This document summarizes a webinar hosted by NIACE on implementing FELTAG. The webinar featured presentations on the capacity and capabilities of the FE workforce, making FELTAG inclusive, and taking FELTAG forward. Participants were also polled on issues related to FELTAG. The webinar was facilitated by representatives from Loughborough College and Jisc and included speakers from Coralesce Ltd, Techdis, and NIACE. Future webinars on implementing FELTAG were announced.
This document discusses packaging for Peshwa Acharya products. It notes that the current packaging is simple, easy to display on shelves, and cost effective. However, SLP compliance is a concern due to the small pack design, so care needs to be taken to address that issue. The packaging is seen as good, cost effective, replicable, and suitable for display.
Introduction of Ray Media Corporation- the first partner of Shufunotomo Corp in Vietnam - a brief about history, mission, positioning, activities, marketing plan. We are looking for partners sharing the same vision.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
We communicate in order to convince our audience(s) to do what we want them to do, and moving any audience to action is challenging and complex. Success hinges on our ability to answer the question “why?” and connect our audiences to purpose. This presentation is designed as a conversation to give a high-level snapshot of communication strategy. Jump in, feedback and questions are welcome!
This short document promotes creating presentations using Haiku Deck on SlideShare. It features a stock photo and encourages the reader to get started making their own Haiku Deck presentation by clicking a button labeled "GET STARTED".
This document discusses using color in home decorating to make spaces more exciting, inspired, and fun. It highlights how color can transform a small bedroom that used to be a closet into an inviting space and how a vibrant green kitchen can inspire creativity. The overall message is that well-placed color in a home can have a magical effect.
This document discusses packaging for Peshwa Acharya products. It notes that the current packaging is simple, easy to display on shelves, and cost effective. However, SLP compliance is a concern due to the small pack design, so care needs to be taken to address that issue. The packaging is seen as good, cost effective, replicable, and suitable for display.
Introduction of Ray Media Corporation- the first partner of Shufunotomo Corp in Vietnam - a brief about history, mission, positioning, activities, marketing plan. We are looking for partners sharing the same vision.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
We communicate in order to convince our audience(s) to do what we want them to do, and moving any audience to action is challenging and complex. Success hinges on our ability to answer the question “why?” and connect our audiences to purpose. This presentation is designed as a conversation to give a high-level snapshot of communication strategy. Jump in, feedback and questions are welcome!
This short document promotes creating presentations using Haiku Deck on SlideShare. It features a stock photo and encourages the reader to get started making their own Haiku Deck presentation by clicking a button labeled "GET STARTED".
This document discusses using color in home decorating to make spaces more exciting, inspired, and fun. It highlights how color can transform a small bedroom that used to be a closet into an inviting space and how a vibrant green kitchen can inspire creativity. The overall message is that well-placed color in a home can have a magical effect.
The document provides steps to resolve a no sound issue on Lenovo laptops. It outlines several things to check including ensuring the mute button is not pressed, checking the volume level and application volume controls. If those don't work, it recommends updating or reinstalling the sound driver. The steps include accessing device manager and sound properties to update the driver, check services, and reset audio service and reboot if needed. Calling Lenovo support is suggested if the issue persists.
This PowerPoint is intended for Blackboard Collaborate moderators to show their participants how to use Blackboard Collaborate. This PowerPoint can be loaded into Blackboard and shown to participants.
Four Steps to Sure-Fire Live Streaming SuccessLynn Teatro
This document outlines 4 steps for successful live streaming: 1) Choose the platform and event based on your audience; 2) Plan a detailed promotion strategy; 3) Rehearse to avoid technical difficulties; 4) Monitor interactions and ensure everything runs smoothly. It emphasizes that live video is imperfect but engaging, and advises having fun with an iterative process of evaluating and improving streams.
This issue of the I.S. Monthly Tips newsletter provides guidance on video conferencing etiquette. It discusses best practices such as making eye contact with the camera instead of the screen, paying attention to others instead of multitasking, dressing professionally, and introducing yourself at the beginning of calls. The newsletter also provides contact information for technical support and an overview of the video conferencing platforms Covidien supports.
Customer interview presentation at Lean Startup Machine Amman-Jordan.
Describe best practice, what to do, what not, where to find your customers and what to ask them, as part of customer discovery process (Cus_Dev & Lean Startup methodology)
Blackboard Collaborate Ultra - Setting Up the Camera and Microphone ManuallyRichard Berg
The document provides instructions for manually setting up a camera and microphone within the Collaborate panel in Blackboard. It outlines the steps to access the Audio and Video Settings area, test the microphone and camera, and ensure the correct devices are selected. If issues occur, it advises checking that the proper microphone and webcam are chosen from the dropdown menus. Volume controls and closed captioning options are also described.
The document provides guidance and information for radio show hosts who will be presenting on the station's FM frequency. It emphasizes the importance of planning out shows in advance, building engaging features, and communicating effectively with the programming team. Hosts are encouraged to capitalize on the opportunities of the larger FM audience and participate fully in station events and initiatives.
Due Date Sunday at 1159 pm of Unit 5 Points 100 .docxmadlynplamondon
Due Date: Sunday at 11:59 pm of Unit 5
Points: 100
Overview:
You will take the Personal Report of Public Speaking Anxiety (PRPSA) in MindTap,
reflect on your results in a brief 2-3 minute video journal. Were you surprised at your
results? Do they match how you feel about public speaking? What tips or tricks have
worked for you to overcome any fear you may have had about public speaking? How
are you feeling about the upcoming speech presentation? Is there anything in particular
that worries you the most about the speech?
Instructions:
In your video Journal address the following:
• Were you surprised at your results?
• Do they match how you feel about public speaking?
• What tips or tricks have worked for you to overcome any fear you may have had
about public speaking?
• How are you feeling about the upcoming speech presentation?
• Is there anything in particular that worries you the most about the speech?
MindTap Tools:
• You will record and save your speech in MindTap:
o Click on the MindTap Content folder link in the Unit.
o Choose “Video Journal: Overcoming Speaker Anxiety (Unit 5)” and record
and save your journal entry.
o Return to Unit 5 in Blackboard, click on the assignment, and type ”Done”
in the box for it to be graded.
• You will then go to the Unit 5 Discussion and discuss your results with the class.
Tips and Guidelines:
• Pay attention to your presentation style. Be sure to speak loudly and clearly so
the audience can hear you.
COM107: Introduction to Communication
Unit 5 Video Journal: Overcoming Speaker Anxiety
• Record your video in a small, quiet space with plenty of light and be sure there is
no audio feedback on the recording.
• Position yourself in the center of the frame so your facial expressions and other
body language are in clear view.
• Think about your appearance. Dress appropriately for your speech, like you
would in a classroom environment.
• Pay attention to the time requirements and stay within the limits.
• Prepare your speech and practice it a few times before submitting.
Requirements:
• Video length: 2-3 minutes
• Speak clearly and concisely.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Unit 5 Video Journal
CRITERIA Deficient Needs Improvement Proficient Exemplary
(0-8 Points) (9-11 Points) (12-14 Points) (15 Points)
Statements of if
you were
surprised at the
results
The statement is
missing or poorly
defined.
The statement is
present, but missing
key details.
The statement is
present, but
missing minor
details.
The statement is
well defined
including all
details.
Statement of if the
results match how
you feel about
public speaking
The statement is
missing or poorly
defined.
The statement is
present, but missing
key details.
The statement is
present, but
missing minor
detai.
Los Medanos College - M4MHO - 2.28.23 - Presentation.pdfRebeccaPontieri
The document summarizes a virtual workshop on movies and mental health. It includes an agenda with films shown to prompt discussion of topics like stigma, support systems, and self-care. Participants engaged through polls, chats, and mindfulness activities like breathing and body scans. A student panel shared their experiences and perspectives. Attendees could provide anonymous feedback and enter to win a prize for attending. The workshop aimed to connect people and discuss mental health issues through film.
Office Mix adds functionality to PowerPoint that allows you to record audio or video of yourself presenting. In fact, you can even do full screen capture and record anything on your PC. Come learn how to unleash the power and potential of Mix, the Office PPT add-in that will breathe life into old PowerPoint presentations.
This document provides an introduction to synchronous online learning via WebEx. It covers three main parts: (1) an overview of synchronous online learning and how to check your computer system; (2) guidance for participants on having a successful online experience, including tips for engagement; and (3) an explanation of basic WebEx features like joining a session, using chat and feedback tools, and muting/unmuting. The goal is to prepare participants for their first online learning session using the WebEx platform.
Sydney salesforce developer group talker tipsSteven Herod
This document provides guidance for speakers presenting at the Sydney Salesforce Developer Group. It includes tips for speakers such as thanking attendees, bringing necessary equipment, keeping presentations to 20 minutes, using large fonts, considering failure conditions when demonstrating, and having fun. Speakers are asked to focus their talks, be authentic, use gender neutral language, and ensure their content is appropriate for a diverse audience.
Working Advantage Virtual Enterprises Training (WAV E-Training) provides computer assistive technologies training and online courses across North America to help people with different abilities gain access to employment. The document discusses installing and setting up Dragon NaturallySpeaking software to allow for voice control of a computer and creation of documents, reducing risks of injury. It outlines running the installation program, setting up a user profile through an initial training process, and adapting the software to the user's voice and writing style.
This document discusses various methods for recording, editing, and publishing audio content digitally. It covers direct live streaming from mobile or desktop, one-step publishing to platforms like SoundCloud and Tumblr, and two-step publishing which involves transferring files from a phone to a computer first. It provides recommendations for audio recording and editing apps for both mobile and desktop. Basic techniques for interviewing and microphone use are also outlined.
This document provides an agenda for an online meeting on mistakes made by online teachers. It includes sections on testing audio, using tools like audio/video, polling, chat and whiteboard. It introduces the presenter and topic of the presentation which is four mistakes made in online teaching over a decade. Resources on common eLearning mistakes are also listed, along with contact information for the organizers. Finally, an evaluation survey is shared and the next session is announced.
The document describes the process of recording and editing an audio project. It discusses using a script to record voiceovers on a phone, adding sound effects from YouTube, adjusting audio levels using gain, and exporting the final project as an MP3 file. Strengths included having all audio elements together in one file, while weaknesses included some sounds becoming quieter after export. The reflection indicates sound effects, voiceovers, and intro/outro music will be included in the final product.
The document introduces ways for a robot to communicate its internal state through visual and audio cues. It discusses using the robot's display screen to show images or text, and its speaker to play sounds. Examples are given of using sounds to indicate when tasks are started or completed. Feedback is also introduced as a way to help programmers improve their work.
The document describes Personal Presence Analysis®, a service offered by Clearwater Advisers Ltd that provides an in-depth analysis of how an individual is perceived when communicating. It involves recording a person speaking on different topics and analyzing their verbal and non-verbal communication. The analysis identifies strengths and weaknesses and provides coaching recommendations to improve areas like voice modulation, fluency, and emotional involvement. An example is given showing improvements in a client's communication skills after 10 coaching sessions based on their initial Personal Presence Analysis.
This document provides a toolkit for delivering digital literacy training in various community settings. It includes delivery toolkits for planners, digital champions, and teachers.
The planner's toolkit helps those setting up a digital literacy program plan key aspects like location, resources, and learner needs. The digital champion's toolkit guides non-instructor volunteers and staff on informal support. And the teacher's toolkit aids formal digital skills instructors.
Accompanying these toolkits are learner support cards covering topics such as using technology, online safety, communication, and civic participation. The cards can be used flexibly in various training contexts.
The London Connected Learning Centre offers various digital skills and family learning courses to help people develop important technology abilities. The courses cover topics such as e-safety, basic digital skills, digital storytelling, animation, photography, blogging, filmmaking, app creation and website design. The Centre also works with community volunteers called "digital champions" who help increase digital literacy within the local area. Digital badges are awarded to recognize completion of skills modules related to privacy, problem-solving, and other important technology competencies.
The document provides steps to resolve a no sound issue on Lenovo laptops. It outlines several things to check including ensuring the mute button is not pressed, checking the volume level and application volume controls. If those don't work, it recommends updating or reinstalling the sound driver. The steps include accessing device manager and sound properties to update the driver, check services, and reset audio service and reboot if needed. Calling Lenovo support is suggested if the issue persists.
This PowerPoint is intended for Blackboard Collaborate moderators to show their participants how to use Blackboard Collaborate. This PowerPoint can be loaded into Blackboard and shown to participants.
Four Steps to Sure-Fire Live Streaming SuccessLynn Teatro
This document outlines 4 steps for successful live streaming: 1) Choose the platform and event based on your audience; 2) Plan a detailed promotion strategy; 3) Rehearse to avoid technical difficulties; 4) Monitor interactions and ensure everything runs smoothly. It emphasizes that live video is imperfect but engaging, and advises having fun with an iterative process of evaluating and improving streams.
This issue of the I.S. Monthly Tips newsletter provides guidance on video conferencing etiquette. It discusses best practices such as making eye contact with the camera instead of the screen, paying attention to others instead of multitasking, dressing professionally, and introducing yourself at the beginning of calls. The newsletter also provides contact information for technical support and an overview of the video conferencing platforms Covidien supports.
Customer interview presentation at Lean Startup Machine Amman-Jordan.
Describe best practice, what to do, what not, where to find your customers and what to ask them, as part of customer discovery process (Cus_Dev & Lean Startup methodology)
Blackboard Collaborate Ultra - Setting Up the Camera and Microphone ManuallyRichard Berg
The document provides instructions for manually setting up a camera and microphone within the Collaborate panel in Blackboard. It outlines the steps to access the Audio and Video Settings area, test the microphone and camera, and ensure the correct devices are selected. If issues occur, it advises checking that the proper microphone and webcam are chosen from the dropdown menus. Volume controls and closed captioning options are also described.
The document provides guidance and information for radio show hosts who will be presenting on the station's FM frequency. It emphasizes the importance of planning out shows in advance, building engaging features, and communicating effectively with the programming team. Hosts are encouraged to capitalize on the opportunities of the larger FM audience and participate fully in station events and initiatives.
Due Date Sunday at 1159 pm of Unit 5 Points 100 .docxmadlynplamondon
Due Date: Sunday at 11:59 pm of Unit 5
Points: 100
Overview:
You will take the Personal Report of Public Speaking Anxiety (PRPSA) in MindTap,
reflect on your results in a brief 2-3 minute video journal. Were you surprised at your
results? Do they match how you feel about public speaking? What tips or tricks have
worked for you to overcome any fear you may have had about public speaking? How
are you feeling about the upcoming speech presentation? Is there anything in particular
that worries you the most about the speech?
Instructions:
In your video Journal address the following:
• Were you surprised at your results?
• Do they match how you feel about public speaking?
• What tips or tricks have worked for you to overcome any fear you may have had
about public speaking?
• How are you feeling about the upcoming speech presentation?
• Is there anything in particular that worries you the most about the speech?
MindTap Tools:
• You will record and save your speech in MindTap:
o Click on the MindTap Content folder link in the Unit.
o Choose “Video Journal: Overcoming Speaker Anxiety (Unit 5)” and record
and save your journal entry.
o Return to Unit 5 in Blackboard, click on the assignment, and type ”Done”
in the box for it to be graded.
• You will then go to the Unit 5 Discussion and discuss your results with the class.
Tips and Guidelines:
• Pay attention to your presentation style. Be sure to speak loudly and clearly so
the audience can hear you.
COM107: Introduction to Communication
Unit 5 Video Journal: Overcoming Speaker Anxiety
• Record your video in a small, quiet space with plenty of light and be sure there is
no audio feedback on the recording.
• Position yourself in the center of the frame so your facial expressions and other
body language are in clear view.
• Think about your appearance. Dress appropriately for your speech, like you
would in a classroom environment.
• Pay attention to the time requirements and stay within the limits.
• Prepare your speech and practice it a few times before submitting.
Requirements:
• Video length: 2-3 minutes
• Speak clearly and concisely.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Unit 5 Video Journal
CRITERIA Deficient Needs Improvement Proficient Exemplary
(0-8 Points) (9-11 Points) (12-14 Points) (15 Points)
Statements of if
you were
surprised at the
results
The statement is
missing or poorly
defined.
The statement is
present, but missing
key details.
The statement is
present, but
missing minor
details.
The statement is
well defined
including all
details.
Statement of if the
results match how
you feel about
public speaking
The statement is
missing or poorly
defined.
The statement is
present, but missing
key details.
The statement is
present, but
missing minor
detai.
Los Medanos College - M4MHO - 2.28.23 - Presentation.pdfRebeccaPontieri
The document summarizes a virtual workshop on movies and mental health. It includes an agenda with films shown to prompt discussion of topics like stigma, support systems, and self-care. Participants engaged through polls, chats, and mindfulness activities like breathing and body scans. A student panel shared their experiences and perspectives. Attendees could provide anonymous feedback and enter to win a prize for attending. The workshop aimed to connect people and discuss mental health issues through film.
Office Mix adds functionality to PowerPoint that allows you to record audio or video of yourself presenting. In fact, you can even do full screen capture and record anything on your PC. Come learn how to unleash the power and potential of Mix, the Office PPT add-in that will breathe life into old PowerPoint presentations.
This document provides an introduction to synchronous online learning via WebEx. It covers three main parts: (1) an overview of synchronous online learning and how to check your computer system; (2) guidance for participants on having a successful online experience, including tips for engagement; and (3) an explanation of basic WebEx features like joining a session, using chat and feedback tools, and muting/unmuting. The goal is to prepare participants for their first online learning session using the WebEx platform.
Sydney salesforce developer group talker tipsSteven Herod
This document provides guidance for speakers presenting at the Sydney Salesforce Developer Group. It includes tips for speakers such as thanking attendees, bringing necessary equipment, keeping presentations to 20 minutes, using large fonts, considering failure conditions when demonstrating, and having fun. Speakers are asked to focus their talks, be authentic, use gender neutral language, and ensure their content is appropriate for a diverse audience.
Working Advantage Virtual Enterprises Training (WAV E-Training) provides computer assistive technologies training and online courses across North America to help people with different abilities gain access to employment. The document discusses installing and setting up Dragon NaturallySpeaking software to allow for voice control of a computer and creation of documents, reducing risks of injury. It outlines running the installation program, setting up a user profile through an initial training process, and adapting the software to the user's voice and writing style.
This document discusses various methods for recording, editing, and publishing audio content digitally. It covers direct live streaming from mobile or desktop, one-step publishing to platforms like SoundCloud and Tumblr, and two-step publishing which involves transferring files from a phone to a computer first. It provides recommendations for audio recording and editing apps for both mobile and desktop. Basic techniques for interviewing and microphone use are also outlined.
This document provides an agenda for an online meeting on mistakes made by online teachers. It includes sections on testing audio, using tools like audio/video, polling, chat and whiteboard. It introduces the presenter and topic of the presentation which is four mistakes made in online teaching over a decade. Resources on common eLearning mistakes are also listed, along with contact information for the organizers. Finally, an evaluation survey is shared and the next session is announced.
The document describes the process of recording and editing an audio project. It discusses using a script to record voiceovers on a phone, adding sound effects from YouTube, adjusting audio levels using gain, and exporting the final project as an MP3 file. Strengths included having all audio elements together in one file, while weaknesses included some sounds becoming quieter after export. The reflection indicates sound effects, voiceovers, and intro/outro music will be included in the final product.
The document introduces ways for a robot to communicate its internal state through visual and audio cues. It discusses using the robot's display screen to show images or text, and its speaker to play sounds. Examples are given of using sounds to indicate when tasks are started or completed. Feedback is also introduced as a way to help programmers improve their work.
The document describes Personal Presence Analysis®, a service offered by Clearwater Advisers Ltd that provides an in-depth analysis of how an individual is perceived when communicating. It involves recording a person speaking on different topics and analyzing their verbal and non-verbal communication. The analysis identifies strengths and weaknesses and provides coaching recommendations to improve areas like voice modulation, fluency, and emotional involvement. An example is given showing improvements in a client's communication skills after 10 coaching sessions based on their initial Personal Presence Analysis.
This document provides a toolkit for delivering digital literacy training in various community settings. It includes delivery toolkits for planners, digital champions, and teachers.
The planner's toolkit helps those setting up a digital literacy program plan key aspects like location, resources, and learner needs. The digital champion's toolkit guides non-instructor volunteers and staff on informal support. And the teacher's toolkit aids formal digital skills instructors.
Accompanying these toolkits are learner support cards covering topics such as using technology, online safety, communication, and civic participation. The cards can be used flexibly in various training contexts.
The London Connected Learning Centre offers various digital skills and family learning courses to help people develop important technology abilities. The courses cover topics such as e-safety, basic digital skills, digital storytelling, animation, photography, blogging, filmmaking, app creation and website design. The Centre also works with community volunteers called "digital champions" who help increase digital literacy within the local area. Digital badges are awarded to recognize completion of skills modules related to privacy, problem-solving, and other important technology competencies.
Manchester Adult Education Service delivered a "Prepare for Placement" course through its Digital Families program, with 15 learners enrolling and 12 completing. The course aimed to help young parents looking for work by offering work experience placements through Job Centre Plus and Sure Start, while teaching digital skills like using tablets, creating presentations and saving files. Learners reported gaining confidence, skills and achieving their goals of obtaining a job, and the course activities aligned with the large number of future jobs in Greater Manchester requiring Level 3 or higher qualifications.
The document summarizes a family learning program that embeds digital skills into math homework clubs for children and their parents in a deprived area. The program saw increases in confidence for both children and parents. Children improved their math skills and 50% of parents pursued further math qualifications. The program faced barriers like time commitment and costs but showed possibilities to expand to other schools and subjects to strengthen digital and family learning. Future plans include rolling the program out to another school and integrating more digital training and blended learning.
Scouting organizations have long used badges to represent skills and achievements, but digital badges called OpenBadges are now available online to provide portable credentials for any kind of learning experience or skill. OpenBadges work by having users complete online activities, evaluations, or submissions for which they are awarded picture-file badges containing hidden data about what they earned the badge for and from whom. These badges can then be uploaded to a Mozilla Backpack profile and shared on social media or with employers and colleges to showcase a digital skills portfolio. Several organizations have begun adopting OpenBadges, including awarding bodies, IBM, and adult learning programs in Europe.
The document discusses the need to bring the entire workforce up to speed on learning technology. It highlights key findings from studies in the UK and US/Canada on workforce development for learning technology. These findings include the importance of a joined-up strategy, resources to support infrastructure and collaboration, quality frameworks, and technology-enabled teachers. The document also describes a self-assessment project in the UK to help institutions benchmark and plan actions to improve their e-learning design capabilities.
Bob Harrison gave a webinar on September 12, 2014 about FELTAG (Further Education Learning Technology Action Group). FELTAG aims to support the agile evolution of the further education (FE) sector to anticipate disruptive technology for the benefit of learners, employers, and the UK economy. The webinar discussed how technology like tablets and virtual learning environments can promote students' critical thinking skills. It also addressed how the realities and drivers of education have changed with technology, but the system has not changed to recognize what technology offers. FELTAG has various partners supporting its work, but also faces challenges in raising awareness among governors, training the FE workforce, and adapting the assessment and accountability processes.
The document discusses making online learning more inclusive for learners. It recommends that providers make greater use of Jisc's Techdis resources to raise awareness and use of assistive technology. It also recommends training teachers how to design accessible online learning materials using open-source tools. The document notes learners benefit from personalized, practice-based presentations and highlights common issues like inaccessible documents, lack of captions, and limited assistive technology access.
The document discusses a project examining further education (FE) students' digital experiences and expectations. It conducted research including literature reviews and student focus groups. The research found students have varying prior experiences and needs regarding technology. It also identified challenges students face related to digital tools in their colleges. The project aims to provide colleges guidance on supporting students' digital skills and developing a set of principles for enhancing the student digital experience.
This document summarizes information about the Erasmus+ program and funding opportunities. Erasmus+ is the European Union program for education, training, youth, and sport from 2014-2020 with a budget of €14.7 billion. It provides grants for individuals and organizations to participate in international projects, learning mobility, cooperation, and dialogue activities across Europe and beyond. Key details are provided on the different actions and funding opportunities available through the decentralized management of the program.
CoderDojo is a global volunteer-led community that organizes free coding clubs for young people aged 7-17. The clubs, called Dojos, are focused on developing skills like creativity, collaboration, and problem solving through peer learning and mentoring. Dojos have spread to over 600 locations across 45 countries since starting in 2011 in Ireland. The movement aims to give more young people the opportunity to learn coding skills by reaching 100,000 regular attendees and 1,500 Dojos across 60 countries in the next 3 years.
The document discusses the work of Starting Point Community Learning Partnership, which operates a coffee shop, learning center, and advocates for positive change in communities. It focuses on listening to communities to understand local needs, finding grassroots solutions to issues, and keeping skills and digital inclusion resources within communities rather than outsourcing support. The goal is to act against increasing digital polarization and provide additional benefits to community learning.
The document discusses the UK Skills Funding Agency's actions to promote online learning following the recommendations of the Further Education Learning Technology Action Group (FELTAG). The agency plans to:
1) Conduct pilots with providers to test barriers and opportunities to online learning within the skills funding system.
2) Collect data on current online delivery through a new field in the Individual Learner Record and a provider survey.
3) Consult with stakeholders on the feasibility of introducing an online-only funding rate in the future.
The document discusses the impact of the FELTAG report on inspections of further education providers in the UK. It outlines expectations for Ofsted inspectors to evaluate how effectively providers deploy learning technologies. Inspectors will receive training to identify best practices and assess the impact of technologies. The response from Ofsted includes adding a new "Learner View" question to inspections about technology use, training for inspectors, and guidance to help inspectors evaluate providers' innovation, impact, support for learners, and progress in using technologies.
This document summarizes a conference on digital learning. It discusses bridging the digital skills gap in the UK workforce. Several speakers address challenges in developing digital skills for students, workers, and across different industries. They suggest priorities like treating digital skills as a basic requirement, providing hands-on experience, and helping teachers strengthen their own digital abilities to prepare students for a digital future.
This document summarizes information about the Erasmus+ program, which provides funding opportunities for education, training, youth, and sport projects across Europe. The Erasmus+ program runs from 2014 to 2020 with a budget of €14.7 billion. It includes several Key Actions that fund mobility projects, strategic partnerships, and youth activities. The document outlines the application deadlines and eligibility requirements for various areas of the program.
EPALE (Electronic Platform for Adult Learning in Europe) is a new online community and resource for adult learning professionals in Europe. It aims to provide a centralized place for sharing materials, best practices, and networking. Based on user surveys, EPALE is developing the site to include a calendar of events, news, resources, and community forums. The platform also aims to be multilingual, with priorities on English content and machine translation to allow information sharing across languages. The site is being launched in phases with user feedback, with the goal of connecting adult education professionals throughout Europe.
This document discusses mobile learning and bring your own device (BYOD) policies in education. It defines mobile learning as using handheld technologies to facilitate, support, and extend teaching and learning. BYOD is defined as allowing students to bring their own personal devices to their institution. The document then shares results from a survey of 39 education providers on their BYOD policies and reasons for adoption, finding that empowering learners and staff was seen as most important. It also discusses guidelines around recording online learning in student records.
Flipping the maths classroom - Judy Larsen, Fraser Valley UniversityKevin Campbell-Wright
This document discusses the flipped classroom model in a math class. It describes how students can watch video lessons at home in their own time instead of receiving direct instruction in the classroom. This allows class time to be used for applications, engagement, group work, and addressing student questions. Student quotes provide positive feedback on learning at their own pace from videos and collaborating with peers in class. The document emphasizes that the flipped classroom is more than just assigning videos and should provide student autonomy, structure, and opportunities to improve self-efficacy in mathematics learning.
The document discusses a massive open online course (MOOC) on Introduction to Forensic Science created by the University of Strathclyde. It was the most successful MOOC on the Future Learn platform to date. The MOOC used a narrative element of a murder mystery case study called "Murder by the Loch" to teach forensic science concepts over its six-week duration. It covered topics like fingerprints, DNA, toolmarks, drugs, and the trial process. The production required significant resources of time and funding. Developing the course content and platform also presented challenges.
1. Implementing FELTAG:
3. Taking FELTAG Forward
Kevin Campbell-Wright & Susan Easton
Digital Learning, NIACE
9th December, 2014
#niacefeltag
The webinar will be starting shortly
2. Implementing FELTAG:
1. Meeting learners’ needs
Welcome to the
NIACE webinar
If this is your first webinar, we’ll explain how it works
in just a moment.
First, it’s important to know that your audio is working
properly.
There is currently some music playing. If you can’t
hear it, please check:
• That your speakers are switched on or headset
is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup
Wizard”. (Fig 1) If that fails, please let us know by
typing into the chat box (Fig 2).
3. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
• That your speakers are switched on or headset is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup Wizard”.
Today’s Hosts:
Susan Easton, Chair
Head of Learning with and about technology
@susaneaston
Susan coordinates NIACE’s work around digital learning and
compiles and chairs the Implementing FELTAG webinars
Kevin Campbell-Wright
Project Officer, Digital
@KevAtNIACE
Kevin manages most of NIACE’s digital projects
and produces the Implementing FELTAG
webinars
4. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
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5. Implementing FELTAG:
1. Meeting learners’ needs
Welcome to the
NIACE webinar
If this is your first webinar, we’ll explain how it works
in just a moment.
First, it’s important to know that your audio is working
properly.
There is currently some music playing. If you can’t
hear it, please check:
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typing into the chat box (Fig 2).
6. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
• That your speakers are switched on or headset is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup Wizard”.
Today’s Speakers:
Christina Conroy OBE
Director, Coralesce Ltd
Christina is a Director and Partner in Coralesce ltd, an online
learning, research and curriculum development agency that
works with awarding organizations, educational providers and
funding agencies with specialisms in learning technologies,
enterprise and teacher development.
Trained as a Social Scientist at Reading University and the London
School of Economics, she worked in market and social research
before qualifying as a teacher and coming into FE in 1985.
Christina was awarded an OBE (Royal Honours) for her services to
further education in 2002.
@ConroyChristina
7. Implementing FELTAG:
1. Meeting learners’ needs
Welcome to the
NIACE webinar
If this is your first webinar, we’ll explain how it works
in just a moment.
First, it’s important to know that your audio is working
properly.
There is currently some music playing. If you can’t
hear it, please check:
• That your speakers are switched on or headset
is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup
Wizard”. (Fig 1) If that fails, please let us know by
typing into the chat box (Fig 2).
8. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
• That your speakers are switched on or headset is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup Wizard”.
Today’s Speakers:
Alistair McNaught
Senior Advisor, Jisc TechDis
Alistair taught Geography for 20 years gaining experience in both
Secondary and FE sectors. This experience was later used as cross
curricular elearning advisor in a beacon sixth form college before
joining the Ferl team at Becta where he was involved in the
creation and roll out of two national ILT development
programmes. From Becta, he joined the Jisc TechDis service
supporting disabled learners. Alistair has had long personal
involvement with disability issues through voluntary activities which
have ranged from family link fostering to a disabled rambling
group. He has contributed to a number of publications including
A level geography text books, eLearning publications and articles
for journals and periodicals.
@AlistairM
9. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
• That your speakers are switched on or headset is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup Wizard”.
Please tweet about this
webinar using
#niacefeltag
10. Implementing FELTAG:
1. Meeting learners’ needs
Welcome to the
NIACE webinar
If this is your first webinar, we’ll explain how it works
in just a moment.
First, it’s important to know that your audio is working
properly.
There is currently some music playing. If you can’t
hear it, please check:
• That your speakers are switched on or headset
is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup
Wizard”. (Fig 1) If that fails, please let us know by
typing into the chat box (Fig 2).
11. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
• That your speakers are switched on or headset is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup Wizard”.
Today’s Speakers:
Bob Harrison
FELTAG Group & NIACE Board
As a teacher, senior manager, Principal and Governo, Bob has
developed leadership skills for the National College of Teaching
and Leadership College Principals Qualification and the Building
Schools for the Future Leadership programme. Vice Chair
Governors at Northern College, governor of a Trafford school and
a board member at NIACE and UFI Trust, Bob was made an
Honorary Life member of CGLI following 12 years as Chief
Examiner. He has been Toshiba’s Education Adviser for 13 years
and is a writer, presenter and researcher on learning
technologies. Bob was a leading member of the Further
Education Learning Technology Action Group and is now a
member of the ETAG group.
@bobharrisonset
12. Implementing FELTAG:
1. Meeting learners’ needs
Welcome to the
NIACE webinar
If this is your first webinar, we’ll explain how it works
in just a moment.
First, it’s important to know that your audio is working
properly.
There is currently some music playing. If you can’t
hear it, please check:
• That your speakers are switched on or headset
is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup
Wizard”. (Fig 1) If that fails, please let us know by
typing into the chat box (Fig 2).
13. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
• That your speakers are switched on or headset is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup Wizard”.
Today’s Facilitators:
Rachel Challen
E-Learning Manager, Loughborough College
@RKChallen
Shri Footring
E-Learning Advisor, Jisc RSC London
@Shrifootring
14. Implementing FELTAG: Taking FELTAG Forward
There is currently some music playing. If you can’t hear it, please check:
• That your speakers are switched on or headset is plugged in.
• That your volume is not muted.
If you still can’t hear click “Meeting” and “Audio Setup Wizard”.
Please tweet about this
webinar using
#niacefeltag
15. Implementing FELTAG:
3. Taking FELTAG Forward
Kevin Campbell-Wright & Susan Easton
Digital Learning, NIACE
9th December, 2014
You should be able to hear me talking
If you CAN then
please click to the
right of the icon of
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16. Using the webinar room
Question &
Answer Block
Delegate List
Video
Chat
Pane
Whiteboard /
Presentation
17. Some points to note:
This session is being recorded and
may be made available to others.
If we experience technical problems
during the webinar, please stay
logged in. If you are logged out,
please follow the link on your joining
instructions. If this doesn’t work
please email
joanne.barrett@niace.org.uk or
phone 0116 2047051.
Please tweet using #niacefeltag
If you have any technical issues
during the webinar use the chat
pane (not the Q&A pane) and we
will message you back privately.
18. Implementing FELTAG:
3. Taking FELTAG Forward
Kevin Campbell-Wright & Susan Easton
Digital Learning, NIACE
9th December, 2014
19. agenda
1pm Welcome, Kevin Campbell Wright, Project Officer, NIACE
1.05 Presentation: The capacity and capability of the FE workforce.
Christina Conroy, O.B.E. CEO Coralesce
1.20 Presentation: Making FELTAG inclusive
Alistair McNaught, Techdis.
1.30 Presentation: Taking FELTAG forward
Bob Harrison, NIACE board member and founding member of FELTAG Action
Group.
1.40 Delegate discussion:. FELTAG: Challenges, opportunities and approaches
Rachel Challen, eLearning Manager, Loughborough College
Shri Footring, Senior Adviser, Jisc Regional Support Centre London
1.55 Delegate poll, summary and future webinar programme.
Susan Easton, Head of Digital Learning, NIACE
2.00 Formal webinar close
2pm + Unrecorded informal discussion
20. Polls
Question 1
How useful will a self assessment tool be to your
organisation when planning learning technology
strategies and plans?
Question 2
How prepared is your organisation to take account of
accessibility / inclusion issues when implementing
FELTAG?
Question 3
What should the priority of the FELTAG Alliance be?
21. What Next?
Implementing FELTAG 4:
Driving Change
13th January, 2014 1pm
Free of Charge
www.niace.org.uk/events
• Do you have a topic we could cover?
• Your contribution to the FELTAG webinars?
• Are you a NIACE member?
• NIACE Digital Conference Findings
• Join the NIACE SIG (Complete form opposite)
• http://www.niace.org.uk/implementing-feltag
SAVE THE DATES
13th January, 2015, 1pm
3rd February, 2015, 1pm
10th March, 2015, 1pm
7th April, 2015, 1pm
22. Produced by NIACE 2014
Shared Under Creative Commons 4.0 BY-NC-ND
www.niace.org.uk/implementing-feltag
#niacefeltag
Susan Easton
@susaneaston
Kevin Campbell-Wright
@KevAtNIACE
www.niace.org.uk
@niaceHQ