In this study, a semantic web bookmarking tool called Twine was used in a graduate level course for K-12 educators. It was found that collaborative teams using the semantic web application developed high levels of expertise.
Andrew Lumpe
David Wicks
Leading e-Learning Integration in Higher Education: Challenges and StrategiesCITE
4 March 2010 (Thursday) | 09:00 - 12:30 | HKU | http://citers2010.cite.hku.hk/abstract/3 | Dr. David KENNEDY, Director and Associate Professor, Teaching and Learning Centre, Lingnan University
First Pass Draft for OER to bring Global Perspectives into the Classroom for ...Dr. Kristin Palmer
This is the first draft of a slide set to present at the IAFOR conference happening in O'Ahu in January 2017. This slide set goes through different examples illustrating how UVA has used MOOCs and OER to bring different global perspectives into our classrooms.
Leading e-Learning Integration in Higher Education: Challenges and StrategiesCITE
4 March 2010 (Thursday) | 09:00 - 12:30 | HKU | http://citers2010.cite.hku.hk/abstract/3 | Dr. David KENNEDY, Director and Associate Professor, Teaching and Learning Centre, Lingnan University
First Pass Draft for OER to bring Global Perspectives into the Classroom for ...Dr. Kristin Palmer
This is the first draft of a slide set to present at the IAFOR conference happening in O'Ahu in January 2017. This slide set goes through different examples illustrating how UVA has used MOOCs and OER to bring different global perspectives into our classrooms.
This presentation introduces a study investigating the effectiveness of information communication technologies (ICTs) on teachers’ global awareness. This project connects two groups of teachers (New York and Taipei) through ICTs.
Greg Grossmeier, Education Technology and Policy Coordinator for Creative Commons and Co-Chair of the Learning Resource Metadata Initiative (LRMI) technical working group, presented a background and update on the project to create a common metadata specification for online learning resources. Grossmeier presented at the Content in Context Metadata Lab, presented by the Association of Educational Publishers (AEP) on June 4, 2012.
If MOOCs are the answer, did we ask the right questions? Implications for the...Marco Kalz
Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.
To download this presentation please see http://dspace.ou.nl
This is second of the two sets of slides that i have used at my session at the Regional Workshop on ICT Leadership in Higher Education organised by Commonwealth Educational Media Centre for Asia and The Open University of Sri Lanka, 6 - 7 June, 2014, at Hotel Tourmaline, Kandy, Sri Lanka.
How To Research with a Team That's New to Research (WebVisions Portland)Russ U
For design teams that lack experience, user research can be fairly intimidating, if not a big, scary thing to tackle. How can you get a team out of the office and out into the field with your customers when time and resources are constrained?
Learn how to build a foundation that allows inexperienced researchers to listen to--and learn from--your customers by taking advantage of existing skillsets, applying some simple techniques, and using basic UX knowledge. You can empower an inexperienced team to gain the confidence needed to conduct valuable research, as well as build on a core foundation for performing research. And you can do this right now.
This presentation introduces a study investigating the effectiveness of information communication technologies (ICTs) on teachers’ global awareness. This project connects two groups of teachers (New York and Taipei) through ICTs.
Greg Grossmeier, Education Technology and Policy Coordinator for Creative Commons and Co-Chair of the Learning Resource Metadata Initiative (LRMI) technical working group, presented a background and update on the project to create a common metadata specification for online learning resources. Grossmeier presented at the Content in Context Metadata Lab, presented by the Association of Educational Publishers (AEP) on June 4, 2012.
If MOOCs are the answer, did we ask the right questions? Implications for the...Marco Kalz
Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.
To download this presentation please see http://dspace.ou.nl
This is second of the two sets of slides that i have used at my session at the Regional Workshop on ICT Leadership in Higher Education organised by Commonwealth Educational Media Centre for Asia and The Open University of Sri Lanka, 6 - 7 June, 2014, at Hotel Tourmaline, Kandy, Sri Lanka.
How To Research with a Team That's New to Research (WebVisions Portland)Russ U
For design teams that lack experience, user research can be fairly intimidating, if not a big, scary thing to tackle. How can you get a team out of the office and out into the field with your customers when time and resources are constrained?
Learn how to build a foundation that allows inexperienced researchers to listen to--and learn from--your customers by taking advantage of existing skillsets, applying some simple techniques, and using basic UX knowledge. You can empower an inexperienced team to gain the confidence needed to conduct valuable research, as well as build on a core foundation for performing research. And you can do this right now.
Collaborative Learning & Technology: Scaffolding for Group Work in Online Cou...Julia Parra
This virtual presentation provides the research supporting and the resources for a process of scaffolding both student use of technology and development of student skills for collaborative group work. This scaffolding process is being researched by the presenter with a focus on increasing student engagement, increasing student satisfaction, and supporting student success. By attending the presentation, the attendee will receive resources and strategies related to scaffolding student technology and collaborative group work skills.
This virtual presentation addresses the conference strand Blended and Online Teaching and Learning.
Little Victories in Startup Land - RockPaperStartups editionJared Goralnick
Presented at RockPaperStartups on July 19, 2013. Advice for getting through the long (often 5+ years!) journey of running your business. Specifically: distribution, building relationships, thought leadership, and being a giver.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Phil Taylor and Dario Faniglione at an HEA teacher education dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where learning theory, diversity of learners, education legislation and evidenced-based instructional practices can intersect. This power point will show you the history and science behind UDL and provide some practical application of UDL to the instructional practices in the classroom.
Universal Design in Learning at Learning Disabilities Association Conference ...rbomar
Universal Design in Learning is a framework where student diversity, evidence-based instructional practices, education theory and education legislative requirements can intersect. This power point presents the history and brain science behind UDL and some practical suggestions for implementing UDL in your classroom.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
Use of Synchronous Collaborative Wikis in an Online Learning EnvironmentDavid Wicks
In this study, synchronous collaborative (super) wikis were used in a graduate level course for K-12 educators. Collaborative teams using synchronous wikis developed high levels of expertise and perceptions of mutual shared cognition.
Presentation that was given at the TESOL Arabia Mobile Learning Conference entitled ""M-Learning in Context :Localizing a Global Trend" 28 November 2015
at Emirates Aviation College, Dubai, United Arab Emirates. Focused on the use of a "learning community" model to help realise successful integration of mobile learning strategies across the English Writing Services Department of the University College (General Education program) at Zayed University, United Arab Emirates.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
A Web Link (Teacher-student portal) project that
acts as an online portal between students and the Teacher.
The system is designed for a particular branch such as
diploma. Teacher can ad Notes, Assignment, e-book.
Semantic Text Theme Generation in Collaborative Online Learning EnvironmentsDavid Wicks
Online students' ability to self-regulate led to focused attention and time on-task. Given a need for more theoretical work in this area, as well as the potential practical benefits, we sought to compare differences between high versus low-collaboration teams in an online assignment to determine if higher levels of student-to-student collaboration lead to higher levels of semantic writing. Specifically, we explored how the use of collaboration technologies such as Google Docs and Google Hangouts impacted the level of ideas generated while participating in a group project. It was found that in terms of total generated semantic themes, low collaboration groups developed significantly more than their high collaboration counterparts in both online discussions and post course meta-reflective blog writings. Learning presence was the only significant predictor of unique theme generation on the individually generated meta-reflection blog post.
A Newb's Reflection on Gamifying a Blended Grad CourseDavid Wicks
What should instructors do when students ask about the role of games in online learning? Teach a gamified course? Yeah, right. During this session participants will learn about successes and challenges experienced by a game-based learning newb through the gamification of a blended online course.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
Lessons Learned From a Faculty Learning Community on Blended LearningDavid Wicks
A faculty learning community (FLC) comprised of six professors representing different disciplines was formed in 2011 to study, develop, and teach blended learning courses. As part of this project, we sought to evaluate the efficacy of blended learning on faculty (efficiency, satisfaction) using interview questions designed by Garrison and Vaughan (2011) and students (access, learning effectiveness, satisfaction) through survey responses including the Community of Inquiry (CoI) survey (Swan, et al., 2008).
This study found evidence that student perceptions of the CoI may be useful in predicting differences in students' blended learning experiences. The study also found that perceived differences in blended learning experiences varied by discipline. This difference may be a result of differences between students, such as their age, or differences between instructors. A second research outcome was that FLCs are a useful form of professional development when correctly implemented. For example, faculty benefit from participation in an FLC when they receive helpful advice on promising practices and encouragement when experiencing instructional or technical challenges. On the other hand, FLCs are less effective when there is a lack of dialogue between meetings or when a facilitator does not provide adequate preparation for face-to-face meetings.
During our presentation we will share both faculty and student findings from our study. We will engage our audience by asking them to share promising practices for blended learning classrooms and professional development for blended learning instructors.
Closing the 2-Sigma Gap: Eight Strategies to Replicate One-to-One Tutoring in...David Wicks
David Denton (Seattle Pacific University, USA)
David Wicks (Seattle Pacific University, USA)
Vicki Eveland (Seattle Pacific University, USA)
Benjamin Bloom, probably best known for Bloom's Taxonomy, contributed significant research and theory on a wide array of educational topics, including the effects of tutoring on student achievement. In 1984, Bloom wrote an article titled The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Bloom found that one-to-one tutoring improved student performance two standard deviations above the mean on academic measures in comparison to students taught in conventional classrooms.
These findings are unsurprising to most educators. However, the critical question derived from Bloom's (1984) research is whether teachers in conventional classrooms can replicate characteristics of one-to-one tutoring.
The replication question persists today, regardless of level or subject area. A significant pursuit of all educators is to use the most effective instructional practices available in order to raise student achievement. One way to organize effective practice is through characteristics of teaching and learning that replicate one-to-one tutoring. Examples that qualify this pursuit in current terms include differentiated instruction and adaptive learning systems such as Khan Academy (Office of Educational Technology, 2013).
Finding ways to more closely approximate characteristics of one-to-one tutoring in conventional settings inspires educators to experiment with alternative instructional formats. One of these is blended learning, which combines elements of online, classroom, and mobile engagement techniques (Strauss, 2012). However, some have suggested that blended learning is a fad, and subject to the same kind of waning interest as other educational innovations (Strauss, 2012).
Implementing and sustaining educational innovation, such as blended learning, depends on the use of effective instructional strategies. Characteristics of one-to-one tutoring provide a set of benchmark activities for identifying and organizing these types of effective practices within the context of blended learning environments.
Instructors choose from a wide variety of instructional practices to meet their objectives. However, not all practices have the same effect. Selecting and implementing the most effective strategies is critical, regardless of learning venue. One framework for organizing blended learning methods is through one-to-one tutoring, especially since instructional practices characteristic of tutoring have an enormous effect on student achievement.
Presenters in this informational session summarize ways instructors merge characteristics of one-to-one tutoring, along with example strategies to enhance blended learning. Participants integrate preferred methods according to their contexts through discussion and small group collaboration.
Using Camtasia Relay for Online, Blended, and F2F LearningDavid Wicks
Demand for both effectiveness and flexibility in the delivery of course material becomes increasingly complex as the student population changes and as courses incorporate more online components. Instructors can use Camtasia Relay to easily record lecture material and make screencasts available to students anytime, in multiple formats. Instructors can increase teaching presence through recorded lectures, along with opportunities to interact on in-class assignments and provide feedback to students. We'll describe how faculty at SPU are using screen recording to supplement face-to-face lectures, how this technology can enhance blended learning courses, and how screencasts can be used to engage students in the online classroom.
Student perception of collaborative small group projects using synchronous an...David Wicks
This session will report on findings from a three-year study that explored how different communication tools may impact small group collaborative learning projects in an online course. The primary goal of this session is to share successful techniques for organizing and facilitating small group collaborative projects in online and blended courses.
Learning how to assess learning portfoliosDavid Wicks
When institutions switch from a program assessment system to individual learning portfolios, students spend more time reflecting upon, personalizing, and documenting their work. During such a transition, assessment design becomes more challenging. Alignment of artifacts to program standards is essential to ensure continuity of learning and program documentation. We describe a transition from a sterile electronic portfolio system to a learner centered, reflective blogging portfolio (bPortfolio) using free WordPress.com accounts. Session attendees will receive access to examples of portfolio entries, assessment rubrics, and strategies for using four types.
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
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
1. Andrew Lumpe David Wicks Seattle Pacific University Evaluation of the Use of Semantic Web Technology in a Collaborative Learning Environment
2. OBJECTIVES Describe the application of a semantic web application in a collaborative learning environment. Report the results on student learning. Provide recommendations for future research and applications of semantic web technologies in educational environments.
3. Overall Goal of Education The overall goal of education is to develop expertise Expert learners vs. Novice learners Have greater access to content Are more skilled at retrieving content Are better at adapting, changing, and recognizing when to apply knowledge Semantic technologies MAY be one way to help develop expertise (Bransford et al, 1999)
11. How is [Twine] different than other social bookmarking tools like Delicious? “The difference between {the system} and most bookmarking services is that {the system} attempts to identify the resource the page is describing, rather than just recording the location of the page itself. “ (Clarke & Greig, 2009)
12. Context Online graduate education course with weekly, interactive modules –Blackboard 9 N=60 Module 1 General overview of course topics Data used as preTest TWINE not used Modules 2-6 Specific Topics = Advance Organizers, Collaborative Learning, Inquiry/Induction, Conceptual Understanding, Multiple Intelligences TWINE used throughout Data used at postTest
13. Methods Quasi Experimental Design Experimental group used TWINE Data sources = All text posts - discussion posts, blog entries, research papers, TWINE comments WordStat 5.1 – “a text mining tool for fast extraction of themes and trends” Build Dictionaries Related Words and Phrases Word exclusion list Key Word in Context (KWIC) MANCOVA IV = group assignment DV = module posts by five categories Covariate = pretest posts
14. Results Incoming GPAs not different (F = .22, p = .64) Students posted many resources and comments in their twines These resources were regularly used in students’ posts Others outside the course joined and contributed to the twines 356,322 total words used in posts 8,612 related words/phrases included in analyses Equal variances on all DVs (Levene's Test)
16. a. R Squared = .331 (Adjusted R Squared = .060) b. R Squared = .461 (Adjusted R Squared = .243) c. R Squared = .461 (Adjusted R Squared = .243) d. R Squared = .390 (Adjusted R Squared = .143) e. R Squared = .718 (Adjusted R Squared = .604)
17.
18. Conclusions Use of a Personal Learning Network (TWINE) helped students develop richer, more coherent expertise in 3 out of 5 content categories. TWINE served as a collaborative repository of resources, ideas, and connections. The impact of the semantic nature of TWINE was not apparent.
19.
20. Extended use may be needed in order for semantic technologies to learn interests and provide recommendationsContinue to explore the use of collaborative, semantic technologies to enhance learning Twine T2? http://www.opencalais.com/ http://www.puffinwarellc.com/ (iMetaSearch) http://www.stumpedia.com/ http://imindi.com/