This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
This document summarizes a study exploring the open educational practices of first year students at a South African university. The study found that students used resources like Wikipedia, Khan Academy, and YouTube for learning, though they were generally unaware of open educational resources and licenses. Students used technologies like WhatsApp, LinkedIn, and Twitter for both study and personal purposes. While a few students engaged in open practices like content creation, most remained unfamiliar with concepts like Creative Commons and open educational resources. The document recommends pedagogies encouraging student content production and greater collaboration on digital literacy and open education awareness.
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Online LIS education: towards the right balance of flexibility and engagementRAILS7
This document summarizes research on balancing flexibility and engagement in online library and information science (LIS) education. The research found that most LIS students value the flexibility of online learning but struggle with isolation and lack of interaction. While students found online forums engaging, they missed in-person cues and found it difficult to form relationships online. Graduates were also less comfortable communicating in online environments compared to current students. The study highlights challenges with motivation, guidance from instructors, and barriers to learning when communication is primarily online.
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Associate Professor Dr. Thanomporn Laohajaratsang
Director, Chiang Mai University Information Technology Service Centre, Chiang Mai University, Chiang Mai, Thailand
Smithsonian Learning Lab - research foundations and developmentDarren Milligan
Presentation to the Los Angeles County Museum of Art (LACMA) Education Department on the research basis and development process for a new learning platform from the Smithsonian. Presented April 1, 2015.
Roles and Practices of Educators in Technology-Supported LearningDilip Barad
The document discusses the roles and practices of educators in technology-supported learning. It begins by providing context on the historical Luddites and their opposition to technology. It then contrasts how educators differ from Luddites in their critique and use of technology. Educators are said to use technology to empower learners, support the learning process, and promote higher-order thinking, rather than just control or deliver information.
The document outlines several practices of educators, including modeling technology use themselves, having an online presence through blogs and websites, and constantly trying new teaching methods. Educators share examples from their own technology practices and stay engaged with other practitioners to improve. Their focus is on searching for innovative practices and sharing experiences.
This document summarizes a study exploring the open educational practices of first year students at a South African university. The study found that students used resources like Wikipedia, Khan Academy, and YouTube for learning, though they were generally unaware of open educational resources and licenses. Students used technologies like WhatsApp, LinkedIn, and Twitter for both study and personal purposes. While a few students engaged in open practices like content creation, most remained unfamiliar with concepts like Creative Commons and open educational resources. The document recommends pedagogies encouraging student content production and greater collaboration on digital literacy and open education awareness.
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
Online LIS education: towards the right balance of flexibility and engagementRAILS7
This document summarizes research on balancing flexibility and engagement in online library and information science (LIS) education. The research found that most LIS students value the flexibility of online learning but struggle with isolation and lack of interaction. While students found online forums engaging, they missed in-person cues and found it difficult to form relationships online. Graduates were also less comfortable communicating in online environments compared to current students. The study highlights challenges with motivation, guidance from instructors, and barriers to learning when communication is primarily online.
Open Educational Practices at Tallinn UniversityHans Põldoja
Presentation at the International workshop of the CURE project “Curriculum Reform for Promoting Democratic Principles and Civic Education in Israel and in Georgia, 22 August 2018, Tallinn University.
Associate Professor Dr. Thanomporn Laohajaratsang
Director, Chiang Mai University Information Technology Service Centre, Chiang Mai University, Chiang Mai, Thailand
Smithsonian Learning Lab - research foundations and developmentDarren Milligan
Presentation to the Los Angeles County Museum of Art (LACMA) Education Department on the research basis and development process for a new learning platform from the Smithsonian. Presented April 1, 2015.
Roles and Practices of Educators in Technology-Supported LearningDilip Barad
The document discusses the roles and practices of educators in technology-supported learning. It begins by providing context on the historical Luddites and their opposition to technology. It then contrasts how educators differ from Luddites in their critique and use of technology. Educators are said to use technology to empower learners, support the learning process, and promote higher-order thinking, rather than just control or deliver information.
The document outlines several practices of educators, including modeling technology use themselves, having an online presence through blogs and websites, and constantly trying new teaching methods. Educators share examples from their own technology practices and stay engaged with other practitioners to improve. Their focus is on searching for innovative practices and sharing experiences.
Using Twitter as a student support and communication tool for project-based E...Syuhei KIMURA
This document discusses using Twitter as a student support tool for project-based English courses at Ritsumeikan University in Japan. It outlines how Twitter is used in Japan, describes the English program and traditional support methods, and summarizes the results of surveys given to students in 2010 and 2012 that showed growing Twitter use and its effectiveness in helping students with course-related questions. Guidelines are provided for proper Twitter use as a support tool.
The document outlines a plan to incorporate Twitter into education. It discusses using Twitter to improve communication, interaction and participation between instructors and students. Tutorials, best practices and assignments would be created to teach students how to use Twitter's features like hashtags, retweeting and messaging appropriately and establish personal learning networks. Benefits include increased student engagement, collaboration and connecting with professionals. Formative feedback would be gathered and participation would determine the plan's success.
This document provides an overview of a case study on an open online course. The study examines the community of practice that developed in the course. The course was an 8-week research writing MOOC with formal registered students and informal open participants. The researcher observed interactions, interviewed participants, and analyzed artifacts to understand how openness and community developed over time in the open online environment.
The Connected Classroom: Using Social Media in Your LessonsBrandi Jordan
Find out how to use social media and technology in your elementary, middle school, and high school lesson plans.
First presented at the 2011 International Reading Association Conference in Orlando, FL for Really Good Stuff. (http://blog.reallygoodstuff.com)
Social media knowledge activities: Opportunities for learning across formal a...Vanessa Dennen
This document discusses opportunities for learning across formal and informal settings using social media. It begins by noting that while social media plus learning does not necessarily equal meaningful engagement, it could if used purposefully. The author then discusses findings from their research on student perspectives and needs regarding social media use. Key points from cited literature on social media and education are presented. The remainder of the document focuses on strategies and tools for implementing meaningful networked knowledge activities using social media that are grounded in educational theory and address student needs.
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
Embedding librarianship in learning management systemsALATechSource
This document discusses embedding librarianship in learning management systems (LMS). It defines LMS embedded librarianship as incorporating traditional information literacy methods by relocating library instruction within the LMS in a proactive manner. This makes library tools and resources visible directly within the course management system. The document then outlines various aspects of implementing and sustaining an LMS embedded librarian program, including best practices, pilot programs, content creation and reuse, assessment methods, marketing strategies, and ensuring scalability.
Effective strategies to support student online reading comprehension include explicitly teaching students to identify important questions when reading, locate relevant information, critically evaluate sources, synthesize information to answer questions, and communicate answers to others. Teachers should use a three-phase model starting with direct instruction of basic skills, then collaborative modeling of strategies, and finally student-led inquiry projects, which may include collaboration with global partners. Throughout, teachers provide challenges to engage students in applying skills across content areas.
Online Learning and Open Educational Practices in Tallinn UniversityHans Põldoja
The document discusses online learning and open educational practices at Tallinn University. It provides background information on Tallinn University, including its history and structure. It then discusses online learning at the university, noting that online learning was used primarily for blended courses before COVID-19. During the pandemic in Spring 2020, all courses had to move online quickly. Surveys of students and lecturers found that most preferred a blended model. The document concludes by discussing some examples of open educational practices at Tallinn University, including the use of open learning environments like blogs, open badges for assessment, and an open study information system.
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
Digital innovation and futures for higher education RMIT 2018Mike Sharples
This document discusses the changing landscape of higher education and the role of digital innovation. It notes that the number of university students is growing rapidly, especially in China, but costs of higher education are also very high in some countries. Massive open online courses (MOOCs) are providing free access to courses for tens of millions of learners globally. While MOOCs may not be directly disrupting universities, they are supporting new forms of flexible, lifelong learning. Emerging models include online degree programs built from sequences of MOOCs, microcredentials, and blended learning combining online and on-campus elements. Overall, digital technologies are enabling new approaches to delivering high-quality, global, and affordable higher education.
This document outlines research-based strategies to support student online reading comprehension. It discusses how the internet is now the primary way students access information and how classrooms have increased internet access. It then describes the skills students need, including determining credibility of online sources and synthesizing information. The document presents a teaching approach called Internet Reciprocal Teaching (IRT) which uses a three phase process starting with teacher-led instruction of basic skills, then collaborative modeling of strategies, and finally individual and group inquiry projects. Teachers are encouraged to provide "information challenges" and use flexible grouping strategies to engage students in evaluating, analyzing and communicating information online.
This document discusses pedagogy at scale, both past and present. It notes that in the past, England shunned the concept of pedagogy and approached education in an amateurish and pragmatic way. However, this does not work for distance learning at massive scale. The document discusses how new educational technologies need innovative and effective pedagogy informed by learning processes and outcomes. It provides examples of how different pedagogies like conversation, simulation, and inquiry have been implemented at massive scales online. It also discusses using pedagogies like social learning, coached team learning, case-based learning, experiential learning and competency-based learning for professional development at scale.
Online learning for all? Meeting the needs of all learnersRhona Sharpe
The document discusses meeting the needs of all learners in the digital age. It summarizes research that identified different types of learners - the unconnected and vulnerable, mainstream pragmatists, and intensive and specialist enthusiasts. Each type experiences digital learning environments differently. The research suggests learners are best supported when their specific needs, skills, and preferences are taken into account. It also outlines key challenges in providing an inclusive digital learning experience and questions that remain about understanding changing learner experiences and behaviors.
Using Twitter as a student support and communication tool for project-based E...Syuhei KIMURA
This document discusses using Twitter as a student support tool for project-based English courses at Ritsumeikan University in Japan. It outlines how Twitter is used in Japan, describes the English program and traditional support methods, and summarizes the results of surveys given to students in 2010 and 2012 that showed growing Twitter use and its effectiveness in helping students with course-related questions. Guidelines are provided for proper Twitter use as a support tool.
The document outlines a plan to incorporate Twitter into education. It discusses using Twitter to improve communication, interaction and participation between instructors and students. Tutorials, best practices and assignments would be created to teach students how to use Twitter's features like hashtags, retweeting and messaging appropriately and establish personal learning networks. Benefits include increased student engagement, collaboration and connecting with professionals. Formative feedback would be gathered and participation would determine the plan's success.
This document provides an overview of a case study on an open online course. The study examines the community of practice that developed in the course. The course was an 8-week research writing MOOC with formal registered students and informal open participants. The researcher observed interactions, interviewed participants, and analyzed artifacts to understand how openness and community developed over time in the open online environment.
The Connected Classroom: Using Social Media in Your LessonsBrandi Jordan
Find out how to use social media and technology in your elementary, middle school, and high school lesson plans.
First presented at the 2011 International Reading Association Conference in Orlando, FL for Really Good Stuff. (http://blog.reallygoodstuff.com)
Social media knowledge activities: Opportunities for learning across formal a...Vanessa Dennen
This document discusses opportunities for learning across formal and informal settings using social media. It begins by noting that while social media plus learning does not necessarily equal meaningful engagement, it could if used purposefully. The author then discusses findings from their research on student perspectives and needs regarding social media use. Key points from cited literature on social media and education are presented. The remainder of the document focuses on strategies and tools for implementing meaningful networked knowledge activities using social media that are grounded in educational theory and address student needs.
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
Embedding librarianship in learning management systemsALATechSource
This document discusses embedding librarianship in learning management systems (LMS). It defines LMS embedded librarianship as incorporating traditional information literacy methods by relocating library instruction within the LMS in a proactive manner. This makes library tools and resources visible directly within the course management system. The document then outlines various aspects of implementing and sustaining an LMS embedded librarian program, including best practices, pilot programs, content creation and reuse, assessment methods, marketing strategies, and ensuring scalability.
Effective strategies to support student online reading comprehension include explicitly teaching students to identify important questions when reading, locate relevant information, critically evaluate sources, synthesize information to answer questions, and communicate answers to others. Teachers should use a three-phase model starting with direct instruction of basic skills, then collaborative modeling of strategies, and finally student-led inquiry projects, which may include collaboration with global partners. Throughout, teachers provide challenges to engage students in applying skills across content areas.
Online Learning and Open Educational Practices in Tallinn UniversityHans Põldoja
The document discusses online learning and open educational practices at Tallinn University. It provides background information on Tallinn University, including its history and structure. It then discusses online learning at the university, noting that online learning was used primarily for blended courses before COVID-19. During the pandemic in Spring 2020, all courses had to move online quickly. Surveys of students and lecturers found that most preferred a blended model. The document concludes by discussing some examples of open educational practices at Tallinn University, including the use of open learning environments like blogs, open badges for assessment, and an open study information system.
Mobile LMS and Pedagogical Uses for Social Mediatbirdcymru
Possibilities for mobile learning systems including Blackboard and iTunesU - presented at the Fourth International Conference of E-Learning and Distance Learning, Riyadh, Saudi Arabia, Feb-Mar 2015
Digital innovation and futures for higher education RMIT 2018Mike Sharples
This document discusses the changing landscape of higher education and the role of digital innovation. It notes that the number of university students is growing rapidly, especially in China, but costs of higher education are also very high in some countries. Massive open online courses (MOOCs) are providing free access to courses for tens of millions of learners globally. While MOOCs may not be directly disrupting universities, they are supporting new forms of flexible, lifelong learning. Emerging models include online degree programs built from sequences of MOOCs, microcredentials, and blended learning combining online and on-campus elements. Overall, digital technologies are enabling new approaches to delivering high-quality, global, and affordable higher education.
This document outlines research-based strategies to support student online reading comprehension. It discusses how the internet is now the primary way students access information and how classrooms have increased internet access. It then describes the skills students need, including determining credibility of online sources and synthesizing information. The document presents a teaching approach called Internet Reciprocal Teaching (IRT) which uses a three phase process starting with teacher-led instruction of basic skills, then collaborative modeling of strategies, and finally individual and group inquiry projects. Teachers are encouraged to provide "information challenges" and use flexible grouping strategies to engage students in evaluating, analyzing and communicating information online.
This document discusses pedagogy at scale, both past and present. It notes that in the past, England shunned the concept of pedagogy and approached education in an amateurish and pragmatic way. However, this does not work for distance learning at massive scale. The document discusses how new educational technologies need innovative and effective pedagogy informed by learning processes and outcomes. It provides examples of how different pedagogies like conversation, simulation, and inquiry have been implemented at massive scales online. It also discusses using pedagogies like social learning, coached team learning, case-based learning, experiential learning and competency-based learning for professional development at scale.
Online learning for all? Meeting the needs of all learnersRhona Sharpe
The document discusses meeting the needs of all learners in the digital age. It summarizes research that identified different types of learners - the unconnected and vulnerable, mainstream pragmatists, and intensive and specialist enthusiasts. Each type experiences digital learning environments differently. The research suggests learners are best supported when their specific needs, skills, and preferences are taken into account. It also outlines key challenges in providing an inclusive digital learning experience and questions that remain about understanding changing learner experiences and behaviors.
Creating authentic discussion environments in online coursesSeung Gutsch
This document discusses creating authentic discussion environments in online courses. It begins with background information on teaching innovation and learning technologies (TILT) at Fort Hays State University. Common discussion tools for online courses are then examined, including Blackboard discussion boards, Piazza, and Yellowdig. Best practices are provided for using each tool to encourage meaningful discussion and interaction among students. Instructors from various departments at FHSU share their positive experiences using Piazza and Yellowdig over traditional Blackboard discussion boards to increase student engagement and participation in online discussions.
The document discusses MOOCs for professional development of PK-12 educators. It describes characteristics of MOOCs including being free online courses that are open to unlimited participants. The document outlines research questions about how a social media MOOC contributed to educators' use of social media tools with other educators, community members, and students. Qualitative findings showed the MOOC increased educators' social media knowledge and networks. Recommendations include examining barriers to applying social media skills and researching its use for communication and feedback.
The document discusses MOOCs for professional development of PK-12 educators. It defines MOOCs and their key characteristics, such as being free and open online courses. It then reviews literature on connectivism and transference of learning. The document presents research questions on how a MOOC on social media tools contributed to educators' use of social media. Qualitative findings show increased social media knowledge and connectivity. Recommendations include examining barriers to social media use and providing formative feedback using social media.
The document discusses a MOOC on using social media for professional development. It defines MOOCs and their key characteristics like being free and open online courses. The purpose is to investigate using a social media MOOC for transferring knowledge of social media tools to educators and students. Literature identifies supports for and barriers to implementation. Research questions examine the MOOC's impact on transferring social media practices and identifying challenges. Qualitative findings show increased social media knowledge and usage. Recommendations include examining barriers and using social media for feedback.
Technology Enabled Lives: Understanding the Social Media Use of the Under 30sMelanie Parlette-Stewart
This document provides an overview of using social media to engage undergraduate students. It discusses current social media usage statistics for those under 30 and examines potential issues like addiction. Specific platforms like Facebook, Twitter, Pinterest, and tools like Hootsuite and Tweetdeck are explored with examples of how they can be used to supplement course materials, connect with students, and share additional resources. Best practices around accessibility, image, attribution, and transparency when using social media in education are also covered.
This document summarizes a presentation about designing and delivering engaging online classes. It discusses establishing an instructor presence through various technologies like YouTube, podcasting, and microlectures. It also covers establishing a community through activities like discussion boards and building a professional learning network. Several frameworks for online pedagogy are presented, like communities of inquiry and transactional distance theory. The document emphasizes principles like aligning assessments to objectives, providing clear communication, and creating flexible content using tools like Adobe Spark.
Teaching and Learning with Social Media WorkshopJoshua Murdock
This is a workshop conduct with faculty at various college to discuss how to implement social media in education. The Teaching and Learning with Social Media Workshop is conduct by Professor Josh. For more information visit http://professorjosh.com or @professorjosh on Twitter.
The Power of Open: SUNY Open Education InitiativesKelsey O'Brien
The document summarizes open education initiatives at SUNY, including open textbooks and digital badging. It discusses the development of metaliteracy models and badges to assess skills like collaboration, participation, and digital citizenship. It also describes two MOOCs created on the Coursera and Canvas platforms to teach metaliteracy skills to over 5,000 global students, and the use of videos, challenges, and peer assessments. Feedback showed the MOOCs helped students improve skills and understand responsible social media use and online participation.
Open Online Courses: Responding to Design ChallengesHans Põldoja
This document summarizes a study on the pedagogical design challenges of open online courses (MOOCs). It examines three open online courses on composing educational resources, learning environments and networks, and learning analytics. The challenges explored are creating community engagement, monitoring participation and content, designing adaptive materials and activities, and providing feedback. Case studies of each course describe their design approaches to addressing these challenges through tools like blogs, forums, and video conferences. The conclusions emphasize that open online course designs must support planned learning activities with carefully selected online tools and see openness as an opportunity rather than a threat.
Exploring the Design and Effectiveness of Social Media Learning ActivitiesGhania Zgheib
This study analyzed how faculty use social media to support student learning through social media learning activities (SMLAs). The analysis found that SMLAs promoted cognitive processes like understanding and remembering, as well as higher-order thinking through activities like blogging and wiki editing. SMLAs also engaged students in different types of knowledge, including factual, conceptual, and procedural knowledge. The study provides insights into how to best design effective SMLAs by matching the social media tool to the discipline, including media sharing, and making activities mandatory.
MOOCs (Massive Open Online Courses) are online courses that are open to unlimited participation and are accessible via the internet. They involve traditional course materials like filmed lectures, readings, and problem sets, as well as interactive forums for community interaction. There are two main types of MOOCs - XMOOCs which focus on content delivery and automated testing, and cMOOCs which emphasize collaboration. MOOCs provide free education to learners but have disadvantages like limited engagement and possible academic dishonesty. They are best used as a supplement to traditional education or for extracting open educational resources.
This document discusses using social media for learning, teaching, and research. It outlines the characteristics of new media technologies and their implications. Some key benefits of social media include allowing students to communicate with peers and researchers to participate in global communities. However, there are also risks like time consumption and privacy issues. The document explores various social media tools and provides case studies of tools being used for recruitment, research dissemination, employability, and enhancing learning and teaching. Overall, it argues that social media enable new forms of collaboration but require developing new digital literacy skills.
This document summarizes a study on the benefits of classroom blogging. The study examined one classroom blog created by a veteran math teacher for his Pre-Calculus class. The blog had 30 student posts, 11 teacher posts, and 26 student comments. The results of the study supported claims from literature that blogs can promote learning, reflection, collaboration and accountability. However, the authors note that one case study may not represent results for all teachers using blogs. The summary concludes by posing questions for further research on classroom blogging since the original study was conducted over 10 years ago.
Integrating moocs into university practice Lisa Harris
This document discusses integrating MOOCs into university practice for education and research purposes. It describes a series of MOOCs created by the University of Southampton's Web Science Institute on topics like digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The document advocates that MOOCs can be used for blended learning, to gather large research samples, and should be designed from the start with clear pedagogical and research goals.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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
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3. Transition to Web 2.0 platform has an “implicit architecture of participation” which
facilitates new digital literacy practices (O’Reilly, 2007; Cardoso and Oliveira, 2015)
Background: Knowledge production
4. Background: OER movement
• ICT enables the re-use and distribution of OER
• Vast number of OER available through repositories (MERLOT, MIT open
courseware, Khan Academy, … OpenUCT)
• Fair use licenses (such as CC) allow academics and students to (re) use digital
learning resources that used to be restricted by intellectual property licenses
in the competitive higher education era (Hylén, 2008)
5. Statement of problem
• South-North divide of knowledge publication where the global South
publishes less knowledge than the global North (Bautista, Duran-Martinez,
Sierra, & Snyder, 2013)
• Network analysis of shared global traffic between 1000 most popular
websites revealed that most were developed in the global North (Wu &
Taneja, 2016)
• Over the three intervals of study (2009, 2011 and 2013), users in the Global
South were primarily consuming rather than producing content (Wu & Taneja,
2016)
7. OER production (Hodgkinson-Williams, 2013), particularly by academics
(Arcos, Farrow, Pitt, & Weller, 2015), is predominant in the global North
Source: https://oerworldmap.org/
8. Open educational practices
•“support the (re)use and production of OER through institutional policies, promote
innovative pedagogical models, and respect and empower learners as co-producers
on their lifelong learning path” (Ehlers, 2011:4).
• Include:
1) Use of OER
2) Open pedagogies
3) Open learning
4) Open scholarship
5) Open sharing
6) Use of open technologies
(Beetham, Falconer & McGill 2012)
9. Research question
How and why first year higher education students create digital content in their
courses?
Sub-questions
• What are the first year higher education (HE) students’ digital literacy
practices?
• What is the first year HE students’ understanding of open educational resources
and practices?
• In what ways do first year HE students learn digital literacy practices in terms of
digital content creation and open educational practices?
• What are the current enablers or contradictions influencing the students’ digital
literacy practices?
• What are the driving forces for students to create digital content?
10. Methodology
• Critical realist approach
• Activity theory (Learning activities in two courses)
• Mixed methods
• Questionnaires – 103 (Course A = 39; Course B = 64)
• Focus groups – 6
• Interviews – 2
11. The structure of a human activity system (adopted from Engeström, 2001, p.135)
12. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Other
OER Institutional repository
OER directories
Blogs
Slideshare, iTunes, Tedtalks
Social networks
Google scholar
Wikipedia
YouTube
Search engines
Percentage of student number
Courses and student use of online resources
Course A
Course B
14. 0% 10% 20% 30% 40% 50% 60% 70% 80%
Other OER descriptions
Wikipedia are OER
Any Youtube video is OER
Any image shared online is OER
OER are any resources found on the Internet
e-books are OER
All articles found in Google scholar are OER
I don't know what OER are
Student conceptions of OER
Course A
Course B
15.
16. Source where students first
heard about the concept of
OER
Course A (39) Course B (64)
Course website/LMS 1 0
Lecturer 2 0
Orientation/induction 1 4
Orientation/induction;
Tutorial session
2 1
Peers 3 1
Peers; Library information 1 1
Tutorial session 6 1
Web searches 1 2
More than two sources
0 7
This is the first time I am
hearing of it
19 33
17. How students learnt that OER were used in their courses
Responses included:
• It was a link we could access to get more information
• Through a lecturer
• Through notes posted on Vula
• You could access it for free on the Internet, it's not copyright
• We were told that OpenUCT was
• Logic
• I was told to look for it
• Everyone could access it
18. Use of Wikipedia
• Students from both courses expressed that they used it to acquire an understanding
of course related concepts:
I have used it before. I usually use it when I don’t understand stuff… just to get an
idea. … I would look at it [content from Wikipedia] and then compare to the textbook
… because Wikipedia puts things into perspective whereas textbooks just explain
concepts in isolation. Wikipedia also gives examples so it kind of helps with the
understanding [Course A, G3, line 161-165].
I check Wikipedia for everything and then understand it and then I check what
scholars say because … ok, sometimes you find that something that is there … on
Google Scholar or JSTOR; any academic writing, … if I don’t understand it, I just go to
Wikipedia and read then I understand the academic writing easily [Course B, G2, line 31-
35].
• Another Course B respondent expressed that she used Wikipedia to read up on
authors’ backgrounds because she believes that any author’s writing is influenced
by his or her background in one way or another.
19. Non-use of Wikipedia
• They did not remix content from Wikipedia, in their essays or learning
activities.
• They were told at high school that they could not trust Wikipedia content
because anybody could edit it.
20. • Three Course A respondents:
• One of them heard about Khan Academy in passing while she was at high
school and then again here at UCT so she tried it out
• The other two said that they used it because “it is an international site”
that is “legit” [Course A, G1, Line 203; line 98].
• A Course B respondent indicated that Khan Academy was recommended to
her by a friend from another course. She added:
I understand the videos in Khan Academy more than the lecturer because I can
pause the video and if I don’t understand I can play it repeatedly. If I don’t
understand in the lecture theatre, there are few chances that I will understand
again because the pace is fast [Course B, G2, line 138-140].
Use of Khan Academy
21. Use of YouTube for learning
• A Course A respondent:
• Watched crash courses on Economics and other courses
• Used MathsTutor to learn some aspects that she struggled to understand
in Mathematics
• A Course B respondent said:
• Their lecturer recommended, and gave them links to YouTube videos
• She searched for YouTube videos for learning what she did not understand
in class
24. Use of Twitter for learning
• Two students from Course A said that they followed experts in their fields and
so they did not contribute to the tweets, as one of them said:
I also use Twitter but do not contribute because the content is way above my
head … I follow people who are experts in my field so I just learn from them
[Course A, G2, line 380-381]
25. Use of WhatsApp for learning
• Groups were structured differently:
• Course A students formed WhatsApp groups based on their course tasks
• WhatsApp groups were used for communication, discussions, and sharing
of screenshots, links and images for their course tasks
• Course B indicated that some of their courses had WhatsApp groups where
students discussed and shared course related resources
• One of these respondents also shared that she was part of a residence
WhatsApp group that also discussed course work
26. Use of LinkedIn to start building own professional identity
I don’t know LinkedIn very much but what I use it for … I
normally view people’s profiles … maybe COOs, academics
or people who give you strength when you read their
stories … like COOs of companies or a person who holds a
post that I would like to hold in the future … I get their
views in LinkedIn [Course B, G1, line 159-162]
For career-focused stuff, maybe if I want to follow KPMG and
see what they are doing …career paths to follow and stuff like
that [Course A, G1, line 273-274]
27. Use of open technologies for personal purposes
(Open practices)
28. Awareness of CC licenses and OER
• All participants were not aware of Creative Commons licenses
• One of the Course B respondents who had used Khan Academy said: “Maybe,
in my case, I wouldn’t even see it, …even if it was written in big because … I
wasn’t looking for it” [Course B, G2, line 275-276].
• All were not aware that Wikipedia and Khan Academy were an OER and OER
repository, respectively.
29. Textbook, Internet, Khan Academy, Wikipedia, Word
processing, Google docs, open technologies
Conclusion
30. Conclusion and recommendations
• Students found resources on the Internet although they didn’t intentionally
search OER repositories (open learning)
• Students used open technologies for learning (OEP) and personal purposes (OP)
• Despite a very small group (from both courses) engaging in OEP, the majority of
the participants were still unaware what CC licensing and OER are
• These findings suggest:
• Pedagogy that encourages students to be producers of digital content
• A need for collaboration between lecturers and information literacy
personnel in an attempt to create student awareness about OER and OEP
31. References
• Bautista, M.A., Duran-Martinez, A., Sierra, J. & Snyder, R. 2013. Producing Knowledge in the Global South:
The Political Economy of Social Science in Argentina, Colombia, and Peru. DOI: 10.2139/ssrn.2327889.
• Beetham, H., Falconer, I., McGill, L. & Littlejohn, A. 2012. Open Practices: A briefing paper. JISC. Available:
https://oersynth.pbworks.com/w/file/58444186/Open Practices briefing paper.pdf
• Cardoso, P. & Oliveira, N.R. 2015. Scholars’ use of digital tools: Open scholarship and digital literacy
• de los Arcos, B., Farrow, R., Pitt, B. & Weller, M. 2015. A Tale of Two Globes: Exploring the North/South
Divide in Use of OER. In Open Education Conference.
• Ehlers, U.-D. 2011. Extending the Territory: From Open Educational Resources to Open Educational
Practices. Journal of Open, Flexible, and Distance Learning, 15(2):1–10.
• Hodgkinson-Williams, C. 2013. Research into Open Educational Resources for Development in Post -
secondary Education in the Global South ( ROER 4 D ). Centre for Educational Technology, University of Cape
Town, South Africa
• Hylén, J. 2006. Open Educational Resources: Opportunities and Challenges. Retrieved from:
https://www.oecd.org/edu/ceri/37351085.pdf.
• O’Reilly, T. 2007. What Is Web 2.0: Design Patterns and Business Models for the Next Generation of
Software. MPRA Paper No. 4578. Available: https://mpra.ub.uni-muenchen.de/4578/
• Wu, A.X. & Taneja, H. 2016. Reimagining Internet Geographies: A User-Centric Ethnological Mapping of the
World Wide Web. Journal of Computer-Mediated Communication, 21:230–246.
Editor's Notes
The rapid development of ICT has revolutionized how knowledge in the higher education context is produced and communicated (Altbach, Reisberg & Rumbley, 2009)
New digital literacy practices include:
social networking,
content creation,
collaborative production of knowledge,
content sharing (e.g. folksonomy, social bookmarking, media sharing)
Am using a broad definition of OEP, more than just the use of OER
Other = “Bookmarks” which was not shared
The source from where they first heard of OER…
These students, together with most of those who chose not to use Wikipedia for learning, reported that they were told at high school that they could not trust Wikipedia content because anybody could edit it.
Three Course A respondents reported that they used the open content repository, Khan Academy.
Respondents from both courses expressed that they also used YouTube to enhance learning of other courses.
Some respondents, more particularly, the Course A respondents expressed that they used WhatsApp for learning.