusted education and learning partner by 2024 in line with the National Education Policy, through innovative solutions that aim to redefine education both before and after the pandemic.
CHAMP Advisory Committee Meeting Feb 24 2014
This document provides guidance for compiling an open educational resource (OER) course containing all elements from a CCNS course that addresses all CCNS competencies and topic areas. The compiled OER course should be organized by competencies and topics rather than units or dates. It should include all relevant course elements such as syllabus, readings, assignments, assessments, and feedback mechanisms. The goal is to share this expertise and experience within the consortium and beyond to help other practitioners.
Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
OER Adoption by University of Delhi, India: Student’s Readiness and Acceptance
OER Adoption by University of Delhi, India: Student’s Readiness and AcceptanceOpen Education Global (OEGlobal)
This document summarizes a study on the adoption of open educational resources (OER) by students at the University of Delhi in India. Key findings from a student survey include:
1) Most students were unaware of the OER content available on the university website. Those who were aware primarily learned about it from Wikipedia or faculty advice.
2) While students saw benefits like reduced costs and increased accessibility, many had reservations about using technology for learning or switching from traditional methods. Infrastructure issues at some colleges also hindered OER use.
3) When presented with sample OER materials from the university, students found them useful and of high quality but had mixed opinions on features like multimedia and assessments.
TheStudents Satisfaction with Online Courses.
The document surveyed students about their satisfaction with online courses. It found that domestic students rated time to complete coursework and content as most important, while international students prioritized content, time, and instructor interaction. Satisfaction was highest for courses with good content, reasonable time commitments, and instructor interaction. Students were less satisfied with current online courses than previous ones. Theoretical disciplines like technology and social sciences were preferred online, while applied fields like languages were preferred in-class. Students farther from campus were more satisfied with online options. Recommendations included improving content and balancing workload for different student groups.
OpenLearn and students
The impact of free courses from the Open University. Data summary from 2017. Initiatives and challenges for 2018.
Improving the MOOC learning outcomes throughout informal learning activities
Improving the MOOC learning outcomes throughout informal learning activitiesTechnological Ecosystems for Enhancing Multiculturality
This document discusses improving MOOC learning outcomes through informal learning activities. It presents a case study of a MOOC on educational innovation offered on the MiriadaX platform. Informal activities like a Google+ community and blog were also used. Survey results found that students who participated more in informal activities had a better perception of their learning. Those motivated to apply the concepts showed higher participation in informal activities. The learning community continued growing after the course, indicating informal activities support learning beyond the formal course.Wanted: MOOC Pedagogy
This document summarizes a MOOC course on individualized learning pedagogy that was designed for vocational and further education educators. The course used a combination of cMOOC and xMOOC models on a Canvas LMS and was structured around the DIANA pedagogical model. It aimed to bring educators together from around the world to share best practices in individualized learning. While 155 students enrolled, only 6 study groups completed the final assignment and 11 students received a digital badge for demonstrating their competence in applying individualized learning models in practice. The summary reflects on challenges like the timing of the course and difficulties using the LMS, and suggests that more guidance, shorter tailored courses, and social constructivist approaches may help
More Related Content
What's hot
The Long & Winding Road to Success with Personalized Courseware
When launching a digital courseware pilot using open educational resources (OER), the path to success can be different for every faculty member. Sharing perspectives from multiple institutions, courses and disciplines, this presentation profiles different, common faculty approaches. It highlights the unique challenges they encounter along the way and explores solutions that help them achieve success.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, where vocational courses include 30-60 online learning hours per year. Key features of SOLA include Moodle courses with clear instructions, learning outcomes, resources, activities and assessments. Roles like coordinators, teachers, tutors and support staff are defined. Lessons learned include the importance of engaging content, monitoring engagement, staff skills development and quality assurance. Implementing blended learning led to improved success rates, savings, and student and staff skills. The college offers consultation, content and training to help other organizations implement blended learning
CHAMP Instructional Design presentation advisory meeting june 23 2014
Colorado Community College System's CHAMP Advsiory Meeting Instructional Design presentation June 23 2014
Getting Started with OER? Lumen Can Help!
Slides from Lumen Learning webinar on April 18, 2013, featuring Dr. David Wiley and Kim Thanos discussing how to get started using open educational resources effectively.
Technology transforming learning and orgnizational culture
Presentation at Future Learning Environments Conference 2014 on How technology is transforming learning and improving individual and organizational performance at NorthTec
Learn Education Share
There are challenges in the Thai education system with large class sizes, a lack of qualified teachers, and high teacher workloads. 25% of students are underprivileged and over 300,000 drop out of basic education each year. A proposed solution is a blended learning model using digital content like adaptive textbooks and workbooks, online pre-and post-tests, and teacher training to implement the new curriculum in a scalable way across schools. The program currently partners with 65 schools.
NSW_SDEHS_Lazaris
- The document discusses staffing levels and student enrollment numbers for a school in 2008, including 1,386 total students and 141.6 full-time employee positions.
- It outlines the school's current use of technology, including over 5,000 assessments, 21,000 phone calls, and nearly 70,000 online pages posted.
- Goals are set to improve the school's e-learning capabilities over the next 6 months to 2 years, including increasing online courses, teacher skills, and student learning through blended curriculum.
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...
The Tertiary Enabling Program (TEP) at Charles Darwin University is a semester long university preparation program for students unable to directly enter undergraduate study. With a cohort consisting of 80% of students studying online, Blackboard plays a central role in engaging and enabling TEP students with the necessary skills and knowledge for undergraduate study. To increase student engagement in TEP, a number of initiatives have been put in place this year designed to maximise the use of interactive digital technologies and changing pedagogies. One of the main drivers for these new initiatives was the analysis of data captured in Blackboard showing that early engagement by students increases their likelihood of successfully completing TEP as well as identifying critical points of engagement during the semester.
To maximise early engagement and prepare students for TEP studies, the first week of study for all new TEP students has been devoted to a new online initiative called TEP Start which is the focus of this presentation. TEP Start was specifically developed for the online learner to improve the student experience, build their confidence and give them the skills to succeed. TEP Start was developed with the expectation that students would engage and interact with the learning materials on Blackboard, thus moving away from the traditional method of ‘content based’ online learning. This online engagement includes classes hosted in Collaborate Ultra, game-based learning activities and short micro-lectures. Hosted on a dedicated Blackboard site, TEP Start was specifically developed using design principles such as colour coding, visual hierarchy, repetition, images, icons in addition to limited text; all to direct the student’s eye to what is important and to influence how they interact with the content.
The initial results of the TEP Start initiative are highly encouraging. The majority of students completed all components of TEP Start and the feedback from students and staff on TEP Start is overwhelmingly positive.
Netop vision, teach with tech
Dinsdag 1 december 2015 presenteerde Roelof-Jan van Hoften, sales directeur van NETOP Vision bij SLBdiensten te Amsterdam de classroommanagement oplossing van NETOP. Wat doet NETOP, hoe werkt het. Een prachtige classroommanagementsysteem dat werkt op alle besturingssystemen.
Sola
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly-funded learning programs. The college implemented a blended learning program called SOLA, which includes 30-60 hours of online learning per year for vocational courses. SOLA features include Moodle courses, clear instructions, learning resources, activities and assessments. Key roles in supporting SOLA include coordinators, teachers, tutors and support staff. Lessons learned include the importance of engaging content, monitoring engagement, effective training, and quality assurance. Implementing blended learning led to improved success rates, savings, and student skills.
Freedline slide show
Katie Freedline's technology goal is to improve her skills and prepare to use technology in the classroom. She believes technology is important for teachers because it provides more opportunities for students and teachers to learn by giving them access to more resources, and the world is evolving so teachers need to keep up with technology.
Sola managers
This document discusses implementing blended learning at Heart of Worcestershire College. It provides two models for blended learning: PAL, which aimed for a 15% reduction in face-to-face teaching through online content but met with mixed success, and SOLA, which mandates 30-60 hours per year of online learning for vocational programs. SOLA has clear roles for coordinators, teachers, tutors and support staff. It also discusses lessons learned around engaging learners and staff, providing training and support, ensuring quality, and managing the implementation of blended learning through strong leadership and adequate resourcing. Overall, the college saw an 11% improvement in success rates and efficiency savings after implementing blended learning.
Looking Forward: OU and the LMS Open (update)
These are the slides for the online Town Hall for the University of Oklahoma community to discuss the recommendation of the Provost Advisory Committee for Learning Technologies concerning the future of the Learning Management System at OU.
Sola1
This document discusses implementing blended learning at Heart of Worcestershire College. It recommends including a 10-50% online component in all publicly funded learning programs. The college implemented a blended learning program called SOLA which includes 30-60 hours of online learning per year for vocational courses. Key aspects of SOLA include Moodle courses, online content and activities, and assessments. Challenges discussed include engaging learners and staff. Support needed includes training, resources, and monitoring. Benefits seen include improved success rates and cost savings. The college is available for consultation, training, and content to support other organizations with blended learning.
An ideal brand building presentation
1) Home Revise is an education technology company that provides mobile apps, tablets, web/desktop solutions, and hardware to students, teachers, schools, and corporations to enhance the education system in India.
2) It has over 21.5 lakh active students, 43 lakh parents, 2,000 schools, and 15,000 teachers using its personalized and simplified educational content.
3) The company's vision is to be India's most trusted education and learning partner by 2024 in line with the National Education Policy, through innovative solutions that aim to redefine education both before and after the pandemic.
CHAMP Advisory Committee Meeting Feb 24 2014
This document provides guidance for compiling an open educational resource (OER) course containing all elements from a CCNS course that addresses all CCNS competencies and topic areas. The compiled OER course should be organized by competencies and topics rather than units or dates. It should include all relevant course elements such as syllabus, readings, assignments, assessments, and feedback mechanisms. The goal is to share this expertise and experience within the consortium and beyond to help other practitioners.
Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17
Blackboard’s annual gathering of leading educators from Australia and New Zealand to discuss the future of learning and opportunities for higher education. Katie is deeply committed to leveraging Blackboard’s innovative technologies and services in order to partner with the global education community and enable student and institutional success. Blackboard’s core values of integrity, excellence, innovation and accountability resonate deeply with Katie.
OER Adoption by University of Delhi, India: Student’s Readiness and Acceptance
OER Adoption by University of Delhi, India: Student’s Readiness and AcceptanceOpen Education Global (OEGlobal)
This document summarizes a study on the adoption of open educational resources (OER) by students at the University of Delhi in India. Key findings from a student survey include:
1) Most students were unaware of the OER content available on the university website. Those who were aware primarily learned about it from Wikipedia or faculty advice.
2) While students saw benefits like reduced costs and increased accessibility, many had reservations about using technology for learning or switching from traditional methods. Infrastructure issues at some colleges also hindered OER use.
3) When presented with sample OER materials from the university, students found them useful and of high quality but had mixed opinions on features like multimedia and assessments.
TheStudents Satisfaction with Online Courses.
The document surveyed students about their satisfaction with online courses. It found that domestic students rated time to complete coursework and content as most important, while international students prioritized content, time, and instructor interaction. Satisfaction was highest for courses with good content, reasonable time commitments, and instructor interaction. Students were less satisfied with current online courses than previous ones. Theoretical disciplines like technology and social sciences were preferred online, while applied fields like languages were preferred in-class. Students farther from campus were more satisfied with online options. Recommendations included improving content and balancing workload for different student groups.
OpenLearn and students
The impact of free courses from the Open University. Data summary from 2017. Initiatives and challenges for 2018.
What's hot (20)
The Long & Winding Road to Success with Personalized Courseware
The Long & Winding Road to Success with Personalized Courseware
CHAMP Instructional Design presentation advisory meeting june 23 2014
CHAMP Instructional Design presentation advisory meeting june 23 2014
Technology transforming learning and orgnizational culture
Technology transforming learning and orgnizational culture
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...
Blackboard not Blackbored: Engaging and enabling students in the Tertiary Ena...
Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17
Blackboard Opening Keynote | Katie Blot - Blackboard | TLCANZ17
OER Adoption by University of Delhi, India: Student’s Readiness and Acceptance
OER Adoption by University of Delhi, India: Student’s Readiness and Acceptance
Similar to ENGAGE CPD
Improving the MOOC learning outcomes throughout informal learning activities
Improving the MOOC learning outcomes throughout informal learning activitiesTechnological Ecosystems for Enhancing Multiculturality
This document discusses improving MOOC learning outcomes through informal learning activities. It presents a case study of a MOOC on educational innovation offered on the MiriadaX platform. Informal activities like a Google+ community and blog were also used. Survey results found that students who participated more in informal activities had a better perception of their learning. Those motivated to apply the concepts showed higher participation in informal activities. The learning community continued growing after the course, indicating informal activities support learning beyond the formal course.Wanted: MOOC Pedagogy
This document summarizes a MOOC course on individualized learning pedagogy that was designed for vocational and further education educators. The course used a combination of cMOOC and xMOOC models on a Canvas LMS and was structured around the DIANA pedagogical model. It aimed to bring educators together from around the world to share best practices in individualized learning. While 155 students enrolled, only 6 study groups completed the final assignment and 11 students received a digital badge for demonstrating their competence in applying individualized learning models in practice. The summary reflects on challenges like the timing of the course and difficulties using the LMS, and suggests that more guidance, shorter tailored courses, and social constructivist approaches may help
Slides Emooc 2016 European MOOC Stakeholders Summit
SLIDES - Presentation by Lucie Dhorne
The past few years have seen an exponential growth of the number of MOOCs worldwide. However, it is proven by the avaivalable completion rate data that motivation can quickly fade even for students who are highly motivated at the beginning of the courses. Faced with this realty, it seems crucial for the future of MOOCs to adress this motivational issue and to find ways to improve the completion rates.
IFP School launched two MOOCs – “Sustainable Mobility” and “Oil&Gas” – which saw unusally high completion rates.
In this paper we analyze the results obtained within these two MOOCs. Our goal is to identify the factors that made such completion rates possible and to understand how these key issues help to produce a succesful MOOC. By this analysis, we are able to give some tips in terms of video recording, interactive assignment design such as Serious Game or Mini-games and participant mentoring to promote motivation. Applying these tips when designing a MOOC will minimize the chance of participant withdrawal and thus lead to high completion rates.
MCHE Open Forum 2013 - Delivering MOOCs
1) The document summarizes the experience of delivering a MOOC on equine nutrition through the Coursera platform.
2) Over 24,500 participants signed up, with 19,000 active students and 5,600 completing the course, generating over 98,000 quiz submissions.
3) Surveys found that 92% of respondents had not taken a MOOC before, 84% would take another MOOC, and 50% would consider online study in similar topics.
Wanted MOOC pedagogy OEB 2015
The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge in individualization and individual study plans. 155 students enrolled across 14 groups, but only 5 groups with 23 students remained active after 4 weeks. 6 groups completed the final assignment. While 11 students received a digital badge, not all 16 applicants received one. The course used a combination of cMOOC and mOOC models with a structured learning process based on the DIANA pedagogical model. The summary discusses how to apply socio-constructivist learning principles in MOOCs and retain student engagement and collaboration over the long term.
Sanna Ruhalahti: Wanted - MOOC Pedagogy
presentation for "MOOCs: Here to Stay" panel at OEB'15
http://moocsandco.com/en/blog/moocs-here-stay-panel-session-online-educa-berlin-2015
Communication 590 ppt_art
The document discusses a nutrition education program called Nutrition Link that teaches third, fourth, and fifth grade students. It focuses on incorporating emerging technologies into the program's online curriculum to make it more engaging for students. A survey found that teachers feel videos, games, podcasts, and blogs could enhance lessons while constraints include time. The report recommends taking steps to add new learning tools starting with videos and games and conducting more research on appropriate technologies, training needs, and interest.
Engaging large cohorts of international students: Technology Enhanced Learnin...
This session presents findings of an investigation into how staff used a fully-integrated Active Learning Platform to engage international students in large cohorts. It presents how the system enabled staff to engage students in the classroom and facilitate the review of class activities through recorded audio, presentation and other resources. The focus of this project was to promote student engagement through blended delivery and increase student performance using technology. It also highlights how the learning analytics within the Active Learning Platform was used to direct and guide students to increase academic performance and enhance their learning experiences.
Wanted: MOOC pedagogy
The document discusses a MOOC course designed for vocational and further education educators to deepen their knowledge of individualization and individual study plans. The course used a combination of cMOOC and mOOC models on a learning management system and was structured using the DIANA pedagogical model. It enrolled 155 students but only 6 study groups completed the final assignment. Reasons for the low completion rate included the timing of the course at the end of the school year, difficulties forming study groups on the learning management system, and needing more guidance and counseling.
Teaching tools, methods and teacher student interaction
We done a simple research work on teaching tools, methods and teacher student interaction with a view to finding the problems and their probable solutions as a part of our veterinary epidemiology course under supervision of Prof Dr Taohidul Islam, Dept. of Medicine, Bangladesh Agricultural University.
2015 AYME MOOC PAPER
The document summarizes the 2015 AYME conference presentation on using MOOCs to develop intentional online communities of practice. It provides details on the NACYML MOOC on "The Joy of the Gospel" including that over 1000 people enrolled, most found out through diocesan leaders or national organizations. It discusses levels of participation, options for involvement, usage statistics on videos and panels. Feedback indicated chapters, videos and communities were well received. Most said they would participate in another MOOC.
Quarterly Membership Meeting Sept 23 2015
The document summarizes the agenda and discussions from a quarterly membership meeting of the Open Education Consortium. The agenda items included updates on the Creative Commons Global Summit, the Open Education Global Conference, Open Education Week 2016, and the Open Education Awards for Excellence. Other topics discussed were the results of a recent membership survey on open education practices, the Open Education Information Center, and the OECx MOOC Project. Members provided input on various initiatives and activities. The meeting aimed to encourage participation and discussion among members.
MOOCs @ Edinburgh: our approach, experience and outcomes
Amy Woodgate and Christine Sinclair present MOOCs @ Edinburgh: our approach, experience and outcomes at the MOOCs in Scottish Education event at the University of Strathclyde, hosted by RSC Scotland on 19th March 2014.
Blended Learning Essentials Embedding Practice
Blended Learning Essentials Embedding Practice presented at the FE and Skills Coalition meeting 15th March by Professor Diana Laurillard
«Innovations in pedagogy using MOOCs» / Ting-Chuen Pong, professor of Comput...
1. The document discusses how HKUST has used MOOCs to enhance teaching and learning through blended, flipped, and experiential learning models. It provides examples of courses where MOOCs were used as the online component and students participated in face-to-face sessions to earn credits.
2. Learning analytics from the MOOCs helped professors design in-class activities like games and discussions to deepen learning. Feedback from students was positive about the blended model.
3. A cornerstone engineering design course used a blended experiential approach combining online lessons and team projects connecting engineering to real-world problems. Learning analytics tracked student progress.
MOOCs Back to Reality Oops There Goes Gravity
This document discusses the design and results of a MOOC course on basic math skills created by Cuyahoga Community College. Key points:
- The MOOC used a gamified design to target students with little college experience, incorporating stories, open educational resources, levels, and digital badges.
- 18% of enrolled students completed the course, comparable to traditional online courses. 76% of students who took a post-test improved their math placement.
- A survey found most students had low levels of educational attainment prior to the MOOC. Over a quarter were currently enrolled in a 2-year college program after taking the course.
New Open Educational Resources framed in the Microelectronics Cloud Alliances...
MECA project from Erasmus Plus European Community results focused in the two UNED courses as well as one INOMA course in micreolectronics MECA open cloud
Ensuring quality in blended
The document discusses ensuring quality in blended courses through faculty development and engagement at the University of Wisconsin-Milwaukee. It provides an overview of the Learning Technology Center (LTC) which offers faculty development programs, technology training, and research support for various course delivery modes including blended learning. The LTC helps instructors make pedagogical decisions for content delivery, interactivity, and assessment in different modes. The document also outlines UWM's faculty development program for blended teaching which uses a blended format and aims to help instructors start redesigning courses, develop skills, and get feedback. It discusses challenges and lessons learned from the program as well as efforts to develop an online community of blended practitioners.
Bryan Reece - Teaching with Technology in the Political Science Classroom
The document discusses using MyPoliSciLab (MPSL) to enhance student learning in political science courses. It summarizes survey results that found MPSL improved student engagement (74-96% of students found it useful) and outcomes, with the MPSL cohort achieving higher grades (A's and B's increased) compared to the non-MPSL cohort. The implementation strategy is to integrate MPSL's multimedia resources, assessments, activities and other tools to supplement both in-class and out-of-class learning compared to traditional political science courses.
Going virtual 2010 final
Going Virtual! 2010: The Status of Professional Development and Unique Needs of K12 Online Teachers, presented at Virtual School Symposium, Nov. 2010, Glendale, AZ
Similar to ENGAGE CPD (20)
Improving the MOOC learning outcomes throughout informal learning activities
Improving the MOOC learning outcomes throughout informal learning activities
Slides Emooc 2016 European MOOC Stakeholders Summit
Slides Emooc 2016 European MOOC Stakeholders Summit
Engaging large cohorts of international students: Technology Enhanced Learnin...
Engaging large cohorts of international students: Technology Enhanced Learnin...
Teaching tools, methods and teacher student interaction
Teaching tools, methods and teacher student interaction
MOOCs @ Edinburgh: our approach, experience and outcomes
MOOCs @ Edinburgh: our approach, experience and outcomes
«Innovations in pedagogy using MOOCs» / Ting-Chuen Pong, professor of Comput...
«Innovations in pedagogy using MOOCs» / Ting-Chuen Pong, professor of Comput...
New Open Educational Resources framed in the Microelectronics Cloud Alliances...
New Open Educational Resources framed in the Microelectronics Cloud Alliances...
Bryan Reece - Teaching with Technology in the Political Science Classroom
Bryan Reece - Teaching with Technology in the Political Science Classroom
More from Alexandra Okada
caçada ao PLASTICO.pptx
O documento discute o problema da poluição por microplásticos nos oceanos. Os microplásticos prejudicam os animais marinhos e podem prejudicar os humanos. A maior parte do lixo plástico nos oceanos vem da poluição em terra, sendo levada aos mares por rios. Cidadãos podem ajudar reduzindo o uso de itens plásticos descartáveis e impedindo que o lixo chegue aos rios.
The-great-big-litter-hunt-PLASTIC.pptx
Plastic pollution is a major threat to the world's oceans, with 80% of ocean plastic originating on land and entering the seas through rivers. Microplastics, which are tiny plastic fragments, are especially harmful to sea life and potentially humans. One solution is to reduce plastic littering on land through activities like litter hunts where students record the type, size, and single-use status of plastic pieces found. Sharing results can raise awareness of the plastic pollution problem.
CONNECT energy savers 2023
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
SCIENCE ACTION MICROPLASTICS 2023.pptx
In the race towards exams, it can be easy to forget the other goals of science education: scientific literacy (science in life) and STE(A)M careers (science in society).
CONNECT is an EC-funded project offering a new kind of resource, called a Science Action.
It’s a set of activities to integrate a real-life challenge into an existing topic and it ticks lots of boxes:
Engage with a real-life challenge
Know and apply a science concept
Practice an enquiry skill
Understand how science affects their world
Interact with a scientist or engineer ( CONNECT Platform)
Talk about science with family-members
ebook2023.pptx
This document calls for chapter submissions for a book exploring fun in education through engaging research methods. Authors are invited to submit a 400-word abstract and chapter outline describing a research method they used to study engagement, enjoyment or fun in education. Selected authors will then interact with readers through blog posts, workshops and other events to discuss their methods and generate questions. After incorporating reader feedback, authors will edit their posts into peer-reviewed book chapters. The book aims to examine fun in education from a Responsible Research and Innovation perspective in order to identify learner needs and priorities and describe novel, engaging methods and their findings.
CONNECT conference posters 2022.pptx
The document discusses a program called CONNECT that aims to engage students in science learning through real-world projects and discussions with scientists. Students worked on solving real problems and discussing issues like climate change, the environment, health, and the economy. Teachers saw students' enthusiasm and understanding of science grow as they connected classroom lessons to their lives. The program helped develop students' science skills and mindsets, overcoming challenges like lacking experience with hands-on projects, collaborative problem-solving, and seeing science as relevant to their lives and future careers.
CONNECT open schooling - Phase 1 Piloting Adoption - findings
This presentation was provided to CONNECT consortium members and participants including results of phase 1
Pilot Leaders and Coordinators of data generation:
Tony Sherborne MSC
Giorgos Panselinas RDE
Rosina Malagrida IRSI
Mihai Bizoi VUT
Patricia Torres APC-PUC
Silvar Ribeiro UNEB
Alexandra Okada OU
More details:
https://www.connect-science.net/
Link to Padlet:
https://padlet.com/connectscience2020/7hm5ingbvkel8l2e
carbon neutral cop 26
CONNECT - inclusive open schooling with engaging and future-oriented science
If you wish to download this resource then please access
https://connect-eu.exus.co.uk/2021/11/05/carbon-neutral-cop26/
Educação Fora da Caixa & Escolarização Aberta
O documento discute os processos colaborativos em comunidades de aprendizagem em rede. Apresenta exemplos de projetos que promovem a educação aberta e a ciência-ação para engajar estudantes, famílias e comunidades em desafios reais relacionados à pandemia, meio ambiente e sustentabilidade. Também discute como a colaboração entre estudantes, professores, cientistas e outras partes interessadas pode desenvolver competências científicas e beneficiar a vida, a comunidade e a sociedade.
2021LSME COLEARN
The document summarizes 5 open schooling projects in Brazil that aim to support less represented actors and territories through innovative ecosystems. The projects involve partnerships between schools, experts, universities, and local communities. They use project-based learning approaches and digital technologies to engage students in socio-scientific issues that they care about in their local contexts. The goals are to empower students with science capital, strengthen multidisciplinary learning, and prepare students to support sustainable development in their communities. Key activities across the projects include developing podcasts and webradio, online teacher training, gender programs, and networks for indigenous STEAM learning and inclusion.
2021 Open Schooling with Augmented Reality
This project between the EU and Brazil aims to enrich student learning through open schooling and participatory science in the core curriculum. Open schooling promotes cooperation between schools, scientists, and local communities for students to solve real problems. The Augmented Reality in Schools initiative involved science teachers, students, researchers, and medical students using AR to guide secondary students in science subjects supported by scientists. Participants engaged with real-life issues, used AR to acquire knowledge supported by teachers, and worked with peers on participatory science projects related to COVID-19. Findings showed AR helped students explore concepts visually and interactively, engaged them in discussions with researchers, and increased their interest and understanding of science. Recommendations included planning, access to resources
Ebook 2022
This document provides guidelines for authors to contribute chapters to an ebook exploring fun in education through engaging research methods. Authors will first create initial blog posts describing their research and methods through video interviews. Interactive workshops will then be held to generate discussions. Authors will use the interactions to edit their posts into peer-reviewed chapters for the book. The ebook aims to examine fun in education from a responsible research and innovation perspective, identify learner needs, and describe novel methods and their findings with recommendations through open and enjoyable approaches.
Open Schooling conference
The 6th International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education, THE LIMITS OF SCIENCE AND HUMAN KNOWLEDGE
Rumpus blog2020 2022
The Rumpus Blog was launched a year ago to explore fun in learning. According to analytics, it has seen increasing visitors from the US, UK, and Europe. The most visited pages were about two projects and digital presentations. Two conferences and networks increased page views. The blog aims to engage the public in research about fun through methods like participatory research and outreach. It will produce a book about responsible research methods for exploring fun in education, inviting authors to discuss their work through engaging posts and workshops.
Conversas CONNECT
- 08 de maio, 09h30 | “Os processos colaborativos nas comunidades de aprendizagem em rede”, por Alexandra Okada, professora da Open University (Reino Unido), e Teresa Cardoso, professora da Universidade Aberta
Os alunos e alunas das licenciaturas de Educação da Universidade do Minho e de Educação Básica do Instituto Politécnico de Coimbra (IPC) realizam de abril a junho de 2021 o ciclo de nove webinars “Conversas com (a) Educação”.
As sessões decorrem na rede online Zoom, tendo inscrições e mais detalhes em conectados86.webnode.pt. Vai conhecer-se novas formas de aprender nas comunidades em rede, num mundo em mutação e cada vez mais tecnológico em todos os níveis de ensino, entre outros aspetos.
A iniciativa é aberta ao público, dirigindo-se em especial a professores e investigadores. O ciclo de webinars reforça a partilha de conhecimento entre os alunos da UMinho e do IPC, fazendo parte das disciplinas Tecnologia Educativa e Tecnologia e Comunicação Educacional II, orientadas pelos docentes Marco Bento e José Alberto Lencastre, respetivamente.
CONNECT PROJECT 2021
1. The document outlines the leadership structure and goals of the Open Schooling Science project, which aims to promote open schooling in Europe through science education.
2. Open schooling involves cooperation between schools, scientists, and local communities to engage students in solving real-world problems through science.
3. The project will provide resources and support to help schools incorporate open scenarios and science-actions into their curriculum to improve student learning and develop their science capital.
CONNECT PROJECT
Open schooling connects real-life projects in schools to their curriculum through partnerships with scientists, professionals, families, and civil society. It targets disadvantaged students by giving them opportunities to experience and engage with science in real life through participatory science actions. Examples of science actions on climate change include projects analyzing solar panels, plastic pollution detection, developing environmentally-friendly mobile phones, and protecting the Amazon forest from fires. Open schooling was created to raise students' science capital by involving various stakeholders like students, teachers, researchers, entrepreneurs, and policymakers in learning, teaching, research, and responding to real social issues through responsible research and innovation.
Open schooling practices
The document discusses open schooling, an approach to education that promotes partnerships between students, teachers, scientists, and local communities to enhance learning through real-life issues. It proposes that open schooling can empower students and increase their science capital by engaging them in fun participatory science projects and raising their awareness of socially relevant global issues. Various universities and researchers in Brazil plan to apply this approach through collaborative projects using tools like augmented reality, argumentation maps, podcasts and webinars to stimulate discussion between students and scientists.
Participatory Research Agenda for Open Education post pandemic
This document summarizes a workshop on developing a participatory research agenda for open education post-pandemic. The workshop brought together participants from several countries to discuss key issues for open education after COVID-19. Presentations were given on various studies related to open education during the pandemic, addressing topics like developing supportive policies, facilitating international cooperation, and building capacity. Workshop activities explored what competencies students will need in the coming decade and how learning environments and partnerships can help achieve education goals for 2030. The goal is to identify recommendations from recent research on enhancing open education in a post-pandemic world.
OLAF - Online Learning and Fun
The document summarizes research on the value of fun in online learning. It describes open studies conducted with over 1,000 participants across multiple countries. Quantitative survey results showed most students felt learning should involve fun, happiness, and enjoyment. Qualitative findings linked fun to activities, content, and positive engagement. While some saw fun as distracting, most views were positive. Analysis related students' epistemic beliefs about constructivist learning to valuing fun. Recommendations encourage integrating enjoyable real-world activities, personalized learning, and a variety of interactive resources to promote student satisfaction and retention in online education.
More from Alexandra Okada (20)
CONNECT open schooling - Phase 1 Piloting Adoption - findings
CONNECT open schooling - Phase 1 Piloting Adoption - findings
Participatory Research Agenda for Open Education post pandemic
Participatory Research Agenda for Open Education post pandemic
Recently uploaded
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Constructing Your Course Container for Effective Communication
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
Solutons Maths Escape Room Spatial .pptx
Solutions of Puzzles of Mathematics Escape Room Game in Spatial.io
Recently uploaded (20)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
IGCSE Biology Chapter 14- Reproduction in Plants.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Constructing Your Course Container for Effective Communication
Constructing Your Course Container for Effective Communication
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
ENGAGE CPD
- 1. ale . okada @ open.ac.uk Preparing Science Teachers as reflective practitioners through OER and MOOC – just in time CPD – to equip the next generation for Responsible Research and Innovation
- 2. who?
- 3. Mixed method study 5 countries 46% completion 563 Teachers
- 5. what?
- 6. What are teachers’ interests and motivations to complete the MOOC? What are teacher’s strategies to move from content to enhance inquiry skills for RRI? What are teachers’ achievements related to their students’ learning? 1 2 3
- 7. interested in making the lessons more enjoyable and fun for students 70% 1 Interests & motivation
- 8. 190 enrolled 185 started 102 enrolled 87 started 124 enrolled 99 started 88 enrolled 56 started 174 enrolled 165 started 87% who enrolled started the course 1 Interests & motivation
- 9. 32 Webinars 203 Quizzes 375 Assignments 1806 Forum messages The most USED resources 1 Interests & motivation 46% completed the course
- 10. The most USEFUL resources 27% Forum 33% Assignments 44% Video clipes 90% Slides presentations 1 Interests & motivation 46% completed the course
- 11. MOOC as a novelty: Higher completion 21% 53% 59% 37% 61% 49%22% 65% 44% 14% completion Teachers who had never taken online courses before 1 Interests & motivation
- 12. 12 IBL Dilemma Group discussion Class conversation Problem Argument Never or rarely 23.62% 49.02% 15.10% 11.72% 13.32% 21.85% sometimes 55.95% 44.40% 41.39% 25.22% 37.66% 34.46% frequently 20.43% 6.57% 43.52% 62.52% 48.85% 38.72% strategies
- 13. Romania Two degrees Big ban Chocolate money What does the fox say? Electronic cigarette Teachers who attended MOOC and used materials Teachers who used only materials 2 strategies OER Students year group Strategy Challenge Achievement Evidence
- 14. Lithuania Big ban Teachers who attended MOOC and had not used ENGAGE before GMO Ban cola Car wars Fox 3 parents 2 Teachers who used only materials strategies OER Students year group Strategy Challenge Achievement Evidence
- 15. UK Teachers who attended MOOC and had used materials before Teachers who used only materials strategies 2 OER Students year group Strategy Challenge Achievement Evidence
- 16. 3 before after Address the curriculum need 17.76% 48.87% Make lessons fun for learners 69.98% 68.42% Develop learners‘ inquiry skills 59.68% 57.52% Make lessons more Topical 54.88% 68.80% Increase Science' Interests 45.65% 63.91% achievements
- 19. References
- 20. Brazilian Educators presenting ENGAGE in Portugal
- 21. EngagingScience.eu/ journal paper/mooc Contacts: Alexandra Okada UK Kathy Kikis-Papadaski GREECE Dalius Dapkus LITHUANIA Mihai Bizoi ROMANIA Silvia Alcaraz Domingues SPAIN
Editor's Notes
- 32 % active teachers
- 32 % active teachers
- 32 % active teachers
- 32 % active teachers