Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education - Julia Fotheringham, Keith Smyth (Edinburgh Napier University)
Presented at Moodlemoot Edinburgh 2014
Modelling openness: Developing the Digital Fluency course at OUTBrenda Mallinson
It is recognised that more than ‘literacy’ is needed in today’s academic environment in order to take full advantage of the affordances of using ICTs for the full range of teaching and learning, research, and administrative duties and blended modes of provision.
In order to address this issue, OUT, in collaboration with Saide’s OER Africa initiative, has conceptualised a course on ‘Digital Fluency’ to be provided as an Open Educational Resource (OER) and made available for ODeL provision.
The move from literacy to fluency encompasses effective and ethical online communication, critical interpretation, quality resource creation and curation, knowledge co-construction, and an understanding of using all of these abilities to open up education – with all of these becoming increasingly standard and effortless over time.
Collaboration: A pathway to empowerment through the PG Cert Blended and Online Education - Julia Fotheringham, Keith Smyth (Edinburgh Napier University)
Presented at Moodlemoot Edinburgh 2014
Tracking BTEC grades in Moodle - Bedford CollegeJISC RSC Eastern
Bedford College has developed a sophisticated Moodle plug-in to track students’ progress against criteria and units for BTEC qualifications. The system currently supports all levels of qualifications including Diplomas, Extended Diplomas, FDs, HNCs and HNDs. The system is currently being extended to accommodate other families of qualifications.
In addition to providing teachers and students with a graphical overview of progress in completing qualifications, the system also provides predicted grades based on prior qualifications and on current progress in meeting criteria.
Teachers are provided with tools that enable them to update progress, add comments at criteria level, customise qualifications and units, specify individualised programmes for students and view reports by class list, unit or student.
Presentation by Roy Currie
Advanced commenting capabilities using the Moodle Media Collection activity -...Blackboard APAC
The University of New South Wales Australia has developed advanced commenting features for the Moodle Media collection activity. This allows comments and likes to be added to audio, video and image files in Moodle Media Collections. With audio and video files, comments can be added to specific points in the media item's timeline.
Different comment types allow you to control who sees your comments. This includes the whole course, just you or a person you send feedback to and you.
PC3: Personalised Curriculum Creation through Coaching is a JISC-funded project at Leeds Metropolitan University. The project launch is on September 15th 2008 and this presentation gives a basic introduction to the project and the way it uses coaching.
Developing a strategy for flexible learning programmes at NorthTecVasi Doncheva
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
Holmesglen e-learning grant presentation at Converge08. This presentation discusses the outcomes of the two projects undertaken at Holmesglen to encourage teachers to engage with e-learning.
Tracking BTEC grades in Moodle - Bedford CollegeJISC RSC Eastern
Bedford College has developed a sophisticated Moodle plug-in to track students’ progress against criteria and units for BTEC qualifications. The system currently supports all levels of qualifications including Diplomas, Extended Diplomas, FDs, HNCs and HNDs. The system is currently being extended to accommodate other families of qualifications.
In addition to providing teachers and students with a graphical overview of progress in completing qualifications, the system also provides predicted grades based on prior qualifications and on current progress in meeting criteria.
Teachers are provided with tools that enable them to update progress, add comments at criteria level, customise qualifications and units, specify individualised programmes for students and view reports by class list, unit or student.
Presentation by Roy Currie
Advanced commenting capabilities using the Moodle Media Collection activity -...Blackboard APAC
The University of New South Wales Australia has developed advanced commenting features for the Moodle Media collection activity. This allows comments and likes to be added to audio, video and image files in Moodle Media Collections. With audio and video files, comments can be added to specific points in the media item's timeline.
Different comment types allow you to control who sees your comments. This includes the whole course, just you or a person you send feedback to and you.
PC3: Personalised Curriculum Creation through Coaching is a JISC-funded project at Leeds Metropolitan University. The project launch is on September 15th 2008 and this presentation gives a basic introduction to the project and the way it uses coaching.
Developing a strategy for flexible learning programmes at NorthTecVasi Doncheva
Case Study presented at Future Learning and the Digital Conference June 2013 Auckland, New Zealand
Developing a strategy for flexible learning programmes in your organisation:
• How to develop and implement an institute wide strategy
• How to lead change initiatives and embed them into institutional practice
• Ways to effectively use technologies to engage and inspire learners and create accessible learning opportunities
• Tips on how to effectively integrate technology strategically into teaching and learning
Holmesglen e-learning grant presentation at Converge08. This presentation discusses the outcomes of the two projects undertaken at Holmesglen to encourage teachers to engage with e-learning.
Presentation delivered by Erin Nephin at Can You Dig Lit? event at York St. John University, 14th November 2013, on behalf of the ARLG Yorkshire & Humberside branch
E/merge Africa Learning Festival Conference 2018
Digital Fluency Workshop - Brenda Mallinson & Shadrack Mbogela
5 modules: Digital Fundamentals; Working with OER; Course Design & Development for online provision; Academic Integrity in a Digital Age; Storage and Access of Digital Resources.
This presentation suggests various curriculum development models. This presentation was utilized by me when I acted as a Resource Person for the workshop organized by Center for Educational Research, Madurai Kamaraj University, India, at V.V.V.College for Women (Autonomous)
CDE-funded Teaching and Research Award project "Wake-up Calls for Learning: an Inclusive Approach to Supporting Students in Distance Education", as displayed at RIDE 2010 conference.
Lead researcher Adam Unwin (Adam Unwin
a.unwin@ioe.ac.uk, Institute of Education
Special Blend: Developing a Model for Technology-Enhanced, Flexible LearningLeo Havemann
A workshop presentation at HEA/SEEC Conference 2013 by Leo Havemann and Liz Johnston Drew
Slides based on an original presentation developed by Joana Barros and Joanne Leal
Birkbeck, University of London
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Drilling down to the core: collaborative core content creation - Karen Fisher & Lindsay Joyce.
1. Drilling down to the core: collaborative core content creation
In 2013 Libraries and Learning Innovation (LLI) was asked to lead a project group to create two
Masters level core content modules on Research Practice and Project Management.What are
Core Content
modules?
VLE modules that
have a clear structure
and design,
containing generic
materials to support
the subject. Also
known as wrapper or
shell modules.
What
academic
staff have
said:
“I think it looks great
- extremely useful!”
“Very user friendly
succinct and
streamlined.”
“What I have been
waiting for - just
right.”
ModulesHome Groups FilesTimetables Library Student Hub My AccountEmployability Help
Project Background
Research Practice and Project Management are
taught across a wide range of disciplines in the
University, and traditionally designed and populated
by individual course teams. The project’s aim was to
create new generic modules, providing a range of
high quality, up-to-date content that can be easily
inserted and contextualised within the curriculum.
The modules are intended as a way of freeing up
academic staff time to work on other areas of the
curriculum and to avoid duplication of effort.
The project group consisted of representatives from
the University’s Centre for Teaching and Learning,
academic staff, learning technologists and
academic librarians, and was chaired by the
Associate Director of LLI.
Designing the Modules
The group designed modules consisting of a front
page with six buttons highlighting different areas of
the subject. The resources were then organised into
sub-topics, and annotated individual resource links
were added into one of three categories:
Activities
Print resources
Online resources
The academic librarians set to work finding a wide
range of high quality materials, including resources
from the Library’s collection and resources produced
by other institutions, such as OERs. The group sought
out contributions from academic staff for the
activities section, including online quizzes,
PowerPoints, and examples of in-class activities.
Collaborative Consultation
After the modules had been created and uploaded to
the University’s VLE, they were circulated for initial
feedback to selected academic staff, including those
directly involved in research support, and to staff
working on Project Management course teams. Staff
were asked to feed back on the usability of the
module, the topics selected for inclusion and on the
types of resources recommended. The feedback
received was very positive, and useful suggestions
were made on how the design of the modules could be
improved. These suggestions were considered and
changes were made.
The modules were then circulated to a larger group of
academic staff for a second round of feedback before
they were ready to promote to the rest of the
University.
Promoting the Modules
After completion of the modules, the project team
advertised a series of workshops and academic
staff were invited to come along to a hands-on
session and demonstration. Staff who attended were
asked for feedback via an embedded form built using
Google Forms. Staff were enthusiastic and asked for
several colleagues to be given access to the module
soon after the workshops. These requests were so
numerous that the decision was made for all
members of academic staff to be given access.
The group was also asked to present at the
University’s annual course leaders’ conference in
July 2013 where the modules were also well
received. Attendees gave useful suggestions for
further resources and several asked for assistance
in copying resources into their existing modules.
Feedback from Academics
The modules have been extremely well received,
with very positive feedback given in the promotional
workshops and in subsequent meetings and events.
Several academic staff have already used the
Research Practice module as the basis of their own
research modules, and it has also been adopted by a
new course for distance learners as the core of their
Research Practice module.
A member of academic staff involved in the MSc in
Strategic Project Management has proven to be an
extremely useful collaborative partner and is
working with the team on re-purposing a number of
his own materials to augment the Project
Management module.
Future Steps
The project team have now moved on to developing
the next two modules:
Introduction to Marketing
Introduction to Strategic Management
The modules are not intended to be static, but to
continuously develop and act as showcases of high
quality content from both within and outside Leeds
Met. Academic staff will need to be assured that the
content they are using and recommending to their
students is current and accessible so it is vital that
the modules are kept up to date by LLI.
This has been a very rewarding experience for the
project team and it has led to the development of a
set of resources which will be of real worth to the
academic community.
Karen Fisher and Lindsay Joyce