This presentation interrogates dominant understandings of giving and receiving feedback in higher education and uses the political ethics of care to analyse good practice in the giving and receiving of feedback in higher education pedagogies
Roles and Responsibilities of the Online LearnerJason Rhode
This document discusses the roles and responsibilities of online learners. Successful online learners are self-motivated, have strong computer skills, and are willing to commit significant time each week. They are also team players who can work collaboratively. As students, they generate knowledge, collaborate with others, and help manage online processes. Key responsibilities include being open, flexible, honest, and willing to work with others and take on leadership roles in community formation. The document provides tips for instructors to achieve maximum student participation and build an online learning community.
By Day 4
Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use
scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.
This document discusses challenges faced in integrating technology into the classroom and efforts to update a Digital Media subject. It aimed to teach digital media skills at a "prosumer" level using mobile learning and social media. The subject structure included on-campus lectures and workshops alternating with distance content. Assessments included a digital media project and social media marketing plan. Student feedback was mixed and distance student failure rates were high. Lessons included a need for more formative feedback and support for distance students. The subject will now be integrated into other communication subjects, and a new trial using provided tablets aims to provide feedback on using dedicated devices over student-owned technology.
The document discusses measuring the impact of CAPTURE, a network for municipalities. It outlines what should be measured, including CAPTURE activities, short-term results like new projects and contacts, and long-term goals around jobs and knowledge. It also discusses how impact has been measured so far, with quantitative data on activities and some qualitative feedback from study visits. Municipalities will be asked to provide more information on short-term results from CAPTURE in written reports.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Fournier kop barcelona research ple 2010 07072010 2Rita Kop
This slidecast represents the Elluminate presentation, held online during the Barcelona PLE conference in July 2010, and will highlight the educational philosophy behind the PLE and the different dimensions of the first point of data collection, the exploration of ‘super-user’ needs for technology in their learning.
Rita Kop Naples Capri September 2015 MOOC Federica Rita Kop
The document discusses the importance of human interaction and dialogue in learning. It summarizes Paolo Freire's view that thinking and knowledge only develop through communication with others. It also discusses challenges with replacing human interaction with automated systems, including issues around ethics, values, and reinforcing existing inequities. The document advocates for creating learning environments that support learner autonomy and control while also enabling validation of information through other humans.
Roles and Responsibilities of the Online LearnerJason Rhode
This document discusses the roles and responsibilities of online learners. Successful online learners are self-motivated, have strong computer skills, and are willing to commit significant time each week. They are also team players who can work collaboratively. As students, they generate knowledge, collaborate with others, and help manage online processes. Key responsibilities include being open, flexible, honest, and willing to work with others and take on leadership roles in community formation. The document provides tips for instructors to achieve maximum student participation and build an online learning community.
By Day 4
Identify the age of the individual you are helping and explain the preliminary steps you would use to help the individual get started with the new skill. Include how you would identify the zone of proximal development for the individual and how you would use
scaffolding to provide developmentally appropriate support for the individual’s learning. Indicate whether internalization of social speech is likely to occur and why.
This document discusses challenges faced in integrating technology into the classroom and efforts to update a Digital Media subject. It aimed to teach digital media skills at a "prosumer" level using mobile learning and social media. The subject structure included on-campus lectures and workshops alternating with distance content. Assessments included a digital media project and social media marketing plan. Student feedback was mixed and distance student failure rates were high. Lessons included a need for more formative feedback and support for distance students. The subject will now be integrated into other communication subjects, and a new trial using provided tablets aims to provide feedback on using dedicated devices over student-owned technology.
The document discusses measuring the impact of CAPTURE, a network for municipalities. It outlines what should be measured, including CAPTURE activities, short-term results like new projects and contacts, and long-term goals around jobs and knowledge. It also discusses how impact has been measured so far, with quantitative data on activities and some qualitative feedback from study visits. Municipalities will be asked to provide more information on short-term results from CAPTURE in written reports.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
Fournier kop barcelona research ple 2010 07072010 2Rita Kop
This slidecast represents the Elluminate presentation, held online during the Barcelona PLE conference in July 2010, and will highlight the educational philosophy behind the PLE and the different dimensions of the first point of data collection, the exploration of ‘super-user’ needs for technology in their learning.
Rita Kop Naples Capri September 2015 MOOC Federica Rita Kop
The document discusses the importance of human interaction and dialogue in learning. It summarizes Paolo Freire's view that thinking and knowledge only develop through communication with others. It also discusses challenges with replacing human interaction with automated systems, including issues around ethics, values, and reinforcing existing inequities. The document advocates for creating learning environments that support learner autonomy and control while also enabling validation of information through other humans.
Social Network Analysis and collaborative learningFabio Nascimbeni
The presentation explore how network thinking and social network analysis can be useful to improve learners motivation and performance in collaborative learning settings.
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
Social Media: Transforming our Digital FutureTanya Joosten
This document discusses using social media to transform digital education. It notes that most students regularly use tools like Facebook, texting, and YouTube. Effective social media use requires understanding student needs through things like frequent communication, feeling connected, and using engaging media. Simply adding popular technologies is not enough - strategies should focus on pedagogical goals like rich interactions, cooperation, and sharing values. Non-verbal cues are largely missing online, so words and emoticons are especially important. An authentic and thoughtful approach is needed to truly transform learning through technology.
Connectivism is a learning theory developed for the digital age that views learning as a process of connecting specialized information nodes. It asserts that learning may reside outside of humans in devices and networks, and that the ability to know where to find information is more important than what is currently known. According to connectivism, learning happens through diverse methods like courses, conversations, and web searches, and both organizational and personal learning are integrated tasks.
Leading by example: being belonging and becoming digital citizensSue Beckingham
This document summarizes a keynote presentation about digital citizenship given by Sue Beckingham at the Galway-Mayo Institute of Technology. It discusses a quality of life model involving being, belonging, and becoming. It then applies this model to discuss various aspects of physical, psychological, social, spiritual, and community well-being as they relate to digital citizenship. The presentation emphasizes the importance of dialogue, collaboration, and developing a sense of belonging within online communities.
This document discusses how institutions are guiding social media use on their campuses. It finds that institutions primarily use social media as a broadcast medium to disseminate information rather than engage students. Support for social media usually involves creating new positions or adjusting existing ones to include social media responsibilities focused on communications. Beyond official communications, social media use is decentralized and left to individual departments and faculty to implement organically without institutional support or resources.
Story board presentation for 7102 3 collaborationTracy Snow
Collaboration is important for online learning as it promotes interaction, critical thinking, and knowledge creation. Instructors seek ways to improve student interaction but online collaboration differs from face-to-face. Collaboration tools allow students to work together virtually to expand their learning experience. Tools have evolved to support content, communication, and collaboration through blogs, wikis, and video chat. Collaboration provides benefits of connecting anytime from anywhere to build a sense of community in online learning.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
From conundrum to collaboration, conversation to connection - notesSue Morón-García
This document provides an outline for a workshop on using networks to innovate in academic development. The workshop aims to help participants identify conundrums that can be solved through networking, evaluate the impact of networks on practice, and create an action plan to address a conundrum. It will showcase an ongoing collaboration between the presenters that started from a casual conversation and developed solutions across institutions. The workshop will address how to build internal and external networks, ask for help, and discuss factors that support or hinder network development and sustainability.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Meaningful Feedback in the Online Learning Environmentjalinskens67
Evaluation of meaningful feedback and comparison of the constructivist vs. the cognitive theory of online learning. Completed as an assignment for ELT7008-8-6 Northcentral University, Prescott Valley, AZ.
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Collaborative E Learning Assistant NetworkPat Parslow
The document discusses the concept of machine consciousness (MC) and its potential use in eLearning assistants. It proposes that MC is possible if a system is capable of recognizing, classifying, modeling, communicating and predicting. An MC eLearning assistant could hold internal models of learners and itself to adapt instruction and provide a caring experience. However, developing full MC raises ethical issues that would need to be addressed.
This document summarizes an ongoing research project investigating the use of emerging technologies to transform teaching and learning across higher education institutions in South Africa. The project involves researchers from 8 universities collaborating to understand current technology uses, identify innovative practices, and develop models to inform future transformation through qualitative case studies and theoretical analysis. So far the team has conducted an initial literature review and survey of technology uses, with future plans including in-depth case studies of innovative practices and developing recommendations.
Social Network Analysis and collaborative learningFabio Nascimbeni
The presentation explore how network thinking and social network analysis can be useful to improve learners motivation and performance in collaborative learning settings.
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
Social Media: Transforming our Digital FutureTanya Joosten
This document discusses using social media to transform digital education. It notes that most students regularly use tools like Facebook, texting, and YouTube. Effective social media use requires understanding student needs through things like frequent communication, feeling connected, and using engaging media. Simply adding popular technologies is not enough - strategies should focus on pedagogical goals like rich interactions, cooperation, and sharing values. Non-verbal cues are largely missing online, so words and emoticons are especially important. An authentic and thoughtful approach is needed to truly transform learning through technology.
Connectivism is a learning theory developed for the digital age that views learning as a process of connecting specialized information nodes. It asserts that learning may reside outside of humans in devices and networks, and that the ability to know where to find information is more important than what is currently known. According to connectivism, learning happens through diverse methods like courses, conversations, and web searches, and both organizational and personal learning are integrated tasks.
Leading by example: being belonging and becoming digital citizensSue Beckingham
This document summarizes a keynote presentation about digital citizenship given by Sue Beckingham at the Galway-Mayo Institute of Technology. It discusses a quality of life model involving being, belonging, and becoming. It then applies this model to discuss various aspects of physical, psychological, social, spiritual, and community well-being as they relate to digital citizenship. The presentation emphasizes the importance of dialogue, collaboration, and developing a sense of belonging within online communities.
This document discusses how institutions are guiding social media use on their campuses. It finds that institutions primarily use social media as a broadcast medium to disseminate information rather than engage students. Support for social media usually involves creating new positions or adjusting existing ones to include social media responsibilities focused on communications. Beyond official communications, social media use is decentralized and left to individual departments and faculty to implement organically without institutional support or resources.
Story board presentation for 7102 3 collaborationTracy Snow
Collaboration is important for online learning as it promotes interaction, critical thinking, and knowledge creation. Instructors seek ways to improve student interaction but online collaboration differs from face-to-face. Collaboration tools allow students to work together virtually to expand their learning experience. Tools have evolved to support content, communication, and collaboration through blogs, wikis, and video chat. Collaboration provides benefits of connecting anytime from anywhere to build a sense of community in online learning.
This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.
From conundrum to collaboration, conversation to connection - notesSue Morón-García
This document provides an outline for a workshop on using networks to innovate in academic development. The workshop aims to help participants identify conundrums that can be solved through networking, evaluate the impact of networks on practice, and create an action plan to address a conundrum. It will showcase an ongoing collaboration between the presenters that started from a casual conversation and developed solutions across institutions. The workshop will address how to build internal and external networks, ask for help, and discuss factors that support or hinder network development and sustainability.
Making social connections: the importance of empathy, storytelling and re(bui...Sue Beckingham
This keynote draws upon the seven principles within the Social Media for Learning Framework (Middleton and Beckingham 2015) as a lens to highlight the different aspects that have informed some of my approaches to learning and/or teaching. I will share my experiences as an educational developer, lecturer, academic adviser and as a returning student. Stepping into these different shoes, the one constant is the importance of making social connections. This can be transformational personally and for the staff or students you work and learn with.
Meaningful Feedback in the Online Learning Environmentjalinskens67
Evaluation of meaningful feedback and comparison of the constructivist vs. the cognitive theory of online learning. Completed as an assignment for ELT7008-8-6 Northcentral University, Prescott Valley, AZ.
Learning Analytics for Holistic Improvement ALASI 2014Ruth Deakin Crick
Presentation on holistic improvement and learning analytics using hierarchical proess modellling at the Australian Learning Analytics Summer School 2014
This workshop offers participants a hands-on introduction to the concepts and practices of digital pedagogy. We discuss the intersections between “online,” “hybrid,” and “digital” with regards to learning approaches and environments. And we launch into an exploration of assignment design, creative assessment, and digital tools. This workshop is suitable for educators--teachers, librarians, instructional designers, technologists, and others--at all levels who have an interest in exploring new techniques for digital teaching and learning.
This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.
Collaborative E Learning Assistant NetworkPat Parslow
The document discusses the concept of machine consciousness (MC) and its potential use in eLearning assistants. It proposes that MC is possible if a system is capable of recognizing, classifying, modeling, communicating and predicting. An MC eLearning assistant could hold internal models of learners and itself to adapt instruction and provide a caring experience. However, developing full MC raises ethical issues that would need to be addressed.
This document summarizes an ongoing research project investigating the use of emerging technologies to transform teaching and learning across higher education institutions in South Africa. The project involves researchers from 8 universities collaborating to understand current technology uses, identify innovative practices, and develop models to inform future transformation through qualitative case studies and theoretical analysis. So far the team has conducted an initial literature review and survey of technology uses, with future plans including in-depth case studies of innovative practices and developing recommendations.
Nomination forms must be returned to Director of Elections, Secretary/ Financial Controller, c/o Margaret Davis, F block before 12 noon on Tuesday, 12th March 2013. Late nominations will not be accepted. Invalid nominations will not be posted for election.
La comunidad LGBT en África sigue enfrentando desafíos significativos. A pesar de la discriminación legal y social generalizada, algunos activistas se han unido para promover la igualdad y los derechos humanos para todos.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and the use of mobile phones for citizen journalism projects. The document also addresses concerns that institutions have been slow to adopt technologies and that there is a mismatch between student expectations and what institutions offer.
18april 2009 Pr Environmentalists Call On Govt To Stop Destructive Projectslisa.ito
Environmental activists held a press conference calling on the Philippine government to address global warming and stop projects damaging the environment. They note the country has lost over 93% of its original habitat and its biodiversity is threatened. The government continues logging, mining and landfill projects that degrade the forests and release greenhouse gases worsening climate change impacts. In particular, the San Mateo and Bulacan landfills are flawed and polluting, while the Bataan Nuclear Power Plant and other projects increase carbon emissions rather than provide solutions to climate change as claimed. The activists will hold meetings around Earth Day to discuss protecting the environment and addressing climate change.
Please refer to this leaflet for the answer to your questions before ringing the Institute as large volumes of calls delay the processing of applications.
If the answer to your question is not available please email the contact person in your acknowledgement letter.
Places on all courses are allocated to qualifying candidates in order of receipt of completed applications.
The document provides instructions for students at the Institute of Technology Blanchardstown to view their examination results online. It outlines the steps to log in to the student portal, including entering their student ID and PIN. It then guides students to click through links to access exam results and select the appropriate academic term. The results are displayed on the student's coursework screen once logged in correctly.
This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project
El documento describe varias características notables de la ciudad de Santa Cruz de La Sierra en Bolivia, incluyendo la catedral, varias avenidas circulares, la Universidad Autónoma Gabriel René Moreno que contiene facultades de tecnología y medicina, el hospital universitario, un centro de cine, bibliotecas y campos deportivos de la universidad.
El documento resume la situación económica actual y pronostica las próximas semanas. Se prevé alta volatilidad en las cotizaciones y estabilización en la caída del índice MACY y el empleo. También se espera una recuperación del sector vivienda en las próximas 6 semanas que podrían traer más crisis o una burbuja alcista.
The document discusses using authentic learning to develop graduate attributes. It provides an overview of graduate attributes, authentic learning elements, and research conducted at the University of Western Cape on authentic learning. It then presents a case study of a physiotherapy lecturer who uses authentic contexts, tasks, expert performances, coaching/scaffolding, reflection and other elements to develop graduate attributes in her students. The conclusion is that authentic learning effectively develops the skills, values and attributes expected of university graduates by engaging them in real-world tasks with consequences for learning.
The document discusses learner-generated contexts, which are contexts created by learners interacting together with a common, self-defined learning goal, rather than being consumers of contexts created for them. It proposes a research agenda to develop context-based models, realign informal and formal learning, and challenge consumption and creation relationships in learning. Key questions are raised about how technology and pedagogies have changed and could further change to better support learner-generated contexts.
This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
Integrating Social Media into Your Curriculumpdelich
This document outlines a presentation about integrating social media into curriculum. It defines social media and Web 2.0, discusses why educators should use social media tools, and addresses concerns. Examples are provided of how to build community, improve communication, and share content using tools like blogging, microblogging, photosharing, and social networking. Hands-on activities and resources for educators interested in incorporating social media are also presented.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
This document discusses the concept of a digital footprint and connected learning. It begins by outlining some guiding questions about how technology can best meet the needs of learning communities and personal learning. It then discusses the idea of the "connected educator" and how students today are constantly connected via technology. The document discusses concepts like connected learning, personal learning networks, and communities of practice. It provides examples of how educators can develop learning communities using tools like Twitter, blogs, and online conversations. Overall, the document advocates for embracing connected learning and using digital tools and online networks to enhance collaboration and knowledge sharing among educators.
This document discusses the concept of learning communities in a digital age. It defines communities and networks, and describes how connected learning occurs through connections between learners. Various types of learning communities are described, including professional learning communities, communities of practice, and personal learning networks. The roles of community members and motivations for participation are discussed. Characteristics of healthy communities like norms, groups, conversations and collaboration are also covered.
Qi bl 2014 wienerneustadt quantitative and qualitative criteria 0.1Stefano Lariccia
The document discusses quantitative and qualitative criteria for evaluating high-level learning activities of adult learners in the age of the Semantic Web. It addresses what objectives blended learning, e-learning, and web-based learning aim to achieve in different teaching domains. New tools using natural language processing and ontology extraction could provide qualitative assessment of web-based knowledge building and learning activities by analyzing discourse. Interactive evaluation is needed to properly assess online learning effectiveness from both the learner and instructor perspectives.
The document discusses trends for learning in the digital age and describes connected learners. It defines connected learners as those with an inclination towards being open-minded, a dedication to ongoing expertise development, and a willingness to collaborate and leave their comfort zone. It also discusses digital literacies important for the 21st century like social networking, transliteracy, and participating in online communities and networks. Professional development is shifting towards community-based models like professional learning communities, communities of practice, and personal learning networks.
Emerging Technologies or e-learning - comming of Age- Blended??Vidensemergens
Emerging technologies like e-learning are coming of age and blending with other forms of learning. Connectivist learning involves students constructing knowledge by connecting resources and people. Knowledge is no longer just vertical understanding but also horizontal processes and emerging understandings. Schools need to become incubators that simulate real-world contexts and offer new learning landscapes where context generates reconfiguration. Biographic technologies focus on inclusion through reflection of subjects' criteria rather than just performance outputs. Competence is a narrative construction rather than a predictable outcome.
This document discusses social learning and how incorporating social media and online tools can enhance learning. It defines "mutant learners" who frequently use social media for learning versus "zombie learners" who are more skeptical. Top social learning tools like Twitter, YouTube, and Google Docs are highlighted. The presentation emphasizes designing learning with a bottom-up approach that harnesses tools learners already use and encourages collaboration over top-down control. The future of learning is predicted to incorporate 3D virtual worlds like Second Life to foster experiential learning.
Qi bl 2014 wienerneustadt quantitative and qualitative criteria 0.9Stefano Lariccia
Interactive evaluation of learning activities is a bidirectional process between the learner and teacher. Traditionally, evaluation in blended learning occurs through tests, quizzes, and assignments within the learning platform and a final in-person exam. However, evaluation of skills is easier than evaluating new abilities or creative skills. Language analysis tools could help evaluate abilities like developing ideas, using a language creatively, or composing music or writing. The development of the semantic web may change how blended learning is structured by uniquely identifying learners and more closely monitoring their online activities. However, this also raises privacy concerns that will need to be addressed.
The document discusses the concept of Learner Generated Contexts (LGC), which refers to contexts created by learners interacting together with a common goal. It explores the perspectives of different stakeholders and proposes that an LGC can be characterized by learners having agency in identifying knowledge gaps and shaping their learning context through knowledge, curriculum, resources, environment and organization. The role of teachers as facilitators is also discussed. There is a call for further developing frameworks and examples to better understand the nature of LGC.
The document provides a reflection on a portfolio module focused on e-learning. It discusses the author's expectations for the module, issues with the module design, struggles engaging with directed tasks and research, insights gained from the structured research, and opportunities to improve collaborative elements and make resources more openly accessible. The author felt the module provided a useful framework for developing an understanding of e-learning but that some tasks seemed tokenistic and that the resources could be better shared to build a wider learning community.
This document summarizes Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main points included:
- Connected learning occurs through interactions and conversations between learners. Learning is collaborative and based on networking.
- Connected learning focuses on engaging learners and solving complex problems, rather than just content delivery. It involves skills like sharing, cooperating, collaborating and collective action.
- For schools to be relevant in the 21st century, they need to transform and redefine themselves, not just reform at the edges. This requires changing beliefs, values and the school culture to support innovation.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
This document discusses 21st century learning and the importance of connected learning communities. It defines key concepts like personal learning networks, communities of practice, and professional learning communities. It emphasizes that effective professional development now involves actively making connections locally, globally, and through one's own network. Learning is seen as a social process of sharing, collaborating, and building knowledge together through open participation and interaction online.
Authentic learning involves engaging students in solving real-world problems in collaborative ways that mimic professional practices. Technology now enables various forms of authentic learning through simulation, remote instrumentation, digital archives, and online communities. It allows students to engage in sustained, collaborative problem-solving of complex, ill-defined problems from multiple perspectives, culminating in polished products. This helps students develop valuable skills for their future careers and motivates learning through relevance.
Modding the Metaverse; The Pedagogy of Participation - AoIR 2007Joanna Robinson
The document discusses participatory pedagogy and its advantages over traditional didactic teaching methods. Participatory pedagogy incorporates student experiences and knowledge, encourages interaction, and gives students an active role in the learning process. It also discusses how virtual worlds and Web 2.0 technologies can support participatory learning through interactive and collaborative features. The document describes a workshop held in Second Life to explore collaborative modding and building of virtual learning spaces.
Similar to Giving and receiving feedback on Google docs in Higher Education: A political ethics of care analysis (20)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
11. For learners to be:
More self-directed
More reliant on feedback from peers
More inclined to collaborate
More inclined to being their own “nodes of production”
Better equipped to capture information
h#p://www.slideshare.net/2mbuckteeth/the-‐changing-‐face-‐of-‐digital-‐learning
12.
13.
14.
15.
16. (Caring about)
recognising the need
listening to the care receiver
‘asking the right questions’
(Weil, 1973)
17. Example:
The facilitator gave the participant
directive advice about her project,
‘Simply putting the (on-line) tool
there will not encourage people to use it.’
However he missed her description of
the substantial mediation that had taken
place in her intervention.
18. (caring for)
willingness to do something to
meet needs
extending responsibility beyond
facilitators to participants
19. “What would you like your
participants to be able to be and to
do at the end of the process” ?
20. “ The purpose of requiring students, who are themselves
practicing health professionals and educators to reflect on
their learning in the P G Diploma in Health Professional
Education, is based on our belief that reflection enables
students to develop a deeper understand and apply the
content of a course to their own practice. Reflection is
considered to be a powerful method of learning.
Evidence of the educational value of reflection in
becoming a professional is frequented described in the
literature. Furthermore, once students have learnt how to
reflect and how reflection is assessed an additional
outcome would be that they will be able to apply it to their
own context and be able to teach their students how to
reflect.”
(Melanie’s reflection 1)
21. (Care giving)
Hands on act of giving
feedback: initially facilitators
guiding more directly on task;
peers on content
22. It is not about the technical delivery
such as the “formulaic response
such as the feedback sandwhich”
but the emotions and dialogue -
before, during and after feedback
Boud and Molloy, 2013
23. Care receiving by care-giver
exposing vulnerabilities
(e.g. what had gone wrong in a project)
feeling safe to ask for help
24. what participants do with feedback
agency of students/participants
nested tasks to allow for ‘feed forward’
input at different stages to contribute to
final product
Boud and Molloy, 2012, 2013)
31. Cloud computing
“
educators should consider
using technology
to enhance communication
and provide richer,
more meaningful platforms for
the social construction of knowledge
Rowe, M., Bozalek, V. & Franz, J. 2013. Using Google Drive to facilitate a blended approach to authentic learning.
35. Giving
How much?
Power & hierarchy?
Where will this conversation
lead?
Adequate discourse?
Judgement?
Empowering
Shared new meanings
Co-construction of knowledge
Receiving
Fear, defensiveness
Discomfort to expose myself ?
Shifting to teacher role?
What impact will my comment
have?
Is it good enough?
Participation democratic
Evidence of trust, team effort
My voice is valued
Authentic constructivism
36. Critical friends
shared constructions
of knowledge
are capable of
“
providing richer frameworks
for the cross-fertilization of ideas
than those
provided only by the
frame of reference
of the lecturer
Bozalek, V. & Matthews., L. 2009:238.
E-Learning: A cress-institutional forum for sharing socio-cultural influences on personal and professional identity. International Social Work 52:2
38. to reposition [feedback] as a
practice that has
a positive
and sustained influence
on learning
Boud, D. & Molloy, E. 2013:699. Assessment & Evaluation in Higher Education,
British Journal of Educational Technology. 38:6:698–712
“
39. Authentic task
Healthy group dynamics
Modelling good practices
Setting precedence of democratic caring
Safe space
Enough time for participation
Acknowledging conflict and dealing with it
40. Risk & vulnerability
Power and control - authoritarian approach
Too knowledgeable
Missing or unbalanced elements of care
Set in old ways
41. Challenging assumptions on feedback can be
uncomfortable
There is a need to wrestle with honest feedback
Peer feedback ought to be encouraged