This document provides context about information literacy at the UK Open University from the perspective of the Open University Library. It discusses the changing needs and expectations of students in an increasingly digital environment. It describes the skills encompassed by information literacy and initiatives undertaken by the library to reinforce and develop these skills in students, including through online learning objects and the Digilab space.
Panel session on digital literacy. Helen Beetham (consultant); Alex Bols (NUS); Andrew Eynon (Coleg Llandrillo); David White (University of Oxford), Alison Mackenzie (Edge Hill University) and Matt Benka (University of Bath). Facilitated by Frances Bell (University of Salford). Panel chaired by Derfel Owen (University of Exeter).
Jisc conference 2011
Panel session on digital literacy. Helen Beetham (consultant); Alex Bols (NUS); Andrew Eynon (Coleg Llandrillo); David White (University of Oxford), Alison Mackenzie (Edge Hill University) and Matt Benka (University of Bath). Facilitated by Frances Bell (University of Salford). Panel chaired by Derfel Owen (University of Exeter).
Jisc conference 2011
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the “Bring Your Own Device” concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how “Cloud Computing” and “BYOD” can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both “Cloud Computing” and “BYOD” in Higher Education.
This presentation discusses some key issues relevant to e-learning. Attention is given to issues such as new literacies, forms of e-learning, web 2.0, mobile learning, developing world.
Breaking away from the Industrial Revolution model of teaching isn't easy, but you don't have to do it alone. Find – and provide – curriculum advice, instructional guidance, and even social-emotional support with a professional learning network. Maybe that's on campus, but it doesn't have to be.
The iGeneration - the Future of Education Today! - Are Post Secondary institu...Tom D'Amico
K-12 Districts are transitioning to Digital Learning Environments where digital learning and teaching are prevalent - are post-secondary institutions ready for these digital learners?
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
University of Roehampton Y3 ICT specialists
At present ICT is a National Curriculum foundation subject in primary schools, although its programme of study and attainment target have now been ‘disapplied’. The Secretary of State has committed to reintroduce a programme of study for all four key stages for September 2014. For now, schools are free to decide what is taught and how it is assessed, reflecting the curricular autonomy enjoyed by academies, free schools and the independent sector.
As an ICT coordinator you should expect to give a firm steer to the development of ICT within and across your school’s curriculum, providing both the freedom and responsibility to provide your school’s pupils with the best possible technological education. You’re likely to take responsibility for crafting the school’s scheme of work for ICT, taking account of whatever statutory requirements are in place for your school at the time.
We look at ICT’s place within the present National Curriculum and some alternative approaches. We consider alternative approaches to the delivery of ICT. We explore common characteristics of both an ICT curriculum and a scheme of work for ICT and approaches that might be followed in creating one.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
How MOOCs, tablets and apps are changing how we teachMark S. Steed
A Presentation on how new technologies are changing how we teach.
A talk given my Mark S. Steed, Principal of Berkhamsted School, Herts, UK, at the Veale Wasborough Vizards Practical Strategies Conference at the IoD in London on Tuesday 16th September 2014.
This study aims to investigate the benefits and challenges of Cloud Computing and Bring Your Own Device (BYOD) in Higher Education. The review will focus on the best practices and challenges faced by organizations that have implemented cloud sourcing and BYOD in efforts to save money. Cloud computing is a service for delivering computer hardware, software, applications, and even entire data centers, on the Internet instead of having to spend a capital investment to offer those services locally. In this review, we will evaluate cloud computing from four perspectives: Data Security, Faculty Training, Teaching/Learning, and Cost. In addition, the “Bring Your Own Device” concept is rapidly expanding and has significant value for educators and students. In reviewing BYOD, we will evaluate and focus on the following perspectives: Policy Creation, Data Security & Network Reliability, User Education & Support and Teaching & Learning. With the increasing interest in academia for the use of innovative technologies, this examination will be useful for Faculty, Staff, and Students in effort to understand how “Cloud Computing” and “BYOD” can create a better learning experience, both in and out of the classroom. Highlighting the lessons learned during implementation will be beneficial for Information Technologists in efforts to provide a path for successful adoption and use while demonstrating the current trends, educational benchmarks for use, and future needs in research and development in both “Cloud Computing” and “BYOD” in Higher Education.
This presentation discusses some key issues relevant to e-learning. Attention is given to issues such as new literacies, forms of e-learning, web 2.0, mobile learning, developing world.
Breaking away from the Industrial Revolution model of teaching isn't easy, but you don't have to do it alone. Find – and provide – curriculum advice, instructional guidance, and even social-emotional support with a professional learning network. Maybe that's on campus, but it doesn't have to be.
The iGeneration - the Future of Education Today! - Are Post Secondary institu...Tom D'Amico
K-12 Districts are transitioning to Digital Learning Environments where digital learning and teaching are prevalent - are post-secondary institutions ready for these digital learners?
Many see the iPad as having the potential to transform learning and teaching in schools, although deployment raises a number of issues, not least in terms of pedagogy.
We return to the theme of mobile and hand-held learning from Lecture 4, but focusing specifically on the iPad as a platform for learning and teaching. You consider some of the ways in which iPad apps can be used to support learning across the curriculum, both within and beyond school, considering both individual and shared access to devices.
You work as a group to compile a wiki of recommended apps for the primary curriculum.
Curriculum Design: leading learning in ICT lecture 11Miles Berry
University of Roehampton Y3 ICT specialists
At present ICT is a National Curriculum foundation subject in primary schools, although its programme of study and attainment target have now been ‘disapplied’. The Secretary of State has committed to reintroduce a programme of study for all four key stages for September 2014. For now, schools are free to decide what is taught and how it is assessed, reflecting the curricular autonomy enjoyed by academies, free schools and the independent sector.
As an ICT coordinator you should expect to give a firm steer to the development of ICT within and across your school’s curriculum, providing both the freedom and responsibility to provide your school’s pupils with the best possible technological education. You’re likely to take responsibility for crafting the school’s scheme of work for ICT, taking account of whatever statutory requirements are in place for your school at the time.
We look at ICT’s place within the present National Curriculum and some alternative approaches. We consider alternative approaches to the delivery of ICT. We explore common characteristics of both an ICT curriculum and a scheme of work for ICT and approaches that might be followed in creating one.
How MOOCs, tablets and apps are changing how we teachMark S. Steed
Presentation on the impact of new technologies on teaching and learning. A presentation given by Mark S. Steed, Principal of Berkhamsted School, at the Society of Heads Annual Conference, at Whittlebury Hall, Northamptonshire, on Tuesday 3rd March 2015
How MOOCs, tablets and apps are changing how we teachMark S. Steed
A Presentation on how new technologies are changing how we teach.
A talk given my Mark S. Steed, Principal of Berkhamsted School, Herts, UK, at the Veale Wasborough Vizards Practical Strategies Conference at the IoD in London on Tuesday 16th September 2014.
The slideshow illustrates an advanced search strategy for using EDGAR to find former executives of private companies. This illustration was created specifically for my UNC class, Public Records Research for Journalists.
Key-note presentation of the TACCLE project results and ICT in education to the AquaTnet conference in Vilamoura (PT) - September 8th 2011
By Jens Vermeersch
Whats Possible With Educational Technology With Notes2 Distributed [Autosaved]Andrew Moore
This Presenation was developed to aid PHEA ETI members develop educational strategies for their Higher Education institutions in Africa. It is version 1.
Six professional conversations on topics pertinent to contemporary teachers in the digital age of education from the Leading a Digital School Conference, Melbourne Australia 2013.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Glasgow08
1. Tech-know-logy in Moodle-land, or why we still need to be serious about information literacy : a UK Open University Library perspective Anne Hewling Library and Learning Resources Centre The Open University 10 th December 2008
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