Authors: Yvonne Diggins, Angelica Risquez,
The First Seven Weeks programme aims to support first year students during their first seven weeks at the University of Limerick, Ireland. Through Facebook, students are provided with support on topics such as finding their way around campus; developing study skills; time management; health and well-being.
The Future of Higher Ed? A Canary in the Coal Mine of Online LearningLori Packer
Presented at the 2012 HighEdWeb Conference in Milwaukee. Compares the experience of a traditional online degree with a new MOOC to make observations about future directions in online learning.
The Future of Higher Ed? A Canary in the Coal Mine of Online LearningLori Packer
Presented at the 2012 HighEdWeb Conference in Milwaukee. Compares the experience of a traditional online degree with a new MOOC to make observations about future directions in online learning.
Pornpan Phatinawin No. 11 TESOL 5
To Asst. Prof. Dr. Seksun Saiseesod
This assignment is partially requirement of
Technology for Language Teaching
Udon Thani Rajabhat University
UPDATED PPT on Role social media in teaching and learning dr manishankar chak...Dr.Manishankar Chakraborty
UPDATED presentation on Social Media and its role in teaching and learning for the workshop conducted by Dr Manishankar Chakraborty for the teaching staff members of Ibra College of Technology, Sultanate of Oman on the 29th of April 2013.
faberNovel Consulting publie une étude sur le réseau en ligne Facebook : la révolution du « média social » pour une vraie conversation sur Internet.
Source : http://www.fabernovel.com/news/research-paper-facebook
The Web and College Student Learning in Informal Contexts (Review of Literature)Paul Brown
Brown, P. G. (2013, January). A review of literature on web 2.0 and college student learning in informal contexts. Presentation at the Dalton Institute on College Student Values, Tallahassee, FL.
Pornpan Phatinawin No. 11 TESOL 5
To Asst. Prof. Dr. Seksun Saiseesod
This assignment is partially requirement of
Technology for Language Teaching
Udon Thani Rajabhat University
UPDATED PPT on Role social media in teaching and learning dr manishankar chak...Dr.Manishankar Chakraborty
UPDATED presentation on Social Media and its role in teaching and learning for the workshop conducted by Dr Manishankar Chakraborty for the teaching staff members of Ibra College of Technology, Sultanate of Oman on the 29th of April 2013.
faberNovel Consulting publie une étude sur le réseau en ligne Facebook : la révolution du « média social » pour une vraie conversation sur Internet.
Source : http://www.fabernovel.com/news/research-paper-facebook
The Web and College Student Learning in Informal Contexts (Review of Literature)Paul Brown
Brown, P. G. (2013, January). A review of literature on web 2.0 and college student learning in informal contexts. Presentation at the Dalton Institute on College Student Values, Tallahassee, FL.
Opening Learning Horizons: eLearning Papers Special Edition 2012 eLearning Papers
eLearning Papers special edition 2012 presents a selection of the best contributions from last year about open educational resources, virtual learning environments and creative classrooms. A tablet friendly version of this edition can now be downloaded, browsed and enjoyed as an e-journal. Summaries are available in 23 languages.
Microlearning: a strategy for ongoing professional development eLearning Papers
In this paper we introduce microlearning in online communities as a learning approach triggered by current patterns of media use and supported by new technologies, such Web 2.0 and social software.
Authors; Ilona Buchem, Henrike Hamelmann
Improv, Not Screenplays: Iterative Holographic DesignDave Curry
Designing and developing for HoloLens shatters the existing paradigms that we as designers and developers rely on. As early Microsoft HoloLens partners, Dave Curry and Eric Rak were invited to speak at Build, Microsoft’s annual conference, to provide useful insight for team leaders preparing to begin working with HoloLens.
Se llama neonato al bebé recién nacido, que es un bebé que tiene 30 días omenos, contados desde el día de su nacimiento, ya sea que haya sido por partonatural o por cesárea. La palabra se aplica tanto a aquellos bebés nacidos antes de tiempo, en tiempo y forma o pasados los nueve meses de embarazo.
Using Social network in Higher Education A case Study on the University of Pa...IJERA Editor
The users which are using social networking sites nowadays by various strata of society such as students,
teachers, engineers, housewives and elderly people are increasing. So the goal of this paper is to invest social
networking in education especially at the universities.
Student spending more time on the social networking sites than on the e-learning programs, so social
networking can be used in a useful way to support e-learning. 54% of people who were surveyed about the
usage of social Networks said they used Facebook daily while 9% used MOODLE.
So this paper uses the social networks for e-learning as a case study on the university of Palestine.
1 Social Media and Education Class Objectives • .docxjoyjonna282
1
Social Media and Education
Class Objectives
• To provide an overview of the use of social media in educational institutions
• To explore how social media is used to advance education
Introduction
The internet has opened up spaces for individuals from different parts of the world,
generations, class, gender and race to gain access to higher education. These forms
of “borderless” learning platforms allow professors to facilitate linear interactions
with students as students take charge of their learning by posing questions and
posting content virtually. The popularity of online courses is demonstrated by a
study conducted by the learningSloan Foundation study consisting of more than
2,500 colleges and universities. The study findings indicated that online enrolments
were growing substantially faster than overall higher education enrolment, and the
17% growth rate in online enrolments far exceeds the 1.2% growth rate in the
overall higher education population (Allen & Seaman, 2010, cited in LeNoue, Hall,
Eighmy, 2011, pp. 4-5). Allen and Seaman classified an online course as one in which
more than 80% of content is delivered online and reported that over 4.6 million
students were taking such courses during the fall 2008 term (p.5). Clearly, online
courses are becoming a preferred means of learning mainly because of their
convenience—students are able to navigate, full time employment, family
responsibilities and other commitments. Many online instructional settings utilize
content management systems that allow for a two way communication between
students and the professor. The forums deviate from lecture structures and
professors in the online context as seen as facilitators of knowledge encouraging
active and experiential learning and teamwork to enhance cooperation and
collaboration. Would you categorize the online classes provided by UCW as a social
media forum?
Beyond online classrooms, universities use social media mainly for marketing,
communication and alumni relations. Universities now combine the use of social
media with their own homepages as a recruitment tools (For example, last year
UCW’s homepage provided access to Facebook, Twitter and YouTube). Universities
are also using social media to reach out to their alumni. A 2012 survey by the
Council for the Advancement and Support of Education (an association of university
and college professionals in development, alumni affairs and communications)
shows that 83 percent of U.S. colleges and universities are using social media to
engage alumni, with 96 percent on Facebook, 80 percent on Twitter, 73 percent on
YouTube, and 68 percent on LinkedIn (Frank, 2013). These statistics give an
illustration of how social media are used for communication between universities
and the public.
http://www.case.org/Samples_Research_and_Tools/Benchmarking_and_Research/Surveys_and_Studies/Social_Media_Survey.html�
2
Social media has also gained ...
Knowledge building- designing for learning using social and participatory mediaeLearning Papers
Author: Gail Casey
This report presents the results of a classroom action research that looked at how one teacher redesigned her curriculum while integrating social media, Web 2.0 and face-to-face teaching in an Australian public high school.
Online students initiate informal learning practices using social toolseLearning Papers
Authors: Anna Rubio Carbó, NÚRIA SERRAT
Various informal learning processes were developed during a course at the IL3-UB, when participants engaged in numerous out-of-class communication and exchange activities. This study aims to determine students’ perceptions of what they learned and investigate their transference of Web 2.0 learning to the workplace. Preliminary conclusions are presented.
See eSafety4eTwinners finalist project http://e-safety4etwinners.wikispaces.com/ . Teaching with social media in classroom settings: Top ten practices from teachers around Europe. Study operated by the network “Language learning and social media: 6 key dialogues”. Available on: http://www.elearningeuropa.info/languagelearning
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Notschool is a virtual online learning community which seeks to provide alternative education for young people who have become disaffected in traditional school environments, cannot participate in school for reasons of pregnancy or ill health, and who have no alternative...
Doukas School participates in several EU and National R&D projects and coordinates extensive European Networks under programmes such as Horizon 2020, Erasmus+, Lifelong Learning Programme, Intelligent Energy Europe, EPEAEK, PAVE, LINGUA.
For further information about Doukas School Projects please visit:
http://bit.ly/Doukas_R-D_leaflet & http://www.en.doukas.gr/randd
In the context of research projects, Doukas School teachers and experts cooperate in order to express the user-needs of the school pupils or school educators. They also provide valuable feedback for the design of educational services, activities, software/applications etc. During the testing and validation stage, students and teachers in Doukas School evaluate the demonstrator, in order to provide feedback form the side of the actual end-user. Finally, the school participates actively in dissemination and quality assurance activities.
Nettilukio offers a comprehensive Finnish upper secondary school study programme online, using a learning platform, virtual classroom technology, wikis and blogs, which is aimed at adults aged 17-75...
Facebook application is already pre-loaded in any smartphone, making it a typical conversation mode almost anytime and anywhere. Its unique feature called "Facebook group" allows anyone to post images, documents, pdf files, PowerPoint presentations, and video clips. Even polls can also be posted where members of the group can simply click their response to a given poll question. Indeed, the Facebook group is already utilized by almost any organization. Many mathematics educators have already taken advantage of its utility to deliver learning materials to their students. This research study utilized the Facebook group in the mathematics teaching-learning process and students' cooperative learning experience. It is an avenue to discuss topics and other issues relevant to their existence. The students learned a new lesson through this phenomenal and modernized communication tool. Results of the investigation are presented in this paper.
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.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
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.
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.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
Although few people would oppose the view that lifelong learning is intended to be a positive experience, it should be borne in mind that an ageing student body might require the development of additional tools and skills for the online educator.
In this short paper we present two cases of challenges faced by international learners who brought with them into the learning environment some issues that were the product, not only of the age of the learner in question, but also of the geographical environment
in which they studied. The names of the learners have been changed.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
The Virtuous Circle of Use, Attitude, Experience and Digital InclusioneLearning Papers
eAdoption refers to how people learn to become ICT users. “Digital inclusion” however is a more complex status, related to people’s participation in communities and in other dimensions of society, based on knowledge. It refers to areas such as social relationships,
work, culture, politics, and so on.
This paper looks at how to evaluate digital inclusion, using an analysis that considers not only individual factors but community and social ones as well, going beyond an
eadoption perspective that is limited to a focus on skill-level.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
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 ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Advantages and Disadvantages of CMS from an SEO Perspective
Facebook: Supporting first year students
1. From the field
Facebook: Supporting first year students
Authors The First Seven Weeks programme aims to support first year students during their first
seven weeks at the University of Limerick, Ireland. Through Facebook, students are
Yvonne Diggins
provided with support on topics such as finding their way around campus; developing
yvonne.diggins@ul.ie
study skills; time management; health and well-being.
Angélica Rísquez
angelica.risquez@ul.ie
Maura Murphy
maura.murphy@ul.ie 1. The First Year Experience – Transition Guidance to
University of Limerick University
Transition to university is defined as a process that takes place during the first few months
of a student entering third level education and is characterised by the new academic, social
Tags
and personal challenges that the student experiences. At university, students are required
Student transitions, to develop competences to access information, participate in university life, face academic
Facebook, Social Media, challenges, study and work abroad. With this in mind, we present the First Seven Weeks, a
First Year Experience proactive transition programme underpinned by research, which promotes an open, flexible
and systemic approach that coordinates the efforts and resources of multiple student sup-
port stakeholders at UL (Figure 1). The programme was successfully piloted at the beginning
of the academic year 2010/11.
Figure 1: FSW programme and UL logo
Professor Sarah Moore, Associate Vice President Academic at UL, states that “with this pro-
gramme we are recognising that successful early adjustment is linked to subsequent success.
The first term at university is a thrilling time, but it can be scary too. The start of college is
often a time when people feel a sudden lowering of their confidence” (Irish Examiner 2010).
The First Seven Weeks programme per week as follows:
1. Welcome, settling in and finding your way around
2. Study skills and time management
3. Health and wellbeing
4. Meet your advisor
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2. From the field
5. Learner support centres tools now shaping how college students connect to the world
6. Career and civic engagement awareness and with each other. Educators are now realising the potential
of social networking tools and are experimenting with them for
7. Critical thinking and longer term planning
a variety of reasons, including communication with students,
A working group was assigned to each weekly theme and they enhancement of the first year student experience along with
developed and sourced online materials that could be commu- innovative assessment techniques to keeping in touch (OKeeffe
nicated to students through Facebook along with innovative and Igbrude 2010).
face to face on-campus events.
A ‘Facebook page’ was chosen as the main communication tool
for the First Seven Weeks programme due to a number of rea-
2. Why Facebook? sons:
In recent years, the success of Internet social networks has
1. A Facebook page is free of charge and provides a custom-
revolutionised how we understand computer mediated com-
ised URL for your a page, which aided in the marketing and
munication (CMC). An investigation by Eurostat (in Redecker et
promotion of the programme (www.facebook.com/first-
al.2010) reveals that 73% of all Europeans between 16 and 24
7weeks)
years use the Internet to communicate through social media.
According to a report by YouthNet (Hulme 2009), 75% of those 2. The Facebook audience in Ireland is currently reaching
in this age group stated that they cannot live without the Inter- 2,006,200 users, roughly half the population of the coun-
net, and 82% of those questioned stated that they use the In- try. 46.7% of the Facebook audience in Ireland are male and
ternet to seek advice or information. According to ECAR (2009) 53.3% are female. 23.7% of the audience in Ireland are in
there is a major increase in the usage of social networking tools the 18-24 years age group and 31% are in the 25-34 years
among undergraduate students (in Figure 2), resulting in these age group (Figure 3).
Figure 2: Percentage of students who had used social networking websites (ECAR 2009)
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3. From the field
Figure 3: Facebook usage in Ireland (Check Facebook 2011)
3. The First Seven Weeks and Facebook ‘Wall’ was the most popular method of communication with
students; this was used to enable students to access a variety
Although Facebook was used as the central communication tool
of online materials and resources related to each of the weekly
for each weekly theme, for example the ‘Events’ tab was used to
themes, for example, links to websites and interactive activities,
disseminate on campus events to students to ensure that they
including videos and photos of the university and on-campus
were aware of all events that were taking place on campus. The
events (Figure 4).
Figure 4: Wall of the Facebook site for the First Seven Weeks programme
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4. From the field
4. Facebook Page Usage FSW page was from the ’18-24’ (first years transitioning from
second to third level) age group category, followed by the ‘25-
During the First Seven Weeks the Facebook page received 760
24’ (potential mature students or first time postgraduate stu-
‘likes’, which resulted in these students receiving a constant
dents) (14.2%) age group category.
feed of information and announcements from the Facebook
page to their own Facebook profiles. The page also generated 612 users of the page listed Ireland as their home country on
1,175 monthly viewers in September 2010 during the first four- their personal profiles, however, as the results below show a
five weeks of the semester. wide variety of students from other countries were also in-
volved (Figure 6).
Overall, users of the FSW Facebook page were divided equally
between genders (Figure 5). The majority of traffic (74%) to the
Figure 5: Distribution per age and gender or the Facebook site
Figure 6: ‘Home country’ of the Facebook site users
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5. From the field
Conclusion The FSW initiative constitutes a step forward in exploring the
potential of online social networking technologies within a
Generally, high levels of satisfaction with the FSW transition ex-
university environment, to generate a level of social presence
perience were found across campus and the FSW initiative is
that is conducive to active engagement within transitioning
being implemented for the current, 2011/2012, academic year.
programmes/initiatives. The adoption of Web 2.0 technolo-
This year’s FSW initiative will incorporate a more media driven
gies emphasises the group dimension of communication, offer-
use of the Facebook page, or example, experienced students
ing immense possibilities for peer support in first year. There is
and staff have been invited to leave video messages for new
also wide potential for research into the use of Web 2.0 in on-
students using the weekly themes.
campus initiatives because, as indicated by Headlam-Wells et al.
However, the use of social networks in formal learning environ- (2005) there is very little empirical research on the potential of
ments poses many challenges to be further explored, as it falls CMC for student support programmes beyond the use of email,
amid the traditional boundaries between students’ academic especially as regards the development of online communities
and personal space. The European Commission (2010) report that combine usability (human-computer interaction) and so-
also pointed to differences in motivation to learn and engage- ciability (human-human interaction). The use of Internet social
ment not conducive to learning as major challenges in main- networks in the context of transition programmes can empha-
streaming Web 2.0 in education. There is a possibility that some sise peer communication within a first year “community of be-
students could disengage with the social networking medium of longing”, encouraging new students’ autonomous participation
communication, especially if it is used in isolation to on-campus instead of dependency models.
initiatives. Social networking activities should align with institu-
tional strategic goals and on-campus initiatives, for example ori-
entation activities, peer mentoring programmes and problem
based learning groups.
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6. From the field
References Headlam-Wells, J., Gosland, J., & Craig, J. (2005). “There’s
magic in the web”: e-mentoring for women’s career development.
Astin, A. W. (1984). Student involvement: A developmental theory Career Development International, 10 (6-7), 444-459.
for higher education. Journal of College Student Personnel, 25, 297-
808. Hulme, M. (2009). Life support:Young people’s needs in a digital
age. Retrieved October, 2009, from www.youthnet.org/wp-con-
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Sevilla: Joint Research Centre: Institute for Prospectice Technologi-
cal Studies. Irish Examiner (2010) ‘Initiative to help students settle in’ [on-
line], available: http://www.irishexaminer.com/ireland/initiative-
Check Facebook (2011) ‘Ireland’ [online], available: http://www. to-help-students-settle-in-130014.html [accessed 08 August 2011].
checkfacebook.com/ [accessed 10th August 2011].
OKeeffe, M. and Igbrude C. (2010) ‘Linking-in to learn-
EDUCAUSE Centre for Applied Research (ECAR) (2009) ers today:using social networking tools for education’ [on-
‘The ECAR study of undergraduate students and information line], available: http://www.ilta.net/index.php?option=com_
teachnology, 2009’, [online], available: http://net.educause.edu/ir/ content&view=article&id=687 [accessed 08 August 2011].
library/pdf/EKF/EKF0906.pdf [accessed 08 August 2011].
Redecker, C., Ala-Mutka, K., & Punie, Y. (2010). Learning 2.0.
Facebook (2011) [online], available: http://www.facebook.com The impact of social media on learning in Europe. Sevilla: Comisión
[accessed 08 August 2011]. Europea: Joint Research Centre, Institute for Prospective Techno-
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