"How (not) to construct ALN course questions that encourage student participation in peer collaboration and knowledge construction" Presentation at ALN Workshop, HICSS 2007.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
I delivered this talk via video conference to a 3-university meeting attempting to define a common standard for quality in online teaching. I looked at quality from perspective of Three Generations of Onlien Pedagogy. I may have just shared my mixed feelings about quality control systems in these slides
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
Assessment, technology and learning: who is in the driving seat?
Prof Josie Taylor, Director, Institute of Educational Technology, The Open University
This presentation examines assessment in the context of open educational resources and informal learning. I examine the concept of assessment 2.0, and the emancipatory effect of new forms of e- assessment that put students in the driving seat.
Technologies to support self-directed learning through social interactionDragan Gasevic
This talk will describe underlying principles, design, and experience gained with ProSolo, a platform that supports personalized, competency-based learning through social interaction. Traditional educational models are primarily focused on classroom education and training typically associated with the notion of credit hours as the (only) route towards formal credentials. This limits opportunities for creating personalized learning pathways in the changing educational context. ProSolo provide users with the ability to unbundle education programs, courses, and units into discrete yet inter-related competencies, allowing learners to construct their education pathway in a manner that better reflects their interests and future career motivations and requirements. ProSolo is developed with the intention of providing learners with opportunities to customize, modify, and personalize their self-directed learning journey. ProSolo supports the development of skills for self-directed learning by allowing learners to control the planning, learning, and presentation of outcomes associated with their learning. To support learners with different levels of prior knowledge, study skills, and cultural backgrounds, ProSolo offers features for supporting self-directed learning through three types of scaffolds, including instructional, social, and technological. Learning in ProSolo occurs within a socially rich environment that aggregates learners’ information created and shared in their existing online spaces. ProSolo makes use of learning analytics to empower learners and instructors in this new model of education. ProSolo was used in the Data, Learning, and Analytics MOOC and is currently being piloted at several university sites.
How to position your company to go to market successfully right from the start. Early stage branding plays a key role in attracting investors, partners and licensees as well as customers. This PPT targets "New Ag" and cleantech but can also be applied to any company that wants to reposition itself in changing market.
OAAI: Deploying an Open Ecosystem for Learner AnalyticsJoshua
The Open Academic Analytics Initiative (OAAI), an NGLC grant recipient, has developed a predictive model for learner analytics using open-source tools, which we are releasing under an open-source license. We will share project outcomes along with research into effective OER-based intervention strategies and other critical learner analytics scaling factors.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
Assessment, technology and learning: who is in the driving seat?
Prof Josie Taylor, Director, Institute of Educational Technology, The Open University
This presentation examines assessment in the context of open educational resources and informal learning. I examine the concept of assessment 2.0, and the emancipatory effect of new forms of e- assessment that put students in the driving seat.
Technologies to support self-directed learning through social interactionDragan Gasevic
This talk will describe underlying principles, design, and experience gained with ProSolo, a platform that supports personalized, competency-based learning through social interaction. Traditional educational models are primarily focused on classroom education and training typically associated with the notion of credit hours as the (only) route towards formal credentials. This limits opportunities for creating personalized learning pathways in the changing educational context. ProSolo provide users with the ability to unbundle education programs, courses, and units into discrete yet inter-related competencies, allowing learners to construct their education pathway in a manner that better reflects their interests and future career motivations and requirements. ProSolo is developed with the intention of providing learners with opportunities to customize, modify, and personalize their self-directed learning journey. ProSolo supports the development of skills for self-directed learning by allowing learners to control the planning, learning, and presentation of outcomes associated with their learning. To support learners with different levels of prior knowledge, study skills, and cultural backgrounds, ProSolo offers features for supporting self-directed learning through three types of scaffolds, including instructional, social, and technological. Learning in ProSolo occurs within a socially rich environment that aggregates learners’ information created and shared in their existing online spaces. ProSolo makes use of learning analytics to empower learners and instructors in this new model of education. ProSolo was used in the Data, Learning, and Analytics MOOC and is currently being piloted at several university sites.
How to position your company to go to market successfully right from the start. Early stage branding plays a key role in attracting investors, partners and licensees as well as customers. This PPT targets "New Ag" and cleantech but can also be applied to any company that wants to reposition itself in changing market.
OAAI: Deploying an Open Ecosystem for Learner AnalyticsJoshua
The Open Academic Analytics Initiative (OAAI), an NGLC grant recipient, has developed a predictive model for learner analytics using open-source tools, which we are releasing under an open-source license. We will share project outcomes along with research into effective OER-based intervention strategies and other critical learner analytics scaling factors.
This presentation describes how to use the resources of the Sloan Work and Family Research Network to teach work and family classes. It highlights the resources that are most useful to the academic community.
How to Integrate Technology into the CurriculumSabine Reljic
05/11/2007--The Southern California Library Literacy Network, Inc. organized the SCLLN Professional Development Day in Anaheim, CA. Workshops on Health Literacy by Kelli Sandman-Hurley, Learn to Use the Wilson Reading System by Marcia Tungate, Integrating Technology into the Curriculum by Sabine Reljic, and A Holistic Approach to Volunteer Management by Cathay Reta were offered to the SCLLN members. My presentation/workshop addresses some interest in using web-based tools to support reading and writing instruction for low literacy adults.(May 11, 2007)
A presentation on April 22, 2010 at the TCC Worldwide Conference on Technology.
Using 21st Century tools to helps students successfully navigate educational systems. Collaboration, communication, Web 2.0 tools.
This presentation describes how to use the resources of the Sloan Work and Family Research Network to teach work and family classes. It highlights the resources that are most useful to the academic community.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. How (not) to construct ALN course questions that encourage student participation in peer collaboration and knowledge construction Susan Gasson & Jim Waters The iSchool at Drexel College of Information Science and Technology Drexel University Philadelphia sgasson@ischool.drexel.edu and jw65@drexel.edu Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
2. Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007 … but questions are questions, surely? - what is different about online settings ? 1 raised hand = 20 emails Negotiating the meaning of question may take several iterations Physical isolation leads to inertia (lurking) – need peer thought leaders to generate momentum Greater potential for reflection and deeper debate over a longer time period, lets exploit that
3. Know your cohort Domain knowledge (Achilles tendon) Need to identify thought-leaders Facilitation, moderation, reconciliation Challenging Social facilitation Balance between democratic debate, clique behavior and tumbleweeds Identification with group aims and behavior Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
4. Good , bad or average ? Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
5. Good , bad or average? II Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
6. Good Question Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
7. Average Question Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
8. Bad Question Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
9. Good questions tended to be First question in the week Early weeks better than later weeks Open questions but bounded Permitted students to call upon their personal experience with IT or organizations Permitted many ways to approach the issues. Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
10. Bad questions tended to be Following a highly-interactive question Cognitively complex (containing multiple parts that needed to be considered in turn), Overly abstract, so students could not draw on their personal experience. Questions set in later weeks were much less interactive and constructive across the class than questions set in earlier weeks. Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
11. A Checklist For Question Design Does the question structure relate clearly to course content (explicit knowledge domain learning goals as perceived by students) - i.e. what do they think they are there to learn? Does the question knowledge domain relate clearly to students' professional interests - i.e. does answering this question move them nearer to accomplishing their career/job goal? Does the question knowledge domain draw on either (a) students' prior experience, or (b) students' vicarious experience (communicated through course readings or discussion) - i.e. do students have the expertise or experience to answer the question? Does the question structure reflect a single knowledge domain, with a single problem-solving goal - i.e. is there a single problem to be solved (or a set of aligned/incremental sub-problems relating to a single knowledge domain), or have you presented students with multiple, incompatible problems or knowledge domains to reconcile? Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
12. Conclusions Try to draw on the cohort’s experience Identify student learning objectives and interests Identify thought leaders early in the course and encourage these to participate heavily in later weeks Set questions that are open but bounded Provide strong background material for students to read Intervene when necessary - but keep watching the skies Be prepared to change the question if it is failing to engage students … … students, like politicians may often change the question themselves … Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
13. Related References Waters, J. 'Social Network Behavior, Thought-Leaders and Knowledge Building In An Online Learning Community', Proceedings of Hawaii Intl. Conference on System Sciences (HICSS-41), Knowledge Management Track, Jan. 2008. Gasson, S. and Waters, J. “How (not) to construct ALN course questions that encourage student participation in peer collaboration and knowledge construction,” 40th Hawaii International Conference on System Sciences, Hawaii, January 2007. Waters, J., and Gasson, S. "Social Engagement in an Online Community of Inquiry," 27th International Conference on Information Systems (ICIS), Milwaukee WI, 2006. Waters, J. “Determinants of Engagement in an Online Community of Inquiry,” The 12th Sloan-C International Conference on Online Learning, November 2006, http://www.sloanconsortium.org/conference/proceedings/2006/ppt/1162852287092.pot Waters, J., and Gasson, S. "Strategies Employed By Participants In Virtual Learning Communities," Hawaii Intl. Conference on System Sciences (HICSS-38), Collaboration Systems and Technology track, IEEE Software Society, Manua, Hawaii, January 2005, 2005, p. 3b. A full list of publications, with full copies of articles, is available at http://www.pages.drexel.edu/~jw65/publications.htm Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007
14. Credits Dr. Susan Gasson MBA, PhD from University of Warwick (Warwick Business School), UK. Prior to that, she worked in systems design , IS management, and IS software architecture consultancy. Researches collaborative processes of design, problem-solving, learning. Associate Professor at Drexel University, Philadelphia (USA). Involved in online education since 2000(!). Jim Waters Received a BA in Psychology at Warwick University, UK (1979), an MSc in Occupational Psychology at the University of Hertfordshire, UK (1991) and a MS in Information Systems at the College of IS&T at Drexel University (2002). Prior to that. He enjoyed a substantial career in systems design, management and IS consultancy. Doctoral Candidate at the iSchool at Drexel University, graduating Summer 2009. Principal research interests lie in Online Collaborative Knowledge Building, Technology-Supported Learning, Student Role-Behavior in Online Learning Communities and HCI. This material is based upon work supported by the National Science Foundation under Grant No. IIS-0347595. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. Copyright (c) Susan Gasson & James Waters, 2007.. ALN Workshop, 40th Hawaii International Conf. on System Sciences, Jan. 2007