Bloxx undertook research on the use of Social Media and BYOD in Education, and the challenges faced by educators and learners alike. Surveying 172 IT Executives we identified a number of key areas where due to Security concerns, organisations without dynamic technology are forced to block access to these potentially educational sites and resources. Presented by Mark Gibson VP at Bloxx, during the CanConnectEd 2015 Conference, Niagara Falls, Ontario, Canada. (www.canconnected.com) This presentation offers solutions to the biggest worries and why communicating the importance of eSafety can be far more effective than simply blocking - or attempting to - block access.
Continuing education has long held a special place in society as the school for adults intent on bridging the skills gap. That is a reputation it deserves—according to the US Department of Education, US adult learners are older (average age, 31), are more likely to have full-time jobs and are more likely to come from the 30 million students who dropped out of school earlier in their lives.
Bloxx undertook research on the use of Social Media and BYOD in Education, and the challenges faced by educators and learners alike. Surveying 172 IT Executives we identified a number of key areas where due to Security concerns, organisations without dynamic technology are forced to block access to these potentially educational sites and resources. Presented by Mark Gibson VP at Bloxx, during the CanConnectEd 2015 Conference, Niagara Falls, Ontario, Canada. (www.canconnected.com) This presentation offers solutions to the biggest worries and why communicating the importance of eSafety can be far more effective than simply blocking - or attempting to - block access.
Continuing education has long held a special place in society as the school for adults intent on bridging the skills gap. That is a reputation it deserves—according to the US Department of Education, US adult learners are older (average age, 31), are more likely to have full-time jobs and are more likely to come from the 30 million students who dropped out of school earlier in their lives.
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
Ruth Hammond - Saftguarding Children in a Digital WorldNaace Naace
ICT has opened up a world of opportunity; however we must all ensure that whilst the children and young people in our care enjoy the benefits they are also prepared for the risks. This session will aim to highlight the key policy messages and resources which are available to help safeguard our digital natives!
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
E-LOOX, A HYBRID LEARNING MANAGEMENT SYSTEMijseajournal
E-loox is an educational software application that has been designed specifically for students located in areas with limited Internet access. Unlike the majority of existing educational applications, E-loox is a “hybrid app”– meaning it can function both on and offline. As a hybrid app, E-loox allows students to complete assignments, access course materials, and conduct research in places where there is no Internet access. While global Internet access has expanded rapidly in the last decade, there are still more than 3.5 billion people who lack access, including approximately 60 million people in the United States. E-loox seeks to bridge the gap for the millions of students who have internet in the classroom but lack a home connection.
Ehnacing Creativity and Opeining Up Learning Through Virtual MobilitiesDiana Andone
Paper presented at EDEN 2015 International Conference in Budapest 14-17 June 2016
The concept of virtual mobility can be defined as a set of ICT supported activities that realise or facilitate international, collaborative experiences in a context of teaching and/or learning it. Since 2008, the authors have offered TalkTech, an online collaboration enabling students from their universities to research technology trends, share their experiences, and create multimedia objects to present their findings (Frydenberg & Andone, 2010). As members of international teams, they must produce a viable digital media product created working with international partners located on another continent. Throughout the six-week project they must select appropriate digital tools to support with their communication and collaboration efforts, manage time zones and technologies, and track their progress. The purpose of this collaborative project is to create a controlled work environment which models the global enterprise, where the use of web-based collaboration and communication tools are commonplace. The analysis in this paper will show how this project supports Wheeler's characteristics of digital literacy (Wheeler, 2012).
The annual Horizon Report, a joint publication of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI), highlights new technologies for teaching, learning, and creative expression. This presentation will review the research and process behind the report and the findings of the 2007 edition.
Ruth Hammond - Saftguarding Children in a Digital WorldNaace Naace
ICT has opened up a world of opportunity; however we must all ensure that whilst the children and young people in our care enjoy the benefits they are also prepared for the risks. This session will aim to highlight the key policy messages and resources which are available to help safeguard our digital natives!
Using social media to support learning in higher educationSue Beckingham
My keynote presentation considers how social media and digital technologies can be utilised effectively to enhance both informal and formal learning. Drawing upon the 5C Framework (Nerantzi and Beckingham 2014) I will share examples of how social media is used to connect, communicate, curate, collaborate and create; and through a student-staff partnership called ‘SMASH’ (Social Media for Academic Studies at Hallam) how with my students we have explored how social media can be used for ‘learning activities’ within and beyond the classroom, to ‘organise learning’ using relevant social media tools to curate and organise information, and the importance of ‘showcasing learning’ to enable students to openly share outcomes and projects.
E-LOOX, A HYBRID LEARNING MANAGEMENT SYSTEMijseajournal
E-loox is an educational software application that has been designed specifically for students located in areas with limited Internet access. Unlike the majority of existing educational applications, E-loox is a “hybrid app”– meaning it can function both on and offline. As a hybrid app, E-loox allows students to complete assignments, access course materials, and conduct research in places where there is no Internet access. While global Internet access has expanded rapidly in the last decade, there are still more than 3.5 billion people who lack access, including approximately 60 million people in the United States. E-loox seeks to bridge the gap for the millions of students who have internet in the classroom but lack a home connection.
Ehnacing Creativity and Opeining Up Learning Through Virtual MobilitiesDiana Andone
Paper presented at EDEN 2015 International Conference in Budapest 14-17 June 2016
The concept of virtual mobility can be defined as a set of ICT supported activities that realise or facilitate international, collaborative experiences in a context of teaching and/or learning it. Since 2008, the authors have offered TalkTech, an online collaboration enabling students from their universities to research technology trends, share their experiences, and create multimedia objects to present their findings (Frydenberg & Andone, 2010). As members of international teams, they must produce a viable digital media product created working with international partners located on another continent. Throughout the six-week project they must select appropriate digital tools to support with their communication and collaboration efforts, manage time zones and technologies, and track their progress. The purpose of this collaborative project is to create a controlled work environment which models the global enterprise, where the use of web-based collaboration and communication tools are commonplace. The analysis in this paper will show how this project supports Wheeler's characteristics of digital literacy (Wheeler, 2012).
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
Massive Open Online Courses (MOOCs) was developed in 2008 in US. Soon after that in 2011 MOOCs introduced at Stanford University. Year 2011 was a turning point in e-learning methodologies. MOOCs have given an open challenge to all current methods of higher education system such as on-line training, open learning methods, distance education system etc. MOOCs have high potential of acceptability among all kind of learners. MOOCs have become a label for many recent course initiatives from higher education institution. In the present paper the authors have made a through study on MOOCs methods and its impact on higher education institution. The authors have also tried to explore the impact of MOOCs in Indian higher education institution.
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
This presentation deals with the " Massive Open Online Course (MOOC ) which is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions between students, professors, and teaching assistants
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCsROER4D
Promising aspects of online education in Africa: OER, Open Textbooks & MOOCs? A presentation by Associate Professor Cheryl Hodgkinson-Williams for the World Development Report 2016: Internet for Development Regional Consultation Conference, Nairobi, 26-27 January 2015, Centre for Innovation in Learning and Teaching, University of Cape Town
Over the past 20 years, higher education has undergone major transformations, brought about by: (i) increasing internationalisation and student mobility; (ii) an ever-growing demand for quality higher education and lifelong learning; (iii) changing student demographics; (iv) the rise of online and blended learning, (v) cross-border higher education and (vi) recognition and quality assurance of qualifications in a digital world without borders. At the same time, access to the Internet and broadband service has increased. According to the International Telecommunications Union, 43 per cent of the world’s population is now online, with some form of regular access to the Internet, and the number of Internet users globally has reached 3.2 billion, of whom 2 billion are from developing countries (ITU, 2015). The huge growth in mobile connectivity, particularly in the developing world, has also brought online content and interaction to a global audience.
Since 2012, known as “The Year of the MOOC,” massive open online courses (MOOCs) have expanded worldwide, shaking up the higher education landscape and potentially disrupting the model of brick-and-mortar universities. Whilst higher education institutions have long been engaged in the delivery of online content (via, for example open educational resources and virtual learning environments), the rapid advent of MOOCs is regarded by some experts as an education revolution — according to Class Central (Shah, 2015a), the total number of MOOCs reached 4,200 in 2015. However, most of the current MOOCs are delivered by top universities in the Global North, which many observers consider a one-way transfer of knowledge from the developed countries to the developing world.
The present UNESCO–COL Guide on MOOCs is designed to raise general awareness amongst policy-makers in developing countries as to how MOOCs might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interests and experiences of developing countries, although we are witnessing important initiatives in more and more countries around the world.
E-LEArn2017
PrE-confErEncEsymPosium
“moocsandopenEducationintheDevelopingWorld”
n
What do the World Bank, UNESCO, the Commonwealth of Learning (COL), the Inter-American Development Bank, and numerous
other organizations and institutions around the globe have in common? They are all engaged in fascinating experiments to
take advantage of advances in digital technologies and e-learning design to provide education, training, and professional development
opportunities to people in developing countries who previously could not partake of these opportunities. One such delivery
mechanism has been the massive open online course (MOOC) as well as various MOOC-like derivatives. Another is the use of
open educational resources (OER). These efforts are already benefitting millions of people, but much potential for expansion and improvement remains.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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.
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.
5. “
Any word or phrase that has
compound sign (#) attached
before it is called a hashtag.
6. Similar to tagging people with
the symbol “@”, a hashtag is
used as a label or searchable
link on social media networks,
which make it easy for users to
find posts related to the gist of
the hashtag.
10. CHRIS MESSINA
A social technology expert
who is said to have be the
first one to use hashtag on
his tweet in 2007 to generate
group discussion and online
exchange about a certain
topic.
19. STEPHEN DOWNES
AND GEORGE SIEMENS’ CCK8
◎ In 2008, they created an open course that
utilized online platforms such as Facebook, Wiki,
and blogs to serve as “classrooms”. It was called
CCK8, which around 2,200 people joined
(Marques, 2013).
◎ This paved the way for the birth of massive
open online courses (MOOC).
21. WHAT IS MOOC?
◎A Massive Open Online
Course, or MOOC (/mo͞ok/), is
an online course aimed at
unlimited participation and
open access via the web.
22. WHAT IS MOOC?
◎MOOCs target a wide range
of audience (MASSIVE); are free
(OPEN); and are accessible
through the internet (ONLINE).
23.
24.
25.
26.
27. WHO ARE QUALIFIED IN THE
MOOC?
◎ Anyone with a computer/ tablet/
smartphone and an internet
connection can enroll in a MOOC
that usually takes about four to 15
weeks.
28. WHAT IS MOOC?
◎ A MOOC commonly
consists of modules, class
videos of university
professors, and graded
examinations.
29. WHAT IS MOOC?
◎ Students are usually given
acknowledgement or credit for
finishing the course. For a
minimal pay, students can even
obtain verified certificates.
30. “
MOOC is the “only scalable technology
that was developed by and for
educators,” unlike other media that were
made primarily for commercial use.
- UNESCO and Commonwealth of Learning (2016)
35. WHAT IS AN OPEN UNIVERSITY?
◎ Similar to MOOC is the open
university, which also engages
out-of-school youth or working
students through distance
learning.
36. WHAT IS AN OPEN UNIVERSITY?
◎ Most of the activities are
done online and physical
presence at the university is
only required for at least once
or twice a month.
37.
38. WHAT IS AN OPEN UNIVERSITY?
◎ It is similar to actual real-
life classes, but only more
engaged online.
39. WHAT IS AN OPEN UNIVERSITY?
◎Unlike MOOC, open
universities are not free and
require entrance examinations
and interviews.
40.
41.
42.
43.
44. “
These developments in education and the
growing number of information openly available
for everyone allowed people to enjoy ubiquitous
learning, or mobile learning. Anyone who has
access to the internet can explore about almost
anything in the universe—anytime, anywhere.
Because of its widespread use, hashtag was added to the Oxford English Dictionary in June 2014. The term hashtag can also refer to the hash symbol itself when used in the context of a hashtag.
the hashtag “was created organically by Twitter users as a way to categorize messages
Twitter warns that adding hashtags to unrelated tweets, or repeated use of the same hashtag without adding to a conversation, could cause an account to be filtered from search, or even suspended.
Results of the survey show that almost 30% of this number entered into early marriages, while 19 .2 % said that their family had insufficient funds to send them to school. 19% lacked interest in attending school.
As of 2016, there are almost 5,000 MOOCs on the internet (Online Course Report, 2016) used in 160 countries.
These MOOCs are presented through online platforms like oursera, eDX, Udacity, and Khan Academy that are hosted by prestigious universities like Harvard University, Massachusetts Institute of Technology (MIT), Stanford University, Yale University, and Columbia University. The University of the Philippines Open University launched the country’s first MOOC in 2013.
These MOOCs are presented through online platforms like oursera, eDX, Udacity, and Khan Academy that are hosted by prestigious universities like Harvard University, Massachusetts Institute of Technology (MIT), Stanford University, Yale University, and Columbia University. The University of the Philippines Open University launched the country’s first MOOC in 2013.
These MOOCs are presented through online platforms like oursera, eDX, Udacity, and Khan Academy that are hosted by prestigious universities like Harvard University, Massachusetts Institute of Technology (MIT), Stanford University, Yale University, and Columbia University. The University of the Philippines Open University launched the country’s first MOOC in 2013.
