This document provides an overview of learning and teaching resources and services available at Central Queensland University (CQUni). It introduces the Curriculum Design and Development Unit (CDDU) which supports curriculum design, learning and teaching research, eLearning innovation, and print production. Examples are given of how CDDU has assisted in redesigning courses, transitioning materials to an online format, and implementing the university's learning management system. Reflective teaching practices and Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education which guide CQUni's learning and teaching are also discussed. Implementation ideas for the principles are explored, with a focus on developing student-staff contact and reciprocity among students.
The document discusses strategies for learning and teaching at Central Queensland University, including an introduction to the Curriculum Design and Development Unit, examples of course redesign projects, and an overview of the 7 Principles for Good Practice in Undergraduate Education which guide CQUni's approach to learning and teaching.
La Trobe University Australia - Technical Considerations for Implementation o...Damien Clark
EASICONNECT - a whole-of-institution implementation of learning analytics used at Central Queensland University (CQUniversity) - presented by visiting scholar, Damien Clark. EASI, or Early Alerts Student Indicators assists academics in not only identifying students at-risk of failure, but also with tools to nudge students to re-engage with their studies. While MAV, or Moodle Activity Viewer offers an innovative way of visualising Moodle site usage, not with tables or graphs, but instead using a heat map. It assists academics with evidence of use (and disuse), thus informing continuous improvement of Moodle sites, and ultimately, the student learning experience.
Damien discusses the technical aspects of EASICONNECT, opportunities and considerations for adoption of EASI and MAV at your institution.
Learning analytics: A new frontier of possibilities or just another educatio...Damien Clark
La Trobe University, Melbourne Australia
Presentation to Academic Staff
Abstract
Cut through the hype and see practical, whole-of-institution implementations of learning analytics as used at Central Queensland University (CQUniversity), presented by visiting scholar, Damien Clark. Damien will demonstrate two complementary technologies underpinned by learning analytics. EASI, or Early Alerts Student Indicators assists academics in not only identifying students at-risk of failure, but also with tools to nudge students to re-engage with their studies. While MAV, or Moodle Activity Viewer offers an innovative way of visualising Moodle site usage, not with tables or graphs, but instead using a heat map. It assists academics with evidence of use (and disuse), thus informing continuous improvement of Moodle sites, and ultimately, the student learning experience. Damien will share common academic practices with these technologies, lessons learned along the way, outcomes arising from their use, and future work, before finishing with a discussion on potential collaboration between CQU and LTU. Come along and make up your own mind about learning analytics.
This document summarizes a workshop on introducing the use of Second Life for improving learning and teaching. The workshop aims to provide an overview of Second Life, examples of how it has been used educationally, barriers to its use, and how it relates to the 7 Principles of Good Practice in Undergraduate Education. The agenda includes an introduction to Second Life's capabilities and requirements, looking at previous educational examples in Second Life, discussing challenges to its use, relating it to the 7 principles of effective teaching, and giving participants hands-on activities to experience Second Life.
The funnel of participation: beyond dropout in MOOCs, informal learning and u...Doug Clow
Slides for a talk at the Centre for Distance Education event, "InFocus: Learner analytics and big data", #CDEInFocus, University of London, Senate House, 10th December 2013.
This document discusses the "flipped classroom" model and its potential use with the learning management system AsULearn. It begins by asking what the best use of face-to-face classroom time is and lists options like lecture, group work, discussions, and student questions. It then identifies three key elements of the flipped classroom model: high-quality online instructional resources, engaging in-class activities, and assessment. The document asks how the model could help courses and students. It poses questions about what instruction could be moved online, how students will be assessed, and what face-to-face time might look like. Finally, it outlines the goals and agenda for a workshop on implementing the flipped classroom model.
The document discusses strategies for learning and teaching at Central Queensland University, including an introduction to the Curriculum Design and Development Unit, examples of course redesign projects, and an overview of the 7 Principles for Good Practice in Undergraduate Education which guide CQUni's approach to learning and teaching.
La Trobe University Australia - Technical Considerations for Implementation o...Damien Clark
EASICONNECT - a whole-of-institution implementation of learning analytics used at Central Queensland University (CQUniversity) - presented by visiting scholar, Damien Clark. EASI, or Early Alerts Student Indicators assists academics in not only identifying students at-risk of failure, but also with tools to nudge students to re-engage with their studies. While MAV, or Moodle Activity Viewer offers an innovative way of visualising Moodle site usage, not with tables or graphs, but instead using a heat map. It assists academics with evidence of use (and disuse), thus informing continuous improvement of Moodle sites, and ultimately, the student learning experience.
Damien discusses the technical aspects of EASICONNECT, opportunities and considerations for adoption of EASI and MAV at your institution.
Learning analytics: A new frontier of possibilities or just another educatio...Damien Clark
La Trobe University, Melbourne Australia
Presentation to Academic Staff
Abstract
Cut through the hype and see practical, whole-of-institution implementations of learning analytics as used at Central Queensland University (CQUniversity), presented by visiting scholar, Damien Clark. Damien will demonstrate two complementary technologies underpinned by learning analytics. EASI, or Early Alerts Student Indicators assists academics in not only identifying students at-risk of failure, but also with tools to nudge students to re-engage with their studies. While MAV, or Moodle Activity Viewer offers an innovative way of visualising Moodle site usage, not with tables or graphs, but instead using a heat map. It assists academics with evidence of use (and disuse), thus informing continuous improvement of Moodle sites, and ultimately, the student learning experience. Damien will share common academic practices with these technologies, lessons learned along the way, outcomes arising from their use, and future work, before finishing with a discussion on potential collaboration between CQU and LTU. Come along and make up your own mind about learning analytics.
This document summarizes a workshop on introducing the use of Second Life for improving learning and teaching. The workshop aims to provide an overview of Second Life, examples of how it has been used educationally, barriers to its use, and how it relates to the 7 Principles of Good Practice in Undergraduate Education. The agenda includes an introduction to Second Life's capabilities and requirements, looking at previous educational examples in Second Life, discussing challenges to its use, relating it to the 7 principles of effective teaching, and giving participants hands-on activities to experience Second Life.
The funnel of participation: beyond dropout in MOOCs, informal learning and u...Doug Clow
Slides for a talk at the Centre for Distance Education event, "InFocus: Learner analytics and big data", #CDEInFocus, University of London, Senate House, 10th December 2013.
This document discusses the "flipped classroom" model and its potential use with the learning management system AsULearn. It begins by asking what the best use of face-to-face classroom time is and lists options like lecture, group work, discussions, and student questions. It then identifies three key elements of the flipped classroom model: high-quality online instructional resources, engaging in-class activities, and assessment. The document asks how the model could help courses and students. It poses questions about what instruction could be moved online, how students will be assessed, and what face-to-face time might look like. Finally, it outlines the goals and agenda for a workshop on implementing the flipped classroom model.
The document discusses the benefits of e-learning solutions for staff training and development, noting that they can save on expenses like mileage and travel time for in-person training sessions. It provides examples of synchronous e-learning platforms that can be used and tips for implementing e-learning programs successfully, such as gaining support from leadership, including IT in planning, and being prepared to demonstrate a return on investment. Contact information is provided for people interested in learning more.
Top tips and techniques for getting started (or expanding) your flexible trai...Vanguard Visions
Learners are looking for flexible training options that allow them to learn anytime, any where and from any device. Designing and implementing flexible or blended learning programs can be challenging as they require trainers rethink their current training program.
These slides showcase some best practice examples of flexible learning design techniques which will allow you to get started (or benchmark) your existing flexible training program. You will walk away with some useful resources and some solid actions to kick start your flexible training program design process (or which will help you breath some life into your existing implementation).
This document discusses building a personal learning environment (PLE) and personal learning network (PLN). It explains that informal learning accounts for most learning in organizations. A PLE allows individuals to manage their own learning goals and processes through various tools. A PLN consists of people one interacts with and learns from, including those never met in person. The document provides steps to create a PLE/PLN, including choosing learning styles, using feed readers, participating in discussions, and creating an online presence. Privacy is also addressed, noting information shared online cannot be fully removed.
This document describes the "Real Deal" approach to information literacy (IL) instruction and assessment. It focuses on being info-centric rather than library-centric, understanding students' existing search habits and preferences, exploring concepts like filter bubbles and plagiarism, and using authentic assessment like student portfolios and rubrics mapped to learning outcomes. Results show 77% of students met or exceeded expectations on an IL achievement test, and levels of meeting expectations increased from freshman to junior year. The "Real Deal" approach asks librarians to focus on preparing students for any information environment, not just the library.
This document discusses translating research into program development and improvement through a case study of information literacy at Champlain College. It highlights how Champlain embedded information literacy into its curriculum through developmental, inquiry-based instruction and authentic assessment over multiple years. The document also examines the process of moving from research to implementation, noting the steps of inspiration, adaptation, adoption, and validation, and how programs can have wildly successful, mixed, or flop outcomes.
Increase student motivation (and reduce cheating) using Moodle and Mahara Vanguard Visions
This document discusses ways to increase student motivation and reduce cheating when using Moodle and Mahara for e-learning. It suggests getting to know students better through resumes and profiles. Real and applied assessment tasks are recommended over theoretical tasks. Including peer activities and supporting self-assessment are also proposed to boost motivation. An Australian Mahara user group is mentioned to help users, and an eportfolio forum in September 2015 is advertised.
What can I do with my eportfolio after formal education and training?Vanguard Visions
Research shows (Leeson, 2011) that learners are much more likely to engage in the use of an eportfolio to support their formal education and training if they know that they will be able to use their eportfolio for beyond their course. Thinking about how learners will be able to use and access their eportfolio beyond their studies is very important, but it also a difficult issue to solve for many institutions.
This hands-on workshop looked at why learners should be using their eportfolio beyond formal study and what they can do with their eportfolio. It also looked at how they can get their eportfolio out of a formal institution’s system and where they can house it. The workshop was a combination of ideas from the workshop facilitator’s experience, as well as draw on the questions and experiences of the participants in the workshop which will lead to new ideas, solutions and questions.
Webinars as a Solution for Interactive Live Online LearningLori Reed
This document discusses webinars as an effective solution for interactive online learning. It notes that webinars can be used for staff training, public training, and personal learning and development. It also provides tips for getting buy-in for webinars, including providing a cost-benefit analysis that shows webinars can reduce travel costs compared to only face-to-face training. The document concludes by offering best practices for webinar facilitation such as having the appropriate technology, getting trainer training, setting expectations, and planning for potential technical issues.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
Becoming a 21st Century Administrator - GEDA WorkshopJames Tiffin Jr.
Presentation for a St. John Fisher College workshop covering tools and skills that would be helpful in the Educational Leadership Program, and as future school leaders.
Date of workshop: 01-14-2012
This document describes the "Real Deal" approach to information literacy (IL) instruction and assessment. It focuses on being info-centric rather than library-centric by understanding students' existing search habits and the wider information landscape. Authentic assessment mirrors the reflective curriculum through evaluation of reflective writing and portfolios. Results show that the class of 2012 exceeded expectations in overall IL achievement and developmental growth from their first to last year. The "Real Deal" approach asks librarians to focus on enabling students' lifelong success in any information environment, not just skills for individual assignments.
Evidencing compliance of quality training and assessment (SNR 15) through e-l...Vanguard Visions
A vast majority of Australian RTOs are still struggling to demonstrate compliance of quality training and assessment (SNR 15) due to poor program design, trainers and assessors lacking the skills and expertise in conducting training and assessment, as well as ineffective validation and moderation processes (ASQA presentation at Skills Tasmania, Sept 2013). However, taking your training and assessment online often means you can better evidence your audit compliance requirements through the e-learning tools and processes which are used. Join this session to learn how using e-learning tools are enabling RTOs to effectively evidence their compliance of quality training and assessment.
Increase student motivation (and reduce cheating) using MaharaVanguard Visions
Offering education and training online means that people who live outside your geographical area, who are time poor or who cannot get to regular classes, can get a chance to study. Online learning, however, can result in some students feeling isolated. It can also increase the risk of cheating, as it can be harder to get to know your online students in the same way than those you teach face-to-face.
A recent study identified that the best way to reduce cheating is to increase your students’ motivation and interest in their learning (Lang 2013 via Morris, 2014). Increasing the intrinsic or ‘what’s in it for me (WIIFM)’ value of online learning provides a win-win situation for the online student, through more interaction with other people and a better learning experience as a result.
This presentation will share how Mahara can increase the intrinsic motivation in your students and therefore reduce the chances of your students cheating.
This document is a process journal report compilation for a final project on designing a pamphlet and model representation for Better Cities of the Future. It includes references used from various websites on city planning, underground cities, and brochure/model designs. The student's name is Michelle Wong Sook Yin from Taylor's University in Malaysia.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
This document discusses the concept of "flat learning", which uses technology to connect classrooms globally and bring more of the world into the classroom. It describes flat learning as allowing discovery and engagement beyond physical classroom walls. Three key ingredients of going flat are identified: 1) Connection, which involves connecting learners through technologies and professional learning networks; 2) Citizenship, developing students' digital citizenship and global awareness; and 3) Collaboration, teaching and modeling collaborative skills. Going flat creates a holistic, inquiry-based blended learning environment through projects, challenges, and live events. The Flat Classroom concept aims to change pedagogy and education on a global scale.
The document discusses a survey being conducted by VP Inc. on students' perceptions and needs regarding online courses at Hastings College. It outlines the purpose and methodology of the survey, as well as topics that will be covered such as benefits, information needs, concerns, and student demographics and characteristics. The survey will be distributed to current students at Hastings College via email and will gather data on students' past experiences with online courses, present perceptions, and future desires for different subject areas to be offered online.
The document is a resume for Jackie Ramsey, a VMware Senior Systems Engineer with over 3 years of experience working with VMware Horizon 6, Workspace and Server Infrastructure. It summarizes her expertise in areas such as project deployment and architecture, backup engineering, systems installation and support, Active Directory design, and Windows patching. Her experience includes roles as a VMware Systems Administrator and Desktop Support technician at Liberty Medical Supply, where she currently manages 300+ virtual servers and 900 VMware virtual desktops across 3 data centers, and a temporary contract as a Windows 7 Migration Specialist at the Environmental Protection Agency.
The document discusses the benefits of e-learning solutions for staff training and development, noting that they can save on expenses like mileage and travel time for in-person training sessions. It provides examples of synchronous e-learning platforms that can be used and tips for implementing e-learning programs successfully, such as gaining support from leadership, including IT in planning, and being prepared to demonstrate a return on investment. Contact information is provided for people interested in learning more.
Top tips and techniques for getting started (or expanding) your flexible trai...Vanguard Visions
Learners are looking for flexible training options that allow them to learn anytime, any where and from any device. Designing and implementing flexible or blended learning programs can be challenging as they require trainers rethink their current training program.
These slides showcase some best practice examples of flexible learning design techniques which will allow you to get started (or benchmark) your existing flexible training program. You will walk away with some useful resources and some solid actions to kick start your flexible training program design process (or which will help you breath some life into your existing implementation).
This document discusses building a personal learning environment (PLE) and personal learning network (PLN). It explains that informal learning accounts for most learning in organizations. A PLE allows individuals to manage their own learning goals and processes through various tools. A PLN consists of people one interacts with and learns from, including those never met in person. The document provides steps to create a PLE/PLN, including choosing learning styles, using feed readers, participating in discussions, and creating an online presence. Privacy is also addressed, noting information shared online cannot be fully removed.
This document describes the "Real Deal" approach to information literacy (IL) instruction and assessment. It focuses on being info-centric rather than library-centric, understanding students' existing search habits and preferences, exploring concepts like filter bubbles and plagiarism, and using authentic assessment like student portfolios and rubrics mapped to learning outcomes. Results show 77% of students met or exceeded expectations on an IL achievement test, and levels of meeting expectations increased from freshman to junior year. The "Real Deal" approach asks librarians to focus on preparing students for any information environment, not just the library.
This document discusses translating research into program development and improvement through a case study of information literacy at Champlain College. It highlights how Champlain embedded information literacy into its curriculum through developmental, inquiry-based instruction and authentic assessment over multiple years. The document also examines the process of moving from research to implementation, noting the steps of inspiration, adaptation, adoption, and validation, and how programs can have wildly successful, mixed, or flop outcomes.
Increase student motivation (and reduce cheating) using Moodle and Mahara Vanguard Visions
This document discusses ways to increase student motivation and reduce cheating when using Moodle and Mahara for e-learning. It suggests getting to know students better through resumes and profiles. Real and applied assessment tasks are recommended over theoretical tasks. Including peer activities and supporting self-assessment are also proposed to boost motivation. An Australian Mahara user group is mentioned to help users, and an eportfolio forum in September 2015 is advertised.
What can I do with my eportfolio after formal education and training?Vanguard Visions
Research shows (Leeson, 2011) that learners are much more likely to engage in the use of an eportfolio to support their formal education and training if they know that they will be able to use their eportfolio for beyond their course. Thinking about how learners will be able to use and access their eportfolio beyond their studies is very important, but it also a difficult issue to solve for many institutions.
This hands-on workshop looked at why learners should be using their eportfolio beyond formal study and what they can do with their eportfolio. It also looked at how they can get their eportfolio out of a formal institution’s system and where they can house it. The workshop was a combination of ideas from the workshop facilitator’s experience, as well as draw on the questions and experiences of the participants in the workshop which will lead to new ideas, solutions and questions.
Webinars as a Solution for Interactive Live Online LearningLori Reed
This document discusses webinars as an effective solution for interactive online learning. It notes that webinars can be used for staff training, public training, and personal learning and development. It also provides tips for getting buy-in for webinars, including providing a cost-benefit analysis that shows webinars can reduce travel costs compared to only face-to-face training. The document concludes by offering best practices for webinar facilitation such as having the appropriate technology, getting trainer training, setting expectations, and planning for potential technical issues.
Presentation for integrating the flipped classroom in higher education with a focus on experiential learning with videos and other content supporting not driving the instruction.
Becoming a 21st Century Administrator - GEDA WorkshopJames Tiffin Jr.
Presentation for a St. John Fisher College workshop covering tools and skills that would be helpful in the Educational Leadership Program, and as future school leaders.
Date of workshop: 01-14-2012
This document describes the "Real Deal" approach to information literacy (IL) instruction and assessment. It focuses on being info-centric rather than library-centric by understanding students' existing search habits and the wider information landscape. Authentic assessment mirrors the reflective curriculum through evaluation of reflective writing and portfolios. Results show that the class of 2012 exceeded expectations in overall IL achievement and developmental growth from their first to last year. The "Real Deal" approach asks librarians to focus on enabling students' lifelong success in any information environment, not just skills for individual assignments.
Evidencing compliance of quality training and assessment (SNR 15) through e-l...Vanguard Visions
A vast majority of Australian RTOs are still struggling to demonstrate compliance of quality training and assessment (SNR 15) due to poor program design, trainers and assessors lacking the skills and expertise in conducting training and assessment, as well as ineffective validation and moderation processes (ASQA presentation at Skills Tasmania, Sept 2013). However, taking your training and assessment online often means you can better evidence your audit compliance requirements through the e-learning tools and processes which are used. Join this session to learn how using e-learning tools are enabling RTOs to effectively evidence their compliance of quality training and assessment.
Increase student motivation (and reduce cheating) using MaharaVanguard Visions
Offering education and training online means that people who live outside your geographical area, who are time poor or who cannot get to regular classes, can get a chance to study. Online learning, however, can result in some students feeling isolated. It can also increase the risk of cheating, as it can be harder to get to know your online students in the same way than those you teach face-to-face.
A recent study identified that the best way to reduce cheating is to increase your students’ motivation and interest in their learning (Lang 2013 via Morris, 2014). Increasing the intrinsic or ‘what’s in it for me (WIIFM)’ value of online learning provides a win-win situation for the online student, through more interaction with other people and a better learning experience as a result.
This presentation will share how Mahara can increase the intrinsic motivation in your students and therefore reduce the chances of your students cheating.
This document is a process journal report compilation for a final project on designing a pamphlet and model representation for Better Cities of the Future. It includes references used from various websites on city planning, underground cities, and brochure/model designs. The student's name is Michelle Wong Sook Yin from Taylor's University in Malaysia.
"Community Without Compromise..." CHEP 2014Emory Maiden
Slides developed with Dr. Tracy Smith for the 2014 CHEP conference on "Community Without Compromise: Cultivating Interactivity in Online and Blended Learning Environments"
This document discusses the concept of "flat learning", which uses technology to connect classrooms globally and bring more of the world into the classroom. It describes flat learning as allowing discovery and engagement beyond physical classroom walls. Three key ingredients of going flat are identified: 1) Connection, which involves connecting learners through technologies and professional learning networks; 2) Citizenship, developing students' digital citizenship and global awareness; and 3) Collaboration, teaching and modeling collaborative skills. Going flat creates a holistic, inquiry-based blended learning environment through projects, challenges, and live events. The Flat Classroom concept aims to change pedagogy and education on a global scale.
The document discusses a survey being conducted by VP Inc. on students' perceptions and needs regarding online courses at Hastings College. It outlines the purpose and methodology of the survey, as well as topics that will be covered such as benefits, information needs, concerns, and student demographics and characteristics. The survey will be distributed to current students at Hastings College via email and will gather data on students' past experiences with online courses, present perceptions, and future desires for different subject areas to be offered online.
The document is a resume for Jackie Ramsey, a VMware Senior Systems Engineer with over 3 years of experience working with VMware Horizon 6, Workspace and Server Infrastructure. It summarizes her expertise in areas such as project deployment and architecture, backup engineering, systems installation and support, Active Directory design, and Windows patching. Her experience includes roles as a VMware Systems Administrator and Desktop Support technician at Liberty Medical Supply, where she currently manages 300+ virtual servers and 900 VMware virtual desktops across 3 data centers, and a temporary contract as a Windows 7 Migration Specialist at the Environmental Protection Agency.
Learning Pool's Lindsey Coode and Paul Crumlish share their experiences of creating e-learning content that will engage and motivate learners. They focus on using Adapt as a technology platform but share useful hints and tips about creating great e-learning using any of the tools on the market.
The focus is particularly upon giving your learning the wow factor by using impactful visuals that aren’t hard to find as you might think.
A humble sharing from a Year 4 ELED student.Ritchie Wong
'Complaining is easy, but taking actions is not.'
If you care about our university,
our education,
our city, and
our future,
you should probably stay here and read.
In this super-long slideshow, I share two things:
my rough thoughts on education in Hong Kong and
how education-students are trained in my university.
I'm nobody, but a crazy student who think I can change the world with education.
This document discusses the challenges of managing folk music in an increasingly globalized context. It addresses issues like defining folk music, reconciling folk music traditions with modern intellectual property laws, and managing folk music institutions in England under pressures of commercialism and cultural diversity. The document examines scholarly definitions of folk music, how global copyright standards are inappropriate for folk traditions that rely on communal ownership and public domains of material, and the difficulties institutions face in England in preserving traditions no longer supported in their natural environments.
This document describes a project to generate power from the water discharged by agricultural and domestic pumps. The project aims to harness the water force released from these pumps by directing it onto the blades of a turbine, causing it to spin. The spinning turbine is coupled to a generator to produce electricity, which can be stored in batteries or distributed via a power panel. The expected outcomes are that the system would be economical, put the pump discharge pressure to useful work, and reduce greenhouse gas emissions.
The document discusses hack days and hacking in a positive light. It talks about how hacking was once seen as criminal but is now viewed more as creative problem solving and innovation. The document encourages participants at a Yahoo hack day to choose a problem they're passionate about and use available APIs and tools to build something cool within 24 hours. Examples are given of past successful hack day projects and tips are provided on getting started and where to find help.
This document analyzes Duck Duck Goose Inc.'s Airborne Chewable Tablets (ACT) supplement and provides recommendations. The target market for ACT includes obese men ages 50-55 who work long hours and travel frequently for work. They have little time for exercise or meal preparation. The 4 P's analysis finds that ACT's placement, promotion, product and price are convenient but could be improved. Recommendations include promoting ACT as a morning ritual, placing displays in hotels, airports and convenience stores frequented by the target market, and creating travel and bulk sizes that appeal to travelers or those whose families do their shopping.
Khulekani Ncengumusa Nxumalo is a diploma student in civil engineering with relevant work experience. He has worked as a laborer for Mthethwa Construction Company mixing concrete and assisting the foreman. Nxumalo also worked as a student assistant in computer-aided drawing at Mangosuthu University of Technology. He has excellent interpersonal and problem-solving skills and is able to work well under pressure as part of a team.
This document discusses the transformation of marketing roles to focus on revenue generation. It notes that roughly 50% of B2B marketers now have direct revenue accountability. Marketers are engaging prospects earlier in the buying process and staying involved through sales and after. As their role changes, marketers need new metrics to demonstrate business impact, moving from measuring activities to measuring revenue results. The document provides examples of key revenue metrics and outlines challenges in accurately calculating marketing ROI across the entire customer lifecycle. It emphasizes the importance of alignment between marketing, sales, finance, and IT to define common definitions, processes, and key performance indicators tied to revenue.
This document is a presentation on information security and business continuity. It covers topics such as ISO 27001 on information security, risk management, laws relating to information security in Qatar, and examples of product recalls due to incidents. The presentation provides an overview of ISO 27001, including its structure following the PDCA model and the roles of internal and external interested parties. It also discusses why information needs protection due to threats and vulnerabilities, and the principles of information security management systems.
InstantGMP MD is the latest version of InstantGMP's good manufacturing practices software. MD brings manufacturers of medical devices into cGMP compliance by coming fully validated and compliant with Part 820.
Making Things Better: Design thinking in the Classroomjohnrinker
The document discusses design thinking and how it can be applied in the classroom. It describes design thinking as a human-centered, iterative, collaborative, and problem-finding process and mindset. It then outlines the design thinking process, which includes immersion, ideation, prototyping, getting feedback, and implementation. As an example, it presents a challenge for students to reimagine the gift-giving experience and go through the design thinking process to develop prototypes. Throughout, it provides examples of how design thinking can enhance student learning and engagement.
Clint Hamada & Keri-Lee Beasley shared this presentation at the IB AP Conference in Singapore on March 16th 2012.
It provides ideas for teachers getting started in building their own Personal Learning Network (PLN).
This document discusses the impact of social media and online connections on learning. It argues that social media allows learning to occur outside the traditional boundaries of time and place through open sharing and feedback. However, some argue that this type of open learning lacks structure and academic rigor. The document advocates for using social media to openly share one's learning, engage in professional development with other educators, and focus on learning missions rather than strict curriculum. Overall, it presents social media as expanding opportunities for learning beyond the classroom.
Plugging in: Leveraging Technology For EngagementShelley Paul
This document discusses leveraging technology for student engagement in learning. It emphasizes that the focus should be on instructional design rather than just integrating technology for its own sake. Effective engagement comes from providing students with choice, novelty, authentic tasks that allow them to create content and learn in a way that connects to the real world. When combined with digital tools, this can help students feel motivated and immersed in their learning through a sense of autonomy, mastery, and purpose.
Ignite Professional Development Slides - FETC 2014Lyn Hilt
This document discusses meaningful approaches to teacher professional development. It emphasizes approaches that are collaborative, experiential, empowering, reflective, and aligned to teacher interests and school goals. Teachers should be treated as creators rather than just consumers of knowledge. Digital tools can help connect teachers, facilitate communication and collaboration, support reflection, and help teachers make efficient use of their time. When teachers are given autonomy over their learning and opportunities to explore their passions, powerful professional development can occur.
The document discusses using social media to improve learning and leadership. It outlines goals of connecting educators, developing understanding of social media tools, and creating a network to impact learning. It emphasizes connecting personally as a leader, and how social media can strengthen relationships within an organization between staff, students, and the wider community. Connecting personally and professionally is positioned as a way to become a better learner and leader by sharing best practices with other educators around the world.
The document discusses connecting students globally through online projects. It provides examples of tools like Google Docs, Twitter, and Diigo that can enable collaboration. The document outlines seven steps to creating a "flat classroom" including getting connected online, communicating across barriers, emphasizing character, intuitive teaching, caring for student well-being, giving students choice, and learning from experienced educators. Potential online projects and partnerships are also listed.
The document discusses effective leadership for today's learners. It addresses 3 universal issues that leaders face: 1) overcoming misconceptions through analysis and creative solutions, 2) listening to data to inform decisions, and 3) addressing how students consume information in school. The document advocates for leaders to challenge traditional approaches, create novel problems for students to solve, and measure their progress in achieving their school's mission of developing lifelong learners.
The document discusses the transition from Web 1.0 to Web 2.0 and the importance of embracing new technologies and approaches to learning. It encourages becoming a "knowledge player" by spending 15 minutes a day exploring new information and becoming a "discovery guide" who helps others learn through collaborative and fun approaches. The key is focusing on concepts like curiosity, creativity, collaboration and empowering users.
The document discusses leveraging emerging technologies for teaching and learning. It notes that while most educators and parents believe schools are doing a good job using technology, less than half of students agree. The document advocates adapting teaching methods to today's digital students by using tools like social media, videos, and texts to increase engagement. It provides examples of web tools and resources that teachers can use to enhance learning in a way that matches students' technology skills and interests.
This document outlines Chris Lehmann's vision for creating modern schools that engage students through inquiry-driven, project-based learning. It advocates for schools that ask open-ended questions, are student-centered, community-based, and help students develop skills like collaboration, critical thinking, and learning how to learn. Rather than focusing on standardized tests and recall, schools should emphasize understanding, integration across subjects, and using new technologies to support student-driven learning. The goal is to transform schools into caring institutions that empower students and help them develop the skills they will need in the information age.
This document discusses building stronger learning communities through transforming school, parent, and student collaboration with technology. Decades of research show that parent involvement leads to higher student achievement, better attendance, and lower rates of bad behavior. Technology provides new ways to connect learning communities and make collaboration transparent beyond barriers of time and space. When students, parents, teachers, and community members actively learn together through sharing ideas on blogs and social media, it empowers all individuals to get smarter through their connections.
This document discusses ways to improve professional development for teachers by making it more experiential and empowering. It suggests approaches like professional learning communities, action research teams, and teacher-led workshops where teachers collaborate and lead their own learning. The goal is for professional development to treat teachers as creators, not just consumers, of knowledge by making learning meaningful, aligned with teachers' interests and school goals.
eConfidence & Connection - Inspiring and Scaffolding our Students through eLe...Rachel Evans Boyd
This document summarizes Rachel Boyd's presentation on using technology to inspire and support student learning. She discusses using tools like blogs, wikis, and Skype to connect students to the world and provide authentic audiences for their work. Boyd advocates using technology to open up new ways of learning rather than just supplementing traditional methods. She also stresses the importance of scaffolding learning with technology, promoting student ownership, and giving teaching practice a "shake up" by connecting classrooms to the world in new ways.
elearning lecture for Massey ITE students 2015David Kinane
Lecture given to students in August 2015. How to integrate elearning into a class programme, identifying the blocks, suggested solutions and examples of best practice.
The document discusses integrating technology into teaching to engage digital learners. It promotes connecting learning theories like constructivism to specific tools like blogs, Twitter, and Wordle to jointly construct knowledge. Educators are encouraged to explore tools, reflect on how they can build pedagogy, and develop goals for student learning before putting the pieces together into practice.
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For Simple K-12 Webinar
"Sometimes who you know is as important as what you know. Having a wide range of professional connections not only broadens your reach, it can actually help you learn, grow, and become more efficient. This session explores the role of the networked administrator, who, as the school's lead learner, recognizes the value and use of social media to develop professional connections, build relationships and capacity, help create organizational efficiency, and bring innovative learning experiences to students and staff.
This session is designed for administrators, teachers, educators... anyone interested in learning more about the power of connected leading and learning! "
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. CDDU Introduction Who we are What we do What we have done How to contact us http://www.flickr.com/photos/aidan_jones/1234618279/
4. Who we are – Design Team Curriculum Designers (x5) Curriculum Design Officers (x2) Nona Muldoon Damien Clark Colin Beer Julie Fleming Robyn Donovan RolleyTickner Lisa Reynolds
5. Who we are – Development team Dianne Crockford Tracey Bennett Curriculum Design Assistants (x3.2) Denise Morgan Joanne Meyer
6. What we do Curriculum Design – renewal and advice Learning and Teaching Research eLearning Innovation Study material print production http://www.flickr.com/photos/aidan_jones/1234618279/
7. What have we done Examples Auditing Course (ACCT19064) Modernise Print Study Guide Transition to Moodle http://www.flickr.com/photos/aidan_jones/1234618279/
8. Auditing (ACCT19064) Case Studies as Machinima A sample http://www.flickr.com/photos/aidan_jones/1234618279/
9. Auditing (ACCT19064) Course Design Improvements 1. Online communication tools for consistent student/staff contact 2. Audit teams work collaboratively on audit papers 3. Roleplay as auditors 4. Weekly feedback on audit tasks 5. Roleplay set out timeframes/deadlines 6. Roleplay communicates high expectations for each role 7. Individual & Group activities for self-directed & reciprocal learning Muldoon, N & Kofoed, J, 2009, ‘Cognitive apprenticeship in accounting education: Preparing students for the profession’, Proceedings of the 31st HERDSA Annual Conference, Charles Darwin University, Darwin, NT Australia, 6-9 July.
11. Modernise Print Study Materials HRMT20006 Human Resources Management in the Asia Pacific HRMT19023 Human Resources Management Compentencies http://www.flickr.com/photos/0olong/479270001/
12. Print Production Process Get latest copies from CDU cdd.cqu.edu.au Try best to meet submission deadlines Submit updated materials to PMU http://www.flickr.com/photos/neilt/79065838/
18. Finding Info on L&T @ CQUni A-Z Functional Directory Learning.cqu.edu.au Policy.cqu.edu.au Library.cqu.edu.au http://www.flickr.com/photos/james_lumb/3921969141/
19. Teachers’ Thinking Did you know? Pattern matchers http://flickr.com/photos/tmartin/32010732/
20.
21. Considering all the facts/predictions presented, what implication does it have for your learning and teaching over the next 5-10 years? http://www.flickr.com/photos/kanaka/112972434/
22. Teachers’ Thinking Did you know? Pattern matchers http://flickr.com/photos/tmartin/32010732/
23. “We are pattern processing intelligences, not information processing intelligences.” (Dave Snowden) http://www.flickr.com/photos/landerholm/3336205945/
24. If all you have ever used is a hammer, than every problem looks like a nail. http://en.wiktionary.org/wiki/if_all_you_have_is_a_hammer,_everything_looks_like_a_nail When solving problems, we choose the tools we are familiar with. http://www.flickr.com/photos/foxtongue/2114252956/
25. Do you agree with this proposition? Can you relate to your life experiences? How does this connect with your learning & teaching? http://www.flickr.com/photos/foxtongue/2114252956/
26. Students today can’t prepare bark to calculate their problems. They depend on their slates which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write! http://flickr.com/photos/sydneya/130164091/
28. Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper? http://flickr.com/photos/sydneya/130164091/
30. Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil. http://flickr.com/photos/sydneya/130164091/
32. Students today depend upon store bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education. http://flickr.com/photos/sydneya/130164091/
33. The Rural American Teacher - 1928 http://flickr.com/photos/sydneya/130164091/
34. Students today depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of learning how to cope in the real business world which is not so extravagant. http://flickr.com/photos/sydneya/130164091/
36. Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries. http://flickr.com/photos/sydneya/130164091/
38. Moving on… GROUNDHOG DAY Wakes up to the same day over & over http://www.flickr.com/photos/scottobear/3270421734/
39. How does Phil’s (Bill Murray) quest to win over Rita (Andie MacDowell) connect with your learning and teaching? http://www.flickr.com/photos/scottobear/3270421734/
40. Reflective Practice “The definition of insanity is doing the same thing over and over again and expecting different results” http://bit.ly/4MEJw1 http://www.flickr.com/photos/cuppini/2757884114/
41. Reflective Practice “Susan and Robert graduated [as teachers] 20 years ago. Susan now is a teacher with 20 years’ experience; Robert is a teacher with one year’s experience repeated 19 times. Susan is a reflective teacher: each significant experience, particularly of failure, has been a learning experience, so she gets better and better. Robert is a reactive teacher. He goes through the same motions year after year … The kind of thinking displayed by Susan, but not by Robert, is known as ‘reflective practice’.” (Biggs, J., Tang, C. 2007)
42. Reflective Practice Can mean: Small Incremental Changes http://www.flickr.com/photos/minchki/4061225640/
43. Reflective Practice Examples: Change to more suitable classroom Adjust an assessment Tweak a learning activity Continuous Improvement http://www.flickr.com/photos/minchki/4061225640/
44. Teachers’ Strategies 7 principles for good practice in undergraduate education Implementation ideas http://flickr.com/photos/gareandkitty/471688180/
45. The 7 Principles for Good Practice in Undergraduate Education (7PGPUE) 7PGPUE is just one approach http://coursedesign.wordpress.com/ Its well supported by literature Its simple Its adopted by CQUni http://www.flickr.com/photos/sami73/23553038/
46. The 7PGPUE CQU’s Management Plan for L&T http://policy.cqu.edu.au/Policy/policy.jsp?policyid=999 “Implementation of the Plan will be guided by the Seven Principles for Good Practice in Undergraduate Education endorsed by Academic Board. Chickering, A.W., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7.” http://flickr.com/photos/john/15327066/
47. The 7PGPUE 1. Encourages contact between students and staff Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think abouttheir own values and future plans. http://flickr.com/photos/john/15327066/
48. Weekly Email contact Introduction Anecdotes and food for thought How are you going? Weekly Course Feedback How are you feeling each week? http://davidtjones.wordpress.com/?attachment_id=525 http://flickr.com/photos/major_clanger/4850772/
49. Reflect on past & current practices What do you do? What have others done? that 1. Encourages contact between students and staff Form pairs and share Summarise for the group http://www.flickr.com/photos/kanaka/112972434/
50. The 7PGPUE 2. Develops Reciprocity and Cooperation Among Students Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding http://flickr.com/photos/john/15327066/
51. The “Radical” Model No lectures Students in sub-groups Compulsory use of mailing list Weekly group presentations + critiques http://tinyurl.com/c9baxq http://davidtjones.wordpress.com/publications/online-courses-and-collaborative-learning-underlying-philosophies-and-practices/ http://flickr.com/photos/major_clanger/4850772/
52. Reflect on past & current practices What do you do? What have others done? that 2. Develops Reciprocity and Cooperation Among Students Form pairs and share Summarise for the group http://www.flickr.com/photos/kanaka/112972434/
53. The 7PGPUE 3. Encourages Active Learning Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves. http://flickr.com/photos/john/15327066/
54. System Emergencies Break student computers Get them to fix it http://davidtjones.wordpress.com/publications/teaching-systems-administration-ii/ http://flickr.com/photos/major_clanger/4850772/
55. Reflect on past & current practices What do you do? What have others done? that 3. Encourages Active Learning Form pairs and share Summarise for the group http://www.flickr.com/photos/kanaka/112972434/
56. The 7 Principles 4. Gives Prompt Feedback Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves. http://flickr.com/photos/john/15327066/
63. http://cddu.cqu.edu.au/ Click on “Community” http://davidtjones.wordpress.com/2008/07/12/what-do-students-find-useful/ http://flickr.com/photos/mischiru/489556007/
64. Online assignment submission 72 assignments: 3 days http://davidtjones.wordpress.com/publications/online-assignment-submission-an-evolutionary-tale/ Online quizzes for formative assessment http://flickr.com/photos/major_clanger/4850772/
65. Reflect on past & current practices What do you do? What have others done? that 4. Gives Prompt Feedback Form pairs and share Summarise for the group http://www.flickr.com/photos/kanaka/112972434/
66. The 7 Principles 5. Emphasizes Time on Task Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all. http://flickr.com/photos/john/15327066/
68. Reflect on past & current practices What do you do? What have others done? that 5. Emphasizes Time on Task Form pairs and share Summarise for the group http://www.flickr.com/photos/kanaka/112972434/
69. The 7 Principles 6. Communicates High Expectations Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts. http://flickr.com/photos/john/15327066/
70. You will all get HDs Have high expectations for myself Use examples of good work http://flickr.com/photos/major_clanger/4850772/
71. Reflect on past & current practices What do you do? What have others done? that 6. Communicates High Expectations Form pairs and share Summarise for the group http://www.flickr.com/photos/kanaka/112972434/
72. The 7 Principles 7. Respects Diverse Talents and Ways of Learning There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily. http://flickr.com/photos/john/15327066/
73. Learning Styles http://bit.ly/cfFJi7 Active/Reflective Sequential/Global Sensing/Intuitive Visual/Verbal Online lectures for DE students Animations of operating systems http://tinyurl.com/btn2w3 http://davidtjones.wordpress.com/?attachment_id=493 http://flickr.com/photos/major_clanger/4850772/
74. Reflect on past & current practices What do you do? What have others done? that 7. Respects Diverse Talents and Ways of Learning Form pairs and share Summarise for the group http://www.flickr.com/photos/kanaka/112972434/
75. Apply 7PGPUE Analyse archetypal CQUni Course 7PGPUE Split into two groups Identify flaws/weaknesses Develop an improvement Present to FEC http://www.flickr.com/photos/jakescreations/98960350/ http://www.flickr.com/photos/doctor_keats/263653629/
76.
77. discussion forum(< 25% flex students ever posted in a forum*)* Based on BB usage statistics – 2007 & 2008 Make whatever assumptions are necessary http://www.flickr.com/photos/jakescreations/98960350/ http://www.flickr.com/photos/doctor_keats/263653629/
78. CQUni Context Students - what they see Course Profile System Student portal Course Resources Online (CRO) Course sites Library Catalogue Video streaming CQUniCentral http://www.flickr.com/photos/markhillary/2309802471/
101. Video Streaming ISL Lectures Recorded and hosted on LMS Contact ITD Helpdesk: helpdesk@cqu.edu.au 9233 http://www.flickr.com/photos/asphericlens/3318353265/
Editor's Notes
Introduce CDDU – who we are, what we do, examples of outputAssistance – directory for locating information on L&TTeachers’ thinking – big picture view of modern education. Factors: technology, rapid change, global education, and implications for our teachingDiscuss what it is to be a reflective teacher and why its so importantReflect on the 7 principles for good practice in undergraduate educationTake a look at the CQUni context for students and teachers - technology
Modest sized teamDesign TeamCDO – provide support to CDs (such as technical assistance)
CDA – work on materials production3.2 as Joanne is 1 day a week
Engage in Program Development & ReviewCurriculum MappingGraduate AttributesDesigning learning objectivesDesigning AssessmentsLearning TechnologiesMethodologies (Constructive Alignment, Reflective Alignment)
Play next slide
Play Auditing Machinima 1_hi-001Skip to 3:45 to see group meeting.
Student results reflect a positive change to the courseHits: accesses to course website
Hand around the print study guides
Small development teamWell-oiled process
For the Moodle Project…Using the work of the MoodlePiloters as examples
Or for those currently using webfuse
Pass out the handoutADVISE TO FIX ERROR FOR REQUESTING FILES
What does this mean for T&L?Change is occuring exponentiallyGlobalisation of educationWorkers regularly re-skillTechnologyInformation is no longer scarce, its increasingly abundant
Play Snowden Audio
We aren’t rational, we are pattern matchersTend to retain patterns.Bounded by personal experience.So the teaching tools/approaches we use are often based on our personal experiences.
Do you agree with this proposition?Can you relate to this line of thinking?Are there instances of choices you have made that were influenced by your past experiences?
Examples of pattern entrainment relating to education & technology
Examples of pattern entrainment
Examples of pattern entrainment
Examples of pattern entrainment
Examples of pattern entrainment
Examples of pattern entrainment
Bill Murray and Andie MacDowellBill’s character visits a small town to do a weather reportEach morning, he wakes up to the same day over and overLove interest, chasing through the film.Play trailer
After each failure to win over Rita, what does Phil do?Give a hint – french poetryA toast to the ground hog – I always drink to world peaceWhat should we drink to? – I like to say a prayer and drink to world peaceI studied 19th century french poetry – what a waste of timeWee Madaam – you speak french!!!
Reflect on your delivery of your courseIdentify a few different areas that you can improve onTry again
Scheduled office hoursStudent social functionsInformal discussions after class
the radical model dispenses with lectures entirely. Uproar by students – only voice over lecturesInstead, students are formed into groups, and learn by interacting amongst themselves and using the vast amount of existing Web-based resources, with the instructor providing guidance as and when required. http://tinyurl.com/c9baxq - Thinking Creatively about Online Education (Conference Paper)http://davidtjones.wordpress.com/publications/online-courses-and-collaborative-learning-underlying-philosophies-and-practices/ (Conference Paper)
This is where the fun is.
Auditing is another example.Students play role of auditors in a firm.Fake virus signatureStudents develop scanner rules to detect – only malicious virus, not legitimate transmissions
Learning Styles ResearchCarleton CollegeReflective learners – need time to think before sharingSeveral major implications are apparent for addressing diverse ways of learning: Most of your students learn differently than you do.Each of your students learns differently from your other students.No one teaching method will effectively reach all of your students.You cannot address all of your students&apos; learning styles all of the time.
&lt; 13% of all students ever posted in a forum