It is recognised that the standard of teaching ICT has improved significantly in recent years. However, high quality ICT teaching is far from universal. This session will explore, from several perspectives, what is meant by ‘good practice.’
We also explore some ideas for incorporating ICT in art and design, and you engage in a practical task on the theme of self portraits.
You reflect on this work with your partner, uploading a recording of your discussion to your site.
We conclude with a discussion of interactive whiteboard practice in schools.
IN-SESSION TASK 2
• Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own
• Upload your finished portrait to your Google site.
• Record a brief conversation with your partner about this task and upload this to your site.
TO FOLLOW UP
• Read Higgins et al (2007), whilst reflecting on your own or your class teacher’s use of the interactive whiteboard.
• You may wish to practice your own IWB skills over lunchtime using one of the Lulham ICT Centre boards, or IWBs available for student use in the Library.
• Watch Jen Deyenberg’s online presentation on geocaching, http://www.trailsoptional.com/2010/10/k-12-online-conference-presentation-gps-and-geocaching-k12online10/
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
It is recognised that the standard of teaching ICT has improved significantly in recent years. However, high quality ICT teaching is far from universal. This session will explore, from several perspectives, what is meant by ‘good practice.’
We also explore some ideas for incorporating ICT in art and design, and you engage in a practical task on the theme of self portraits.
You reflect on this work with your partner, uploading a recording of your discussion to your site.
We conclude with a discussion of interactive whiteboard practice in schools.
IN-SESSION TASK 2
• Create a self portrait using ICT tools – your tutor will model one or more approaches to this task, but you are welcome to work independently using ideas of your own
• Upload your finished portrait to your Google site.
• Record a brief conversation with your partner about this task and upload this to your site.
TO FOLLOW UP
• Read Higgins et al (2007), whilst reflecting on your own or your class teacher’s use of the interactive whiteboard.
• You may wish to practice your own IWB skills over lunchtime using one of the Lulham ICT Centre boards, or IWBs available for student use in the Library.
• Watch Jen Deyenberg’s online presentation on geocaching, http://www.trailsoptional.com/2010/10/k-12-online-conference-presentation-gps-and-geocaching-k12online10/
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
The quest of today’s learning communities is to creatively uptake and embed the emerging technologies to maintain the pace of change, of learning content and platforms, while satisfying learners’ needs and coping with limited resources. As information is delivered abundantly and change is constant, education focuses on driving 21st century fluency.
Project GGULIVRR, Generic Game for Ubiquitous Learning in Interactive Virtual and Real Realities, initiates the study of ubiquitous learning, investigating mobile and contextual learning, challenging small devices with sophisticated computing and networking capacities, testing the pervasive internet and exploring intelligent tags.
The goal of project GGULIVRR is to present learning communities a framework enabling learners to practice and enhance 21st century skills while generating and playing mobile contextual games.
Project GGULIVRR entices learners to get in touch. To play the contextual game one needs to physically go to a ‘touchable’ location, where real objects are tagged with an intelligent tag. By touching a tag one gets in touch with the contextual content. Through playing and developing GGULIVRR games one meets other gamers and developers as the project format induces interdisciplinarity, inter-social and intercultural communication and collaboration empowering local people to unlock contextual content with a minimal technical threshold.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Definite And Indefinite: A Critical Perspective On Defining Mobile Learning a...Michael M Grant
Mobile learning, or mlearning, has become an umbrella, catch-all term for just about anything related to teaching and learning with mobile technologies. However, using the term dilutes the meaning, and it fails to recognize the inherent pedagogical stances that individuals are implementing. The purpose of this paper is to examination the definitions of mobile learning, identify their inadequacies, and propose components for a mobile learning environment with questions to consider for research and instructional design. Dr Michael M. Grant, PhD
Indigenizing Science Education Curriculum Content using Concept Cartoons in N...Premier Publishers
Scientific knowledge is very important as it is a shield against poisonous hands of global competitive economy. There is no doubt about it; societies operating at lower digital divide are at the verge of contracting neo-modern enslavement. Information and Communication Technology (ICT) is dissolving both national and international geographical boundaries, revolutionizing the way information is sent, received, organized, analyzed and interpreted. This article highlights on the importance of considering the learners’ cultural environment when designing ICT teaching and learning resources to suit our indigenous setting. However, the success of Information and Communication Technology revolution will not be complete until developing countries generate their content and build their own tools. This paper highlights on the importance of harnessing ICT resources to suit learners’ cultural environment (Indigenized Concept Cartoons in Science Education) for intellectual restitution.
This presentation was developed and presented in 2009 in support of $1 million dollar grant request that our client won from major energy company. Purpose of grant is to improve human capital development for future jobs in support of high-poverty school district.
Synthesis Matrix for Literature ReviewJennifer Lim
An example of using synthesis matrix for doing literature review. This matrix is still an on-going effort to synthesize the research topic on Personal Learning Environment (PLE)
Effects of Computerized Graphic Organizers on EFL Students' Expository ReadingCITE
HAO, Qiang (Program of Master of Science in Information Technology in Education of The University of Hong Kong)
SIU, Felix L.C. (Division of Information and Technology Studies)
http://citers2012.cite.hku.hk/en/paper_534.htm
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
Definite And Indefinite: A Critical Perspective On Defining Mobile Learning a...Michael M Grant
Mobile learning, or mlearning, has become an umbrella, catch-all term for just about anything related to teaching and learning with mobile technologies. However, using the term dilutes the meaning, and it fails to recognize the inherent pedagogical stances that individuals are implementing. The purpose of this paper is to examination the definitions of mobile learning, identify their inadequacies, and propose components for a mobile learning environment with questions to consider for research and instructional design. Dr Michael M. Grant, PhD
Indigenizing Science Education Curriculum Content using Concept Cartoons in N...Premier Publishers
Scientific knowledge is very important as it is a shield against poisonous hands of global competitive economy. There is no doubt about it; societies operating at lower digital divide are at the verge of contracting neo-modern enslavement. Information and Communication Technology (ICT) is dissolving both national and international geographical boundaries, revolutionizing the way information is sent, received, organized, analyzed and interpreted. This article highlights on the importance of considering the learners’ cultural environment when designing ICT teaching and learning resources to suit our indigenous setting. However, the success of Information and Communication Technology revolution will not be complete until developing countries generate their content and build their own tools. This paper highlights on the importance of harnessing ICT resources to suit learners’ cultural environment (Indigenized Concept Cartoons in Science Education) for intellectual restitution.
This presentation was developed and presented in 2009 in support of $1 million dollar grant request that our client won from major energy company. Purpose of grant is to improve human capital development for future jobs in support of high-poverty school district.
Synthesis Matrix for Literature ReviewJennifer Lim
An example of using synthesis matrix for doing literature review. This matrix is still an on-going effort to synthesize the research topic on Personal Learning Environment (PLE)
Effects of Computerized Graphic Organizers on EFL Students' Expository ReadingCITE
HAO, Qiang (Program of Master of Science in Information Technology in Education of The University of Hong Kong)
SIU, Felix L.C. (Division of Information and Technology Studies)
http://citers2012.cite.hku.hk/en/paper_534.htm
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
IFLA ARL Satellite conference 2023: Shadow Information Technology in the adve...IFLAAcademicandResea
IFLA ARL Satellite conference 2023: Inclusiveness through Openness
Presentation on Regional Impact Studies: “Shadow Information Technology in the advent of Open Educational Resources” by Siphamandla Mncube (SA), University of South Africa. Session chair – Theodore Westervelt, Library of Congress.
Satellite conference held at Erasmus University, Rotterdam, The Netherlands, 18 - 19 August 2023.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
Perspectives on the Information Literate UniversitySheila Webber
This was presented by Sheila Webber (Sheffield University Information School) at an internal seminar at the Open University, Milton Keynes, UK, on 29 March 2011. After unpacking the concept of information literacy, I look at contextual aspects of information literacy: the disciplinary perspective, the teaching perspective and the learner perspective. I finish by presenting the picture of the Information Literate University that was developed some years ago by Bill Johnston and me.
Presentation given for a panel presentation at the AAC&U 2019 meeting. Abstract: In this panel presentation, three institutions explored how ePortfolio curriculum prompts new ways of thinking about education. In Northeastern University’s online master’s education program, students draw from and transform their earlier “learning ePortfolios” into professional ePortfolios showing accomplishment and career readiness. Key to this transition are four critical moves: remembering, analyzing, envisioning, and synthesizing. In Florida State University’s Rhetoric and Composition ePortfolio, a signature practice is selection, supported by an ePortfolio curatorial process helping students make decisions about what’s to select for the ePortfolio and what to leave behind. Across all three programs, students report that these supportive practices are fundamental.
What can we learn about ePortfolio programs by listening to graduates?Gail Matthews-DeNatale
AAC&U 2017 Presentation Abstract: The ePortfolio community has long been dedicated to documenting, analyzing, and communicating the value of ePortfolios in higher education. But what happens to our students after they graduate? How do alumni perceive the value of their ePortfolio experience? Do they incorporate evidence-based, multimodal, and metacognitive practices into their daily life and work, and if so in what ways? What other insights might they share? This session will present the prominent themes that emerged during interviews and email exchanges with graduates from Northeastern University and Florida State University. The session will also include time for attendees to explore how they might incorporate alumni outreach into their own ePortfolio work and research.
Making Student Learning Visible: Using Concept Map Analysis as an Assessment...Gail Matthews-DeNatale
Poster presented at the May 2015 Conference for Advancing Evidence-Based Teaching, Center for Advancing Learning and Teaching Through Research, Northeastern University, Boston, MA
November 2011 presentation given at a day-long assessment workshop co-sponsored by NERCOMP and ELI, titled Innovations in Learning: Measuring the Impact
Presentation on the use of digital storytelling as a strategy for crating digital cases. Given to the Harvard Business School Brain Gain Speaker series in August 2007.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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
Fluency in Information Technology (FIT): Setting Expectations and Understanding Students’ Learning Needs
1. Fluency in Information Technology (FIT):
Setting Expectations and Understanding Students’ Learning Needs
Gail Matthews-DeNatale, Bruce Tis, Braddlee, Simmons College, Boston, MA
Overview
What do liberal arts graduates need to be prepared to live,
A Liberal Arts Approach to What Do Our Students Know?
What Do They Need to Learn?
Fluency with Information Technology
learn and lead in the 21st Century? This is the question
that the Simmons College of Arts and Science’s (CAS) In summer 2004 the Task Force used the fluency rubric to
Fluency with Information Technology Task Force (FIT) develop an instrument for assessing students’ fluency with
posed in the spring of 2004. A diverse group of faculty information technology. In fall 2004 the assessment was
members that included a philosopher, linguist, and a
librarian in addition to technology specialists, the FIT Personal Professional administered to incoming students during orientation.
Task Force was also charged with developing a plan for
improving student Fluency with Information Technology. • Use technology in a thoughtful, • Communicate effectively in the
workplace using technology
Sample FIT Assessment Question
The first goal was to develop a shared understanding of proficient, and self-confident manner You are doing background research for a
science project. In addition to perusing
the relevance that FIT holds for liberal arts education at library sources, you decide to go online
Simmons. The Task Force developed a rubric that • Evaluate, procure, install, and configure • Understand the role and and see what’s available. You come
across these two web sites (see
screenshots). Which site do you think is
outlined FIT goals for Simmons graduates across four
dimensions: personal, interpersonal, professional, and technology function of information more credible? How did you decide
which site to pick? What evidence
helped you select the most credible site?
societal. and technology in the workplace
Media Literacy
Screenshots: 1) Edible Vaccinations, a
page from the National Science
• Use technology to evaluate and interpret Technology Foundation’s web site and 2) DHMO, a
hoax science web site.
Understanding students’ learning needs is a central
text, numbers and images • Use technology to solve
component of the FIT implementation plan. After
articulating an interdisciplinary (liberal arts) model for • Information Storage • Semiotics / Linguistics problems in the workplace
• Think critically, solve problems,
FIT and developing a framework of goals for student
learning, the Task Force developed an instrument for
and test solutions (with and about and Retrieval • Art / Media Studies • Use technology responsibly
assessing incoming, middle year, and graduating students.
technology) • Systems, Abstraction, • Communications in the workplace Of 116 incoming students who took the baseline assessment,
• 6% chose the correct website, but provided a faulty
Goals • Troubleshoot technology and Modeling • Philosophy / Ethics • Work collaboratively across explanation, indicating that their selection was either
for the wrong reason or just a lucky guess
• Cultural Studies geographic distances • 70% either chose the wrong site or said “not sure”
• Articulate expectations for graduating CAS students’
fluency with information technology.
• Think about information • Algorithmic • Think in terms of systems
• only 24% selected the credible website and provided a
• Develop strategies for ongoing assessment of: students’
technology abstractly
thinking • Anthropology substantive explanation for their choice
FITness; opportunities for student FITness across the
curriculum; and the program itself. • Understand the value
• Security/ • Sociology Societal
of keeping current on In the same school year, 100 graduating
• Offer support and incentives for enhancing the
• Education
students also took the same
assessment. Graduating students were,
FITness-building that takes place in CAS courses and technological Privacy • Keep current on technological in general, more confident of their FIT
abilities. Incoming students reported a
in co-curricular learning opportunities. mean confidence rating of 5.6 on a scale
developments developments of 1-10, whereas the graduating
students reported a mean rating of 7.3,
• Provide students and advisors with the information with nobody rating themselves lower
than a 3.
they need to identify and address students’ FITness
learning needs. • Evaluate and assess emerging Yet, despite greater confidence,
graduates were no more likely to select
Interpersonal
the NSF website and provide a
technological developments substantive rationale for their choice.
Addressing Students’ FIT
Information Literacy (e.g., feasibility, social impact,
• Communicate and collaborate
Learning Needs
effectively using technology in many • Information Science ethical ramifications, legal
implications, etc.)
To achieve our goals for IT fluency, opportunities for
developing FIT need to be integrated across students’
different settings • Information Architecture What does the assessment tell us?
• Understand and evaluate the opportunities,
curricular and co-curricular learning -- spanning their
years as a learner at Simmons.
• Recognize and accurately interpret • Intellectual Property threats, limitations, and impact associated
Despite considerable access to computers and the Internet,
both incoming and graduating students are not yet adequately
the style, voice, and perspective
• Online Research
prepared to live, learn, and work in a technology-rich,
In fall 2005 we are conducting a faculty survey to assess with emerging technologies multimedia saturated society. It is understandable that
existing opportunities for strengthening and infusing FIT of others in digital contexts graduating students would be more confident about their
across the curriculum. The survey will also assess faculty • When deemed appropriate, be prepared to serve as fluency with information technology. But students and
members’ professional development and support needs. • Make astute decisions an advocate for change in relationship to technology faculty members should not mistake access and experience
This information will be used to develop customized using software for fluency. In the same way that college
opportunities for faculty professional development. regarding style, voice, (e.g., inclusion, legal and ethical reform) students need to learn systematic processes for writing and
and perspective when research, they also need to learn how to work, think, create,
We are in the process of developing models that and problem-solve systematically with technology.
demonstrate possibilities for technology infusion in liberal communicating in
arts classes, such as a fall 2005 course entitled digital contexts In some instances, students may not have learned how to use
“Storytelling in the Age of the Internet.” With the FIT the software appropriately. In other situations, students have
rubric, assessment system, models of best practice, and not learned how to make connections across the conceptual
opportunities for faculty professional development in domains of technology, information literacy, and media
place, Academic Technology will issue a FIT infusion Spring 2004 Summer 2005 Fall 2004 Spring 2005 Summer 2005 Fall/Spring 2006 Spring 2006 - future Fall 2006 literacy. This kind of integrative thinking is critical to critical
grant request for proposals (RFP) from faculty to support Task Force Formed Develop Plan and FIT Assessment FIT Assessment Faculty Institute Faculty Survey Faculty Professional FIT Infusion problem solving, creative thinking, and generative work.
the infusion of FIT across CAS courses. Assessment Incoming Students Graduating Students (pilot) Develop Models Development Mini-Grant Initiative