EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EMMA Summer School - Rosanna De Rosa, Ruth Kerr - Experiencing MOOCs: Lesson ...EUmoocs
These two sessions will provide an opportunity to hear about the experiences of EMMA MOOC providers in their first year of operation. Find out what worked – and what didn’t work – during the first year’s offer of MOOCs on EMMA.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
EMMA Summer School - Mathy Vanbuel - Choosing to implement video in your MOOC...EUmoocs
In this session we will discuss why you should or should not use video in your MOOC. Once you have decided whether video is one of the media that you will apply in your media mix, we will look at how you can produce appropriate video yourself, in your organisation or with additional, external support. We will discuss pedagogical as well as technical and organisational issues. After this session you should be able to decide whether you can and want to use video and draw up a plan to effectively produce and deploy it in your next MOOC.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
Sustaining OER innovation through collaboration and partnership Simon Thomson (Leeds Metropolitan University) and Andy Beggan (University of Nottingham) Facilitated by Peter Bullen.
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
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
Scope of Integration Technology Enabled Learning In Academic Programmefaizan faizan
Scope of Integration Technology Enabled Learning In Academic Programme a PhD seminar presented by Faizan Ulhaq Faizan in Agricultural Extension Division at Indian Agricultural Research Institute, New Delhi India
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
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.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
1. Duplicability of Grassroots concept to inspire educators to use ICT in education May 26th 2010, eLearning Africa Conference, Mulungushi Conference Centre, Lusaka, Zambia By Leonie Meijerink, VVOB Zambia Sofia Dopper, Delft University of Technology, the Netherlands Bart Cornille, VVOB Zamibia
4. Our Slogans “Learn to use & Use to learn“ From “learn to use” to “use to learn”
5. Outcomes By the end of the session participants will: Have been exposed to a large number of practical experiences of how an individual teacher or lecturer can use ICT in education in an innovative way at grassroot level Have explored how you could use some of these practical experiences in your own context, whether it being a western university or a community school teacher from a rural area.
6. Outcomes cnt. Have explored which aspects of the grassroots concept have helped to motivate and inspire lecturers and teachers. Have discussed ideas on how to organise a similar project in your own context, whilst maintaining the values of grassroots: appreciate, support, guide and reward.
7. Target Group ‘Grassroot level' ‘Educators’ who would like to learn how to inspire others or be inspired themselves to start using ICT in education in an innovative way. organisations or policy makers supporting (educational) institutions. comparing an advanced level, of Delft University of Technology to a similar project at beginners level of Colleges of education and community schools in Zambia Conclusion: all levels are welcome.
8. Levels in the group What is your level of experience and expertise in the use of ICT in education?
12. Grassroots Canada: from “learn to use” to “use to learn” Grassroots are: Small ICT projects initiated by individual lecturers Ministry of Education in the Netherlands introduced Grassroots programme in basic education and vocational education Grassroots programme for university level (Surf foundation)
13. Grassroots at Delft University of Technology Round 1 05/06: TPM department: 13 lecturers Round 2: 07/08: TU-wide: 60 lecturers spread over all 8 departments – 6 themes: Social software, Laptops, Recorded lectures, Gaming and simulation, E-assessment, Digital whiteboards Round 3: 09/10: TU-wide: 40 lecturers – 3 themes: Activate with ICT in classroom, E-assessment, Blended learning Round 4: start september 2010
14. What is grassroots? Staff support and development related to ICT in Higher Education Small scale ICT-projects initiated by lecturers Bottom up approach ICT-projects
15. Why grassroots? Stimulate lecturers, with little or no experience with ICT, to get a feeling for using ICT Increase the use of ICT in education in your institute
16. What are the strengths of grassroots? T Technical support E Educational support A Appreciate and reward the investment of lecturers
17. Why is grassroots succesful? Lecturer is the owner of the idea Stimulating creativity of lecturers Great dissemination value by using Grassroots website
18. Workflow grassroots 1. Tender: call for grassrootprojects 2. Jury selects grassrootprojects - groups 3. Teachers carry out their grassrootproject – educational and technical support 4. Dissemination of results and rewarding teachers
20. What kind of grassroot project would you come up with?
21. Example Social software group Problem: 100 students had to do a design assignment within the same theme, but students never saw eachothers work and teacher needed a lot of time to monitor the process Solution: wiki: each student has a page to present their own design. Students visit eachothers sitesand give feedback. So students learn from each other and see diversity to approach a theme: inspiration!
24. Example Laptops group Problem: System dynamics: ca 100 students. Students were not able to apply theory from lectures into the computer practicals which were scheduled some days later. Solution: Laptops to integrate the teaching methods lectures and computer practicals. Knowledge is applied immediately. More students passed the exam.
25. Example Activate with ICT in class group http://collegerama.tudelft.nl/mediasite/Viewer/?peid=1173b2488246460a96046ddec01ae77e Problem: 470 students, how to activate and interact with such a large amount of students? They even didn’t fit in one lecture room (max 300 students). Solution: Turningpoint Responseware software which allow students to respond to MC questions by using their mobile phone or laptop, combined with clickers and recorded lectures. Students are more involved and activated. More discussions in class. Offers teachers immediate feedback.
26. Lectures in 2 lecture rooms(foto’s from TUDelta. 36)
27. Example Gaming & simulations group Problem: Students didn’t understand the basic concept behind the enery market. Game (pen and paper) proved to be helpful. But very time consuming for teacher. Solution: Game transformed into a game played via the Internet. Groups of students run an enery company. More realistic, less time consuming for teacher although great insight in learning process.
28. Different contexts World average: 25.6% (September 2009) Netherlands 14,304,600 Internet users in Sept/09 85.6% p.r., per ITU. (Average of Europe is 52% Sept 2009) 5,807,000 broadband subscribers as of Dec/09, per ITU. Zambia 700,000 Internet users as of June/09, 5.9% of the population, per ITU. (Average of Africa is 6.7% June 2009) 5,700 broadband internet subscribers as of Dec/09, per ITU. Taken from http://www.internetworldstats.com/ (May 20th, 2010)
36. DISTRIBUTION OF ICT MATERIALS AND TRAINING Slides by Andre Irabishohoje, VVOB Zambia
37. ICT USE IN COMMUNITY SCHOOLS At a very beginning stage School administration and records keeping Pupils entry for national exams Planning lessons Basic use of educational software e.g. Wikipedia, geogebra, encarta...
38. CHALLENGES OF ICT IN COMMUNITY SCHOOLS Under funded schools, which might compromise sustainability of ICT use Poor physical infrastructuture and no power supply in most of the community schools Too expensive access to internet Lack of experience in ICT integration in education Lack of ICT technicians in rural areas
40. Zambia Round 1: Jury Meeting & Criteria 40 proposals - 25 passed Jury Meeting: MoE, Grassroots consultant, VVOB Zambia Criteria: introduction of something new at your college, institution will benefit education should be potentially interesting for others to copy should be a challenge for you, compared to your skills now. should be clearly explained and have a rough planning. should follow, be in line with action plans at your College of Education, institution .
43. Expert Groups Group 2: Audio, Visual and Video Learning “Those who make a distinction between education and entertainment don't know the first thing about either.“ -- Marshall McLuhan CLCE Video enhanced Physical education Sacred Heart Visual Learning Kasama Podcast
45. Expert Groups Group 4: Language and Maths Mentors: Lieve Leroy and Hans Casier
46. Expert Groups Group 5: Hands-on ICT Mentors: Andre Irabishohoje and Lukonga Lindunda
47. Agreement Working Together The role of the mentor in grassroots is: Give feedback Give advice on how to balance responsibilities, set professional priorities and action plans. Help to find technical/subject matter inputs and resources.
48. Agreement Working Together The role of the mentor continued: Empower participants to take responsibility for their own project, experience and learning. Organise meetings with the ‘peer group’. Create linkages with colleagues from other institutions.
49. The website On the website www.grassrootszambia.webs.com All detailed information can be found. Formats and documents can be downloaded Criteria and conditions can be found! Regulations can be found Participants can chat on the forum Participants can be updated about news
51. Questions for discussion in groups Choose I. Or II.: Make a flipchart in which you write or visualize: How would the concept of grassroots project be transferable to your situation? Use the examples for inspiration II. Discuss your own challenges in the use of ICT in your organisation/class. Come up with a grassroot proposal to solve this situation. Use the examples for inspiration.
62. Summary of similarities between Delft and Zambia In both case studies: successful grassroots project took place. Grassroots projects are based upon individually motivated teachers, or lecturers who choose to explore a specific tool for the use of ICT in the classroom. They received expert guidance . They received a motivational reward.
63. Shared Successes Empowered ‘proud’ lecturers A lot of enthusiasm and commitment Others want to have a project too! Proof of practices changed in the classroom Students are positive Marketing, it’s an appealing concept
64. Some differences DUT/Zambia Low cost – High impact (DUT) High turn over Lecturers (Zambia) Outsourcing of work (Zambia) Internet/ email access (Zambia) Role of the mentor (Zambia)
65. Way Forward? Grassroots Delft Grassroots Zambia Grassroots Africa Grassroots: Battle of the Continents?