Learning by design: constructing knowledge through design inquiry around educ...cilass.slideshare
A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
Learning by design: constructing knowledge through design inquiry around educ...cilass.slideshare
A simulation was run by educational developers that matched Visualisation students with academics from across the university in order to explore the potential of digital game-based learning (DGBL). Students acted as 'developer companies' charged with designing educational games for their academic 'clients.' One unexpected outcome was the realisation that the design process itself provided a valuable learning opportunity, requiring creativity in problem solving and discourse in the iterative design negotiations, and so offering a model of networked inquiry. The session will engage participants in discussion in order to develop understanding of the links between creativity, design and inquiry-based learning.
Educational trends point to a growing need for flexible learning tools that support anyplace, anytime learning. Recent advances in mobile computing present potential avenues for addressing this. Having explored current trends in location-based mobile learning, we will share three projects built on an easy-to-use, open-source augmented reality storytelling platform. The ARIS platform is a mobile application that layers multimedia onto physical locations, using a browser-based editor that allows users to "roll their own" place-based game, tour, or other mobile-based activity. Finally, we will facilitate a structured discussion and brainstorming activity to generate and share other place-based mobile ideas. (Presented at 2011 Educause Midwest Regional Conference 3-15-11). Link: http://www.educause.edu/midwest-regional-conference/2011/place-based-learning
Educational trends point to a growing need for flexible learning tools that support anyplace, anytime learning. Recent advances in mobile computing present potential avenues for addressing this. Having explored current trends in location-based mobile learning, we will share three projects built on an easy-to-use, open-source augmented reality storytelling platform. The ARIS platform is a mobile application that layers multimedia onto physical locations, using a browser-based editor that allows users to "roll their own" place-based game, tour, or other mobile-based activity. Finally, we will facilitate a structured discussion and brainstorming activity to generate and share other place-based mobile ideas. (Presented at 2011 Educause Midwest Regional Conference 3-15-11). Link: http://www.educause.edu/midwest-regional-conference/2011/place-based-learning
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
2. Hacking the
Learner Experience
techniques & strategies for connecting with your instructional ecosystem
Brian Mathews, Virginia Tech
Lauren Pressley, WFU, Virginia Tech
Andy Burkhardt, Champlain College
#ACRL2013
Tuesday, April 16, 13
4. “The word “hacker” has an unfairly negative
connotation from being portrayed in the media
as people who break into computers. In reality,
hacking just means testing the boundaries of
what can be done. Like most things, it can be
used for good or bad, but the vast majority of
hackers I’ve met tend to be idealistic people
who want to have a positive impact on the
world.”
Mark Zuckerburg
Facebook
Tuesday, April 16, 13
6. “I feel like there are all these
opportunities in the world to use
technology to make people’s lives
better. At Google we’re attacking
maybe 0.1 percent of that space.
And all the tech companies
combined are only at like 1 percent.
That means there’s 99 percent virgin
territory.”
Larry Page
Google
Tuesday, April 16, 13
10. “ A t hres h o l d c o n c e p t c a n b e
c o nsi dere d as a k i n t o a
p ort al , o p e n i ng u p a n e w
a n d previ ous l y i n a c c e s s i b l e
way of t h i nk i ng a b o u t
some t hi ng . I t re p re s e n t s a
t r a n sfor med wa y o f
u n de rst an d i n g , o r
in ter pret i ng , o r v i e w i n g
some t hi ng wi t h o u t w h i c h
t h e le ar n e r ca n n o t
p ro gres s .”
Jan Meyer #ACRL2013 #hack
Tuesday, April 16, 13
11. T R A N S F O R M AT I V E
BOUNDED
IRREVERSIBLE
TROUBLESOME
I N T E G R AT I V E
#ACRL2013 #hack
Tuesday, April 16, 13
12. PHYSICS = heat transfer
MATHEMATICS = limit
CULTURAL STUDIES = signification
LITERATURE = deconstruction
ECONOMICS = opportunity cost
PHILOSOPHY = personhood
#ACRL2013 #hack
Tuesday, April 16, 13
25. “A large part of what we call 'good
teaching' is the teacher's ability to
attain affective objectives through
challenging the students' fixed
beliefs and getting them to discuss
issues.”
Benjamin Bloom (1964) in “Taxonomy of
Educational Objectives”
Tuesday, April 16, 13
26. “A large part of what we call 'good
teaching' is the teacher's ability to
attain affective objectives through
challenging the students' fixed
beliefs and getting them to discuss
issues.”
Benjamin Bloom (1964) in “Taxonomy of
Educational Objectives”
Tuesday, April 16, 13
27. “A large part of what we call 'good
teaching' is the teacher's ability to
attain affective objectives through
challenging the students' fixed
beliefs and getting them to discuss
issues.”
Benjamin Bloom (1964) in “Taxonomy of
Educational Objectives”
Tuesday, April 16, 13
28. “A large part of what we call 'good
teaching' is the teacher's ability to
attain affective objectives through
challenging the students' fixed
beliefs and getting them to discuss
issues.”
Benjamin Bloom (1964) in “Taxonomy of
Educational Objectives”
Tuesday, April 16, 13
29. “A large part of what we call 'good
teaching' is the teacher's ability to
attain affective objectives through
challenging the students' fixed
beliefs and getting them to discuss
issues.”
Benjamin Bloom (1964) in “Taxonomy of
Educational Objectives”
Tuesday, April 16, 13
30. “A large part of what we call 'good
teaching' is the teacher's ability to
attain affective objectives through
challenging the students' fixed
beliefs and getting them to discuss
issues.”
Benjamin Bloom (1964) in “Taxonomy of
Educational Objectives”
Tuesday, April 16, 13
57. Assimilators prefer to be
presented with sound logical
theories to consider.
Tuesday, April 16, 13
58. Assimilators prefer to be
presented with sound logical
theories to consider.
Convergers want to be provided
with practical applications of
concepts and theories.
Tuesday, April 16, 13
59. Assimilators prefer to be
presented with sound logical
theories to consider.
Convergers want to be provided
with practical applications of
concepts and theories.
Accomodators prefer to have
“hands on” experiences.
Tuesday, April 16, 13
60. Assimilators prefer to be
presented with sound logical
theories to consider.
Convergers want to be provided
with practical applications of
concepts and theories.
Accomodators prefer to have
“hands on” experiences.
Divergers want to be allowed to
observe and collect a wide range
of information.
Tuesday, April 16, 13
81. “By being obsessed with success, students are
afraid to fail, so they are reluctant to take difficult
steps to master new material. Acknowledging that
difficulty is a crucial part of learning could stop a
vicious circle in which difficulty creates feelings of
incompetence that in turn disrupts learning.”
Frederique Autin & Jean-Claude Croizet
Tuesday, April 16, 13
82. Questions &
Comments
Brian Mathews, Virginia Tech
Lauren Pressley, WFU, Virginia Tech
Andy Burkhardt, Champlain College
#ACRL2013
Tuesday, April 16, 13
83. Photo Credits
Question Mark by Marco Bellucci at flickr.com/photos/marcobellucci/
3534516458
Urban Pyramid by Evan Blaser at flickr.com/photos/evanblaser/5576673518
Rathmines Library by Dublin City Public Library at flickr.com/photos/
dublincitypubliclibraries/373898623
Isabelle by Max Braun at flickr.com/photos/maxbraun/8236576898
Untitled by Petras Gaglias at flickr.com/photos/maxbraun/8236576898
Traverse City by Pat (cletch) Williams at flickr.com/photos/
26542961@N07/6140209473/
Filter Bubble by Eli Pariser at http://www.thefilterbubble.com/ted-talk
Untitled by lil_devil_girl3 at flickr.com/photos/lil_devil_girl3/2784991333
Empire State Pigeon by ZeroOne at flickr.com/photos/
70591690@N00/2865833414/
Question Everything by Duncan Hull at flickr.com/photos/dullhunk/
202872717/
Tuesday, April 16, 13