This document discusses tools and strategies for flexible learning at KTH, a university in Sweden. It outlines pedagogical development courses for teachers, as well as internal and external projects focused on learning. These include developing learning spaces, benchmarking e-learning, and incorporating non-technical knowledge into courses. The document also discusses KTH's learning management system called Bilda, which is used by over 1000 teachers and 4800 courses. Personal web meeting tools and video resources are also discussed. Overall the document provides an overview of KTH's approach to supporting flexible learning through various educational development programs and technology tools.
This presentation was prepared for VITTA 2011 conference. The presentation was made virtually to interested participants. It demonstrates the use that tools like Black Board Collaborate can have on empowering learning. This is the classroom of the future, but it could be now!
This presentation was prepared for VITTA 2011 conference. The presentation was made virtually to interested participants. It demonstrates the use that tools like Black Board Collaborate can have on empowering learning. This is the classroom of the future, but it could be now!
This is reporting for Virtual Class Room developed by me. You can read the whole document or can view images within the document of the system (Virtual Class Room)
G N Wikramanayake (2010) Learning beyond the classroom In: Humanitarian Technology Challenges of the 21st Century, Trivandrum, Kerala, 20-21 Feb. IEEE Kerala Section
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
EDUCON'14 Conference presentation: This paper presents the FORGE initiative, which aims to transform the FIRE testbed facilities, already vital for European research, into a learning resource for higher education.
From an educational perspective this project aims at promoting the notion of \ac{srl} through the use of a federation of high-performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology.
Through FORGE, traditional online courses will be complemented with interactive laboratory courses.
It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities.
This is reporting for Virtual Class Room developed by me. You can read the whole document or can view images within the document of the system (Virtual Class Room)
G N Wikramanayake (2010) Learning beyond the classroom In: Humanitarian Technology Challenges of the 21st Century, Trivandrum, Kerala, 20-21 Feb. IEEE Kerala Section
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
EDUCON'14 Conference presentation: This paper presents the FORGE initiative, which aims to transform the FIRE testbed facilities, already vital for European research, into a learning resource for higher education.
From an educational perspective this project aims at promoting the notion of \ac{srl} through the use of a federation of high-performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology.
Through FORGE, traditional online courses will be complemented with interactive laboratory courses.
It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities.
Research based learning in research based networkIngrid Melve
Presentation from the BELNET user conference http://bnc.belnet.be/bnc_2010 perspectives on what a national research network should to to support education and students needs
Faculty, Visuals, and Values: Shaping a Learning Technology EcosystemMichael Greene
Given at EDUCUASE ELI16
In 2012, Duke University's Center for Instructional Technology (CIT) began experimenting with MOOCs with an interest in both open education and campus impact. Today, faculty are increasingly interested in content mashups and technology integrations that go far beyond the average course site. Presenters share how CIT evaluates technology tools and platforms to meet faculty needs, maps the Duke learning technology ecosystem, and tests new technologies for fit. In this presentation I discuss the methods and applications used, the results of Canvas and Open edX testing (summer 2015) and an Open edX pilot (spring 2016), and the values shaping the ecosystem moving forward.
OUTCOMES:
-Compare learning ecosystems, needs, and aspirations among session participants
-Identify strategies for visualizing a learning ecosystem
-Assess methods and applications for evaluating technology platforms
Presentation of the challenges facing IT departments when digital natives invade universities. Presented at Forskningsnet Konference 2009
http://forskningsnettet.dk/konferencer/2009/
What is your Technology Load? TESL Ontario 2009John Allan
This is a workshop ready to go for December 2009 in Toronto. The participants will monitor their educational load as well as discuss possible solutions to this issue.
²Online anywhere, anytime access of digital content by learners, mentor & admin
²Use web based audio/video conferencing for virtual learning
²Implement multiple training courses on a single platform
²Deliver learning in multiple languages
²Track the usage of iNet CLMS through advanced reports
²Evaluate proficiency of learners using a rich set of assessment capabilities
Overview of the main actions from the TEMPUS Masters in Public Health and Social Services project. ( Armenia, Georgia, Moldova, Romania, Sweden and the UK)
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
Flaxible Learning at KTH
1. Tools and Strategies for
flexible learning at KTH.
Anders Ambrén
MScEE
ICT-Advisor
ambe@kth.se
2. Pedagogical development for KTH
teachers.
Basic Communication and Teaching Course
Learning and Teaching Course module 1 for teachers and
professors
Learning and Teaching Course module 2 for teachers and
professors
Learning and Teaching in a Subject Perspective
Learning and Teaching with ICT tools
Knowledge building in Teachers Practice
Tutoring techniques for professors
Pedagogic consultation
3. Internal Projects
Learning spaces, Media technology
program
Netbased, flexible learning at Campus
and at distance
KTH Overall Quality Projects
Benchmark of E-learning
KTH ICT infrastructure to support the
Learning Process
4. External projects.
CDIO, multi university project
Mix non-tech knowledge in
Courses.
ICT competence in national Teacher
training programs. LIKA –project
Film/Video production för Ministry of
Health and Social Affairs
5. Learning is a social activity..
Professor Roger Säljö
Gothenburg University
6. Books Classroom
Student
INTERNET
Virtual
WWW
classroom
Lectures
Resources Monitoring
Support
7. Experiences from ICT supported
teaching and learning
Learning management system
Personal web meeting tools
Infrastructure activities
ICT-Services for Students
9. Bilda, The KTH LCMS-tool
From evaluation project 2001 to
Business as usual
Focus on:
Students active learning
Campus courses
Pedagogical use
Ease of use
Usability
10. Example of KTH use
Assignment and peer review
Test yourself, Quizzes (Read, test, reflect, read,
test again..)
KTH Summer courses for ”newcomers”
Teacher to student communication
Noticeboard, E-mail, SMS, Forum
11. Continued..
Course evaluation
Digital File archive
Student community building
Chat, Instant Messaging
Projectgroups
Exam online
Distance Tutoring (final thesis)
13. KTH LCMS Summary
All students and courses in the system
HTML-knowledge not mandatory
Import of existing HTML-code
Log in with KTH-account
Many (to many?) services
14. Status of LCMS tool today
>1000 active KTH teachers
>4800 courses since 2001.
>12500 users/day
>250000 logins/month
Further developement in close cooperation
with other universities
Large variation in use of the system
Complete, fully automated, distance courses
Just post Lecture notes in File area.
15. Personal meeting Tool,
Adobe Connect Pro
WebCamera Video
Headset Voice
Server Chat
Personal Computer Whiteboard
Windows Share document
Mac OS Share desktop
Unix-flavours Record/Re-use
Vote
16. Use of Webmeeting tools
Distance Lecture
Projectmeetings
Distance Tutoring
Distance exam of single course
Still hardware and software
dependences.
You do need to practice several times
Keep it as simple as possible.
17. ICT Infrastructure
Critical to operations (demand for 24/7)
Support organisations
Secure Networks
Mail and user database
Student Computer rooms (Support to laptops)
Software distribution routines
Personal File areas available from anywhere
Printing
18. Resources for students and
teachers
KTH Social for all KTH Courses
Studentweb
My pages for progress and student records
Timetables
IT-support and Computers
E-mail
Computer rooms
Software (including Microsoft products)
Services at helpdesk
19. Resources.. continued
Library
Information Searching
Dissertations
Ask the library
KTH Learning Lab
Resources
Text matching tool against Plagiarism
20. Additional services to Students
Single sign on
”My personal pages”
Results from official records
Assign to tests an exams of courses
Schedules
Download course software free from
KTH server
500 pages free printing /semester
22. First of all.. some examples
• 2 cameras and edited and compressed
• 2 cameras, powerpoint included, some editin
• Instruction video. 1 camera, PC-screen includ
• Personal video in a single subject
• Including active whiteboard
• Do it your self 1
• Do it your self 2
23. Examples … continued
Live Broadcast
Via Bambuser (Cameras and live editing)
We will do it tomorrow at 13.15
Bambuser via mobile recording
Via Adobe Connect Pro (also on demand)
27. Tomorrow.....?
Keep on making small steps to meet
strategic goals
Coordinate with other KTH IT activities
Introduce Open Educational Resources
Quality assurance
Copyright issues
Improve infrastructure
Expanded use of streaming media