Connectivism and Social Media - Educ 407Ms. Holmwood
This presentation was created for an undergrad education class at UBC (Okanagan). It was intended to introduce pre-service teachers to some of the concepts of connectivism and social media.
Rethinking Teaching & Learning in a Networked RealityAlec Couros
This document discusses rethinking teaching and learning in a networked reality. It covers topics like informal learning, access to information through search and mobile computing, participatory media, digital video skills, social networking, and network literacies being important in the 21st century. Challenges of participatory culture are mentioned, along with examples of how education could embrace a networked approach through things like transparent classroom walls, publishing in the open, and connecting students to experts from around the world. The document advocates shifting education to be more open, public, and student-driven where learners create their own education.
This document provides an overview of new media technologies and learning in a digital age. It discusses concepts like connectivism, participatory culture, and the shift to more interactive and collaborative learning online. Examples are given of different tools people can use to connect, create, share and learn, such as blogs, wikis, Twitter, YouTube and more. Concerns about new media are also acknowledged. The overall message is that digital technologies are transforming learning processes and encouraging more open and networked approaches to education.
This presentation was created for BC Teacher-Librarians at the October 2010 Kelowna Fresh Conference. The Creative Media Test Kitchen explores my adventures with new media and social media in my classroom and in my teaching practice.
Helen Keegan is a senior lecturer who discusses using creativity and engagement to create alternative media. She talks about topics like remix culture, memes, spreadability, and participatory culture. The document describes assigning students to create a mobile film project and experience an alternate reality game that engaged them through puzzles, codes, and an unexpected live reveal. The project inspired deep engagement and creativity in solving problems as a team.
Connectivism and Social Media - Educ 407Ms. Holmwood
This presentation was created for an undergrad education class at UBC (Okanagan). It was intended to introduce pre-service teachers to some of the concepts of connectivism and social media.
Rethinking Teaching & Learning in a Networked RealityAlec Couros
This document discusses rethinking teaching and learning in a networked reality. It covers topics like informal learning, access to information through search and mobile computing, participatory media, digital video skills, social networking, and network literacies being important in the 21st century. Challenges of participatory culture are mentioned, along with examples of how education could embrace a networked approach through things like transparent classroom walls, publishing in the open, and connecting students to experts from around the world. The document advocates shifting education to be more open, public, and student-driven where learners create their own education.
This document provides an overview of new media technologies and learning in a digital age. It discusses concepts like connectivism, participatory culture, and the shift to more interactive and collaborative learning online. Examples are given of different tools people can use to connect, create, share and learn, such as blogs, wikis, Twitter, YouTube and more. Concerns about new media are also acknowledged. The overall message is that digital technologies are transforming learning processes and encouraging more open and networked approaches to education.
This presentation was created for BC Teacher-Librarians at the October 2010 Kelowna Fresh Conference. The Creative Media Test Kitchen explores my adventures with new media and social media in my classroom and in my teaching practice.
Helen Keegan is a senior lecturer who discusses using creativity and engagement to create alternative media. She talks about topics like remix culture, memes, spreadability, and participatory culture. The document describes assigning students to create a mobile film project and experience an alternate reality game that engaged them through puzzles, codes, and an unexpected live reveal. The project inspired deep engagement and creativity in solving problems as a team.
The document introduces the Creative Media Test Kitchen, a place for collaborating, discovering, and experimenting with new media. It discusses the evolution of the web and learning theories for a digital age. Various online tools for social media, content creation, and collaboration are presented. Concerns about privacy and credibility on the web are addressed. The document encourages exploring and using these tools.
This document summarizes an alternate reality game (ARG) called "Who is Rufi Franzen?" that was used as an educational experience for students. Over the course of several weeks, students worked together online to solve puzzles, analyze clues and collaborate to uncover the mystery of Rufi Franzen. They interacted with game characters, discussed theories and helped drive the narrative. In the end, the students were thrilled to discover the reveal of the game, which involved their work being displayed on a large screen in a famous city. Students found the experience engaging, transformative and said it was one of the best ways of learning they had experienced.
This document discusses mobile filmmaking and creativity using small screens. It highlights how mobile devices can make everyday experiences and locations interesting by capturing them spontaneously and intimately. Quotes from filmmakers discuss how the technical quirks and limitations of mobile cameras can be aesthetically appealing. The document also examines how mobile filmmaking can be authentic, spontaneous, intimate, democratic and shareable. It considers how new media like mobile phones may disrupt traditional filmmaking practices or represent a blend of continuity and disruption when integrated into education.
Why Networks Matter in Teaching & LearningAlec Couros
1. Networks allow for collective intelligence, social support, and an expanding community of learners. As technology evolves, networks provide new opportunities for connecting with others and developing relationships that support teaching and learning.
2. Personal learning networks (PLNs) and the connections formed within them can replace isolation with collaboration, reinventing professional development and allowing voices to be heard beyond traditional boundaries.
3. The future of learning involves moving from fixed and closed systems to open, diffuse social networks where people and knowledge can flow freely. Learners now have more control over accessing information from around the world through platforms like YouTube.
The document discusses time management and provides tips for making the most of your time. It emphasizes evaluating your schedule, setting limits, organizing tasks, getting started, deferring less important tasks, using tools to stay on track, and dealing with detractors. Social media is also mentioned. The document ends with contact information for Dani Heileman and her company Red Canary Creative.
Presentation at Facebook Developer Garage in Miami on Nov 10, 2007. These principles of Facebook app design help when rethinking social relationships as centered around objects.
Building agriculture connections to conversationsJohn Blue
Always: Keep connected, listen, learn, and share. Rinse and repeat. This is not really the end! People still want to connect and there will always be cool tools that surface.
Machine vision is the ability of devices to see and interpret visual information. Modern technologies use machine vision to track and record human behavior through photos, videos, and location data captured by phones, fitness trackers, and other internet-connected devices. This constant tracking and quantification of human life through metrics, social graphs, and other digital traces has implications for how individuals understand and represent themselves and their experiences in the digital age. Some view these practices as a new form of social control and regulation, while others see opportunities for new types of self-expression and storytelling through digital records of daily life.
Knock Down the Walls: Toward a Model of Open TeachingAlec Couros
This document outlines Alec Couros's presentation on open and networked teaching at the 2009 Moodle Moot Canada conference. Some of the key topics discussed include the transition to more open forms of education through open educational resources, open access publishing, and open teaching practices. Couros also addresses the role of social networks and new technologies in redefining communities, learning, and knowledge sharing. He advocates building personal learning networks and adapting teaching approaches to take advantage of open opportunities online.
This document outlines an agenda for a session on using web-based tools to enhance student learning. The session will introduce ISTE standards, demonstrate how tools like Flickr, YouTube, and blogs can be used to promote thinking, technology use, and teamwork ("Teaching to the T's"). Attendees will share experiences using technology and discuss next steps. The goal is to illustrate how digital tools can support inquiry, collaboration, and real-world learning experiences for students.
Seeing Ourselves Through Technology (Talk for UIC Communications Dept, March ...Jill Walker Rettberg
This document discusses how technology allows us to see and represent ourselves in new ways through selfies, blogs, and wearable devices that track our daily activities. It addresses three main modes of self-representation - textual through diaries and blogs, visual through selfies, and quantitative data about ourselves collected through sensors. While technology provides new opportunities, it also filters our self-representation in ways we may not realize or be able to control. It raises issues about how quantified data about our lives could be used and whether constant self-monitoring risks normalizing surveillance of ourselves and others.
This document discusses self-representation in digital media through three modalities: written, visual, and quantitative. It explores how individuals represent themselves through diaries, selfies, data from fitness trackers and other quantified self-tools. It also examines the templates and norms that influence digital self-representation and how cultural factors shape the tools and formats people use to document their lives.
The document discusses social media and community engagement. It emphasizes listening to communities, understanding their goals, and providing tools and content to help them. Users are creating large amounts of value through online sharing and discussion. A successful relationship with an audience involves informing, convincing, and connecting people. The formula for value has changed - content alone is not enough, communities want interaction and participation as well.
Reaching net-generation learners with social technologiesguestba21f9
1. The document discusses reaching "net-generation" learners and students using social technologies.
2. It notes that today's students are different than what the current education system was designed for, and that adapting to these students means adapting to a changing world.
3. The document suggests using multimedia, stories, videos, audio and triggering multiple senses to engage students, as well as making learners more autonomous and using tools like blogs and Skype.
Reaching Net Generation Learners with social technologies - CDIO 2008Maarten Cannaerts
1. The document discusses reaching "net-generation" learners through the use of social technologies.
2. It notes that today's students are different than those the education system was designed for, and argues we must adapt to a changing world by making learning more autonomous, interactive, and skills-focused.
3. The document suggests using tools like social networking, multimedia, and open learning approaches to better engage students and show the relevance of their education.
OPUS is an online digital commons created by Raqs Media Collective for sharing creative work. Artists can submit original source files like images, video, audio, text, and code, and can then produce "Rescensions" by remixing or altering existing submissions. Each submission is tagged with metadata to allow for searching. OPUS encourages collaboration and sharing among artists in a manner similar to open source software development.
The document discusses how WordPress can be used to integrate with social media. It notes that people spend a significant amount of time on social media sites sharing content and searching for information. By using WordPress, bloggers can easily create content and engage with users on social platforms. The document provides examples of plugins and tools that allow WordPress users to promote sharing, feed social media updates to their blog, pull social content into their blog, and enable social media login/commenting options.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
Code, Shmode - people trump algorithms. Tummeling for successdeb schultz
A talk to Startup festival Montreal on the importance of People not just Code. In a world where access to information is cheap and we are no longer command-n-control - the human skills of the "tummler" will ensure success.
FDOL131 unit 4: supporting learners with Dr Keith Smythopenfdol
1) The document summarizes a webinar for the #FDOL131 course on supporting learners online.
2) It discusses types of support for online learners including technical orientation, online learning literacy, explicit course guidance, and facilitation.
3) It also covers designing for active engagement using the 3E framework of timely engagement, exploring and producing case studies, and supporting learning beyond the course.
This document provides an orientation for participants in the #FDOL131 webinar. It introduces the organizers and facilitators, discusses the structure and goals of the course units. It explains Problem-Based Learning approach used, and outlines the various online spaces participants will use, including Google communities, Twitter, and facilitated PBL groups. The webinar focused on setting expectations and addressing any initial questions about participating in the open online course.
The document introduces the Creative Media Test Kitchen, a place for collaborating, discovering, and experimenting with new media. It discusses the evolution of the web and learning theories for a digital age. Various online tools for social media, content creation, and collaboration are presented. Concerns about privacy and credibility on the web are addressed. The document encourages exploring and using these tools.
This document summarizes an alternate reality game (ARG) called "Who is Rufi Franzen?" that was used as an educational experience for students. Over the course of several weeks, students worked together online to solve puzzles, analyze clues and collaborate to uncover the mystery of Rufi Franzen. They interacted with game characters, discussed theories and helped drive the narrative. In the end, the students were thrilled to discover the reveal of the game, which involved their work being displayed on a large screen in a famous city. Students found the experience engaging, transformative and said it was one of the best ways of learning they had experienced.
This document discusses mobile filmmaking and creativity using small screens. It highlights how mobile devices can make everyday experiences and locations interesting by capturing them spontaneously and intimately. Quotes from filmmakers discuss how the technical quirks and limitations of mobile cameras can be aesthetically appealing. The document also examines how mobile filmmaking can be authentic, spontaneous, intimate, democratic and shareable. It considers how new media like mobile phones may disrupt traditional filmmaking practices or represent a blend of continuity and disruption when integrated into education.
Why Networks Matter in Teaching & LearningAlec Couros
1. Networks allow for collective intelligence, social support, and an expanding community of learners. As technology evolves, networks provide new opportunities for connecting with others and developing relationships that support teaching and learning.
2. Personal learning networks (PLNs) and the connections formed within them can replace isolation with collaboration, reinventing professional development and allowing voices to be heard beyond traditional boundaries.
3. The future of learning involves moving from fixed and closed systems to open, diffuse social networks where people and knowledge can flow freely. Learners now have more control over accessing information from around the world through platforms like YouTube.
The document discusses time management and provides tips for making the most of your time. It emphasizes evaluating your schedule, setting limits, organizing tasks, getting started, deferring less important tasks, using tools to stay on track, and dealing with detractors. Social media is also mentioned. The document ends with contact information for Dani Heileman and her company Red Canary Creative.
Presentation at Facebook Developer Garage in Miami on Nov 10, 2007. These principles of Facebook app design help when rethinking social relationships as centered around objects.
Building agriculture connections to conversationsJohn Blue
Always: Keep connected, listen, learn, and share. Rinse and repeat. This is not really the end! People still want to connect and there will always be cool tools that surface.
Machine vision is the ability of devices to see and interpret visual information. Modern technologies use machine vision to track and record human behavior through photos, videos, and location data captured by phones, fitness trackers, and other internet-connected devices. This constant tracking and quantification of human life through metrics, social graphs, and other digital traces has implications for how individuals understand and represent themselves and their experiences in the digital age. Some view these practices as a new form of social control and regulation, while others see opportunities for new types of self-expression and storytelling through digital records of daily life.
Knock Down the Walls: Toward a Model of Open TeachingAlec Couros
This document outlines Alec Couros's presentation on open and networked teaching at the 2009 Moodle Moot Canada conference. Some of the key topics discussed include the transition to more open forms of education through open educational resources, open access publishing, and open teaching practices. Couros also addresses the role of social networks and new technologies in redefining communities, learning, and knowledge sharing. He advocates building personal learning networks and adapting teaching approaches to take advantage of open opportunities online.
This document outlines an agenda for a session on using web-based tools to enhance student learning. The session will introduce ISTE standards, demonstrate how tools like Flickr, YouTube, and blogs can be used to promote thinking, technology use, and teamwork ("Teaching to the T's"). Attendees will share experiences using technology and discuss next steps. The goal is to illustrate how digital tools can support inquiry, collaboration, and real-world learning experiences for students.
Seeing Ourselves Through Technology (Talk for UIC Communications Dept, March ...Jill Walker Rettberg
This document discusses how technology allows us to see and represent ourselves in new ways through selfies, blogs, and wearable devices that track our daily activities. It addresses three main modes of self-representation - textual through diaries and blogs, visual through selfies, and quantitative data about ourselves collected through sensors. While technology provides new opportunities, it also filters our self-representation in ways we may not realize or be able to control. It raises issues about how quantified data about our lives could be used and whether constant self-monitoring risks normalizing surveillance of ourselves and others.
This document discusses self-representation in digital media through three modalities: written, visual, and quantitative. It explores how individuals represent themselves through diaries, selfies, data from fitness trackers and other quantified self-tools. It also examines the templates and norms that influence digital self-representation and how cultural factors shape the tools and formats people use to document their lives.
The document discusses social media and community engagement. It emphasizes listening to communities, understanding their goals, and providing tools and content to help them. Users are creating large amounts of value through online sharing and discussion. A successful relationship with an audience involves informing, convincing, and connecting people. The formula for value has changed - content alone is not enough, communities want interaction and participation as well.
Reaching net-generation learners with social technologiesguestba21f9
1. The document discusses reaching "net-generation" learners and students using social technologies.
2. It notes that today's students are different than what the current education system was designed for, and that adapting to these students means adapting to a changing world.
3. The document suggests using multimedia, stories, videos, audio and triggering multiple senses to engage students, as well as making learners more autonomous and using tools like blogs and Skype.
Reaching Net Generation Learners with social technologies - CDIO 2008Maarten Cannaerts
1. The document discusses reaching "net-generation" learners through the use of social technologies.
2. It notes that today's students are different than those the education system was designed for, and argues we must adapt to a changing world by making learning more autonomous, interactive, and skills-focused.
3. The document suggests using tools like social networking, multimedia, and open learning approaches to better engage students and show the relevance of their education.
OPUS is an online digital commons created by Raqs Media Collective for sharing creative work. Artists can submit original source files like images, video, audio, text, and code, and can then produce "Rescensions" by remixing or altering existing submissions. Each submission is tagged with metadata to allow for searching. OPUS encourages collaboration and sharing among artists in a manner similar to open source software development.
The document discusses how WordPress can be used to integrate with social media. It notes that people spend a significant amount of time on social media sites sharing content and searching for information. By using WordPress, bloggers can easily create content and engage with users on social platforms. The document provides examples of plugins and tools that allow WordPress users to promote sharing, feed social media updates to their blog, pull social content into their blog, and enable social media login/commenting options.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
Code, Shmode - people trump algorithms. Tummeling for successdeb schultz
A talk to Startup festival Montreal on the importance of People not just Code. In a world where access to information is cheap and we are no longer command-n-control - the human skills of the "tummler" will ensure success.
FDOL131 unit 4: supporting learners with Dr Keith Smythopenfdol
1) The document summarizes a webinar for the #FDOL131 course on supporting learners online.
2) It discusses types of support for online learners including technical orientation, online learning literacy, explicit course guidance, and facilitation.
3) It also covers designing for active engagement using the 3E framework of timely engagement, exploring and producing case studies, and supporting learning beyond the course.
This document provides an orientation for participants in the #FDOL131 webinar. It introduces the organizers and facilitators, discusses the structure and goals of the course units. It explains Problem-Based Learning approach used, and outlines the various online spaces participants will use, including Google communities, Twitter, and facilitated PBL groups. The webinar focused on setting expectations and addressing any initial questions about participating in the open online course.
FDOL131 unit 6: celebrating learning with FDOL131 participants & facilitatorsopenfdol
This document summarizes the sixth and final unit of the FDOL131 course. The unit aims to give learners an opportunity to reflect on and share their learning experiences. Learners will discuss what effect the course had on their practice, benefits and challenges, and how FDOL was useful. Facilitators will also reflect on their experiences and discuss improvements for future courses. Previous units covered problem-based learning approaches and using online tools like COOL FISh. The course saw participation from over 50 countries and positive feedback was provided on building community through synchronous online events.
FDOL131 unit 5: open practices with Carol Yeageropenfdol
This webinar provided an overview of open educational practices (OEP) and massive open online courses (MOOCs). It discussed how openness in education has accelerated with initiatives like MIT OpenCourseware and the growing body of open educational resources (OERs). The webinar explored benefits and challenges of openness, and how educators can adapt and reuse OERs. It also described different types of MOOCs and reflected on assessing learning in connectivist MOOCs. Participants shared their thoughts on definitions of openness and MOOCs. The webinar concluded with reflections on the potential impact and accessibility of MOOCs globally.
This document provides an orientation for participants in the FDOL132 webinar. It introduces the organizers and facilitators, describes the structure and activities for Unit 1 including familiarization with the online learning spaces and tools, an overview of the full course, and a discussion of Problem-Based Learning as the pedagogical approach. Participants are asked to check their audio and register for PBL groups. The document also provides enrollment numbers and countries represented in the course.
FDOL132 Unit 2 Digital Literacies with Dr Cristina Costaopenfdol
This document summarizes the second unit of the FDOL132 webinar on digital literacies. It includes statistics on participant numbers and countries represented. The unit will explore important literacies for learning and teaching in the digital age, including accessing, filtering, and critically evaluating information. Participants will investigate the transition from digital consumer to producer and reflect on digital identity and presence. The unit covers topics such as digital visitors vs residents, open vs closed digital identities, and the implications for learning and teaching.
Fdol132 Unit 3: Flexible learning with Alastair Creelmanopenfdol
This document summarizes a webinar on flexible learning in the digital age. It introduces Alastair Creelman as the presenter and discusses topics like what flexible learning means, how the locations and types of learning have expanded, and how completion rates can be improved through course design, interaction, and support. It also briefly profiles the #FDOL132 team and announces the next webinar on collaborative learning and communities.
FDOL132 unit 6: open educational practice with Simon Thomsonopenfdol
This document summarizes a webinar on open educational practices from the FDOL132 course. It provides information on participants, countries represented, and an overview of the course units. The webinar covered open educational resources (OER), open access research, and open education policies at the institutional level. It encouraged participants to share their own OER and experiences with open practices. The webinar aimed to help educators learn about open approaches and how these could be applied within their own institutions.
Infographic that links to the book chapter I wrote for Emergency Rations: What's so important we can't leave it at home by David Hopkins (Ed)
http://www.dontwasteyourtime.co.uk/books/edtechrations/
The document discusses the importance of socializing and creating a sense of community in online courses. It emphasizes that the initial socializing activities are crucial to set the right tone for the course. Suggested activities should be interactive, fun, and help students get to know each other on a personal level to build trust and a sense of belonging within the group. The role of the tutor is also important in facilitating these social interactions, organizing tasks and discussions, and acting as a guide and moderator to create a conducive learning environment throughout the course.
Social media tools are enabling more collaboration and sharing of ideas outside traditional structures. This "amateur innovation" allows anyone to share expertise. In schools, social media is being used to market the school, share student work, give reminders and praise, and update families during trips. While social media has benefits for learning, there are also risks like privacy issues, inappropriate content, and cyberbullying. Schools must consider policies around vetting comments, privacy settings, and legal liability when using social media.
Exploring aspects of collaborative, cooperative and community learning in relation to networked online spaces with consideration of the benefits of formal, informal and non-formal learning.
Top 5 myths about social learning forslideshareAnuj Kapoor
Social learning is not a new concept and has been around since the 1970s. While social media can support social learning, they are separate concepts - social learning is facilitated learning through social interaction, while social media is for connecting and sharing information. User-generated content complements, rather than replaces, formal learning development. Social learning provides serious learning benefits by allowing learners to process content and retain information better through social interactions, not just for fun. Learning management systems still play a role and have incorporated social learning capabilities.
1) The workshop consisted of three parts: an introduction, hands-on workshop, and discussion/reflection.
2) Connected and "flat" learning refers to using technology to connect learners globally and eliminate hierarchy, bringing the world into the classroom.
3) The "recipe" for going flat involves connection, citizenship, and collaboration using tools like Edmodo and wikis to build networks, develop identity, and co-create.
This document discusses connected learning and professional development for educators. It describes how professional development needs to change with new technologies that allow educators to connect globally. Connected learning communities are proposed as a new model, including local professional learning communities, personal learning networks of online connections, and bounded global communities of practice for deeper connections. Educators are encouraged to leverage these networks to collaboratively create and share knowledge.
Slides for a remote presentation/session for http://conference2009.e-uni.ee/index.php?n=en
SCHOOL - FROM TEACHING INSTITUTION TO LEARNING SPACE which takes place April 02 - 03, 2009 at the Estonian University of Life Sciences conference centre (Kreutzwaldi 1A, Tartu), Estonia (but I'll be in Seattle and it will be 4:30 am my time!)
1) The document discusses designing learning experiences for open and networked environments using new technologies and tools.
2) It highlights how tools like mobile devices, social media, and online networks have significantly shifted how information is accessed, shared, and learned. Knowledge is now abundant and learning is increasingly social and informal.
3) The key aspects of open and networked learning discussed include using hashtags to connect learners globally, creating open online courses and spaces for shared learning events, and developing long-term learning connections through openness and collaboration.
Blackboard's 4 Myths of Social LearningKevin Alansky
The document debunks 4 myths about social learning:
1. Social learning is not new, as concepts like observational learning have been around since ancient Greece. However, new technologies have enabled a new form of social learning where learners actively share knowledge and help each other learn.
2. While social media can support social learning, they are not the same thing. Social media allows connection and information sharing but not necessarily learning, whereas social learning involves guidelines and community knowledge sharing to facilitate learning.
3. Social learning is not just for fun but provides real benefits to both individuals and institutions through improved knowledge retention and interactions that make learning more meaningful.
4. Social learning appeals broadly as today's learn
This document provides an overview of Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main ideas discussed include: embracing collective intelligence over individual knowledge; defining terms like connected learning; examining how the world, students, and schools have changed with technology; discussing trends like the shift to mobile and social learning; and introducing models for connected professional development like personal learning networks and communities of practice. The presentation emphasizes building relationships and community to support learning and addresses how to shift from teaching to learning focus.
This document summarizes a presentation about the Global Education Conference. It provides an overview of the conference, including its mission to connect educators globally and promote global competency. It describes the conference's history and growth since 2005, as well as features like free attendance, self-scheduling, and making all recordings publicly available. Contact information is given for the conference organizers, Steve Hargadon and Lucy Gray.
The document outlines Sheryl Nussbaum-Beach's vision for connected educator month (CEM), which provides free professional learning opportunities for educators in October. It discusses various CEM activities and resources including starter kits, book clubs, digital badges, and tools to help educators connect globally and find collaborators. It also addresses how CEM supports districts through toolkits and helps educators integrate informal and formal professional learning throughout the year.
Becoming a Global Educator - Online collaboration and pedagogical changeJulie Lindsay
The document discusses becoming a global educator through online collaboration and pedagogical change. It outlines key concepts like connectivism, collaborative learning, and communities of practice that underpin online collaboration. Examples are provided of different levels of online global collaboration from interactions to learning communities. The presentation emphasizes shifting teacher and student roles to active learners and partners in learning. It advocates for new pedagogical approaches like peeragogy to support online collaborative learning and preparing students with skills for the future.
This was a guest lecture presented online at 12.30pm, Monday 14th October 2013, as part of Session 2: Co-creation in the University of Edinburgh Institute for Academic Development's Online Tutoring course (Autumn 2013).
This presentation was part of a session run by Nicola Osborne, EDINA, for the University of Edinburgh Post Graduate Certificate in Academic Practice's Learning and Teaching Online module. Accompanying notes can be found here: http://nicolaosborne.blogs.edina.ac.uk/files/2010/10/SocMed-Notes.pdf.
This document discusses connected learning and professional development in a digital age. It emphasizes that effective professional development requires shifting from isolated learning to connected learning in communities. Connected learning communities allow educators to collaborate locally through professional learning communities, globally through personal learning networks, and in focused communities of practice. This represents a shift to more active, collaborative, and reflective knowledge building.
This document contains the text from a presentation on connected learning and leading in the digital age. It discusses trends like moving from analog to digital, tethered to mobile, and closed to open. It highlights concepts like the internet of things, collective intelligence, and how the pace of change is accelerating. It emphasizes that educators must change school culture and learning behaviors to prepare students for the future.
Similar to FDOL131 unit 3: collaborative learning and communities with Sue Beckingham (20)
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Liberal Approach to the Study of Indian Politics.pdf
FDOL131 unit 3: collaborative learning and communities with Sue Beckingham
1. #FDOL131
unit 3: collaborative learning and communities
Sue Beckingham
18 March 13, 7-8pm(GMT)
Hello and
welcome to the
#FDOL131
webinar.
Please go to
tools>audio>audio
setup wizard to check
your audio
Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol131
Chrissi
3. unit 3
Collaborative Learning and Communities
Rationale: Proponents of collaborative learning have long
heralded the power of well managed group-based interaction as
a means of promoting positive interdependence, individual
accountability, social skills, and group processing. This third unit
will encourage learners to explore aspects of collaborative and
community learning especially in relation to networked online
spaces for learning, personal learning networks and
environments and discuss the relevance of peer learning and the
development of learning communities in the context of self-
directed and self-organised learning within and beyond
institutional boundaries (formal, informal and non-formal
learning).
Chrissi
4. unit 3: activities
• Google community discussions
• Learning together in PBL groups
• Autonomous learning opportunities
Chrissi
5. Collaborative Learning and Communities
Sue Beckingham MA FSEDA FHEA
@suebecks
Flexible, Distance and Online Learning #FDOL131
6. Wears multiple hats
• MUM
Chief Cook and Bottle washer
• STUDENT
Second Masters : MSc Technology Enhanced
Learning Innovation and Change
• EDUCATIONAL
DEVELOPER
Fellow of SEDA Staff and Educational
Development Association
• LECTURER
Professional Communication and Digital
Skills
13. It can happen in mid sentence when
Where Learning Happens you interrupt the program for
http://markmcguire.net/2012/08/18/where-learning-happens/
a message
from one sponsor
It can happen out in public places or another.
alleyways and funny spaces
It can happen at a party
underneath and in between
once I met a guy who told me how
locations where you’ve never been
sub atomic particles romance
before.
with partners rooms away
.
that made my day.
It can happen on an airplane
.
at 30,000 feet above the ground
It can happen in a pub
you’ve found the person sitting
an angel at the bar sharing whisky
next to you has lived the life you
while a stranger tells
might have.
a history of the world
.
in six glasses.
It can happen walking down the street
.
you meet someone you haven’t seen
It can happen when you go to bed
in ages who tells you
and in your head you find
everything
an alleyway at 30,000 feet
before the light changes..
where faster than light neutrinos are
dancing the night away.
Mark McQuire 2012 .
And it all makes sense.
26. The principal goal of education is to
create men [and women] who are
capable of doing new things, not
simply repeating what other
generations have done - men and
women who are creative, inventive
and discoverers.
The second goal of education is to
form minds which can be critical, can
verify, and not accept, everything they
are offered.
Piaget
We need to learn to take risks, to
challenge and above all find fun in
learning
28. FDOL131 updates
PBL groups
6 in total
working in PBL groups
be organised
capture your actions
keep your facilitator informed
think about how are you going to share your findings at the end of unit 3?
FDOL131 community space for feedback
unit 4: supporting learners
March 25 – April 5 (2 weeks)
Lars
31. #FDOL131
next webinar
unit 4: supporting learners online
Dr Keith Smyth
Tuesday, 2 April 13, 7-8pm (GMT)
Thank you for
joining us today
and see you online
Flexible, Distance and Online Learning an open course using COOL FISh
http://fdol.wordpress.com/ Twitter: @openfdol #fdol131
32. #FDOL131 organisers
Chrissi Nerantzi Lars Uhlin
Academic Developer Educational Developer
University of Salford, UK Karolinska Institutet, Sweden
FDOL organiser FDOL organiser
PBL facilitator PBL facilitator