Presentation to the Gaggle Meeting at the Australian National University, 19 May 2009. The Expert panel debate considered "Educational Design in 2009: The Hot Topics" and featured Profesor Yoni Ryan, Allan Herrmann and Dr Robert Fitzgerald.
Digital technologies are often presented as tools for education, but the most important tools are the conceptual ones - the ones that give us scope to re-think what we do with classrooms.
Keynote for Swedish educators, in the context of many Swedish municipalities adopting 1:1 (one student, one device) technology policies.
The New Ethos: Media & Information Literacies Part IBonnie Stewart
Living and learning in an age of knowledge abundance isn't just about technological tools: making meaning in complexity requires Media & Information Literacies (MIL) for a new, participatory ethos. Part I of a 2-part MIL session in London, January 2014.
Slides for my keynote presentation at YRDSB Quest in Richmond Hill, Ontario, November 17, 2010.
Full video of the recording is found here: http://www.rogerstv.com/page.aspx?lid=237&rid=17&sid=3867&gid=73758
Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
Networking education: Identities & PresenceBonnie Stewart
A practical overview of the roles networked communications and social media can play in education during an era of knowledge abundance, and how to build networked identities and cognitive, teaching, and social presence in digital learning environments.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Building a Networked Identity: How to Become a Connected EducatorBonnie Stewart
Building a networked identity involves developing strengths and contributions to share openly online. Educators should focus less on career goals and more on how to contribute to knowledge through active participation in personal and professional learning networks. A networked identity is a hybrid of personal and professional aspects that are always changing based on interactions and responses from others in one's networks.
mLearning: Mobile Devices As Research, Communication, and Teaching ToolsChad Gesser
This document discusses the potential of mobile devices as tools for research, communication, and teaching. It contrasts Web 1.0, which was top-down and centralized, with Web 2.0, which is more decentralized and allows for collaboration. Mobile devices are changing how people access and share information, and how they learn. Examples are given of how smartphones are being used for educational purposes in developing countries and how social media was used to share information about protests in Iran.
Digital technologies are often presented as tools for education, but the most important tools are the conceptual ones - the ones that give us scope to re-think what we do with classrooms.
Keynote for Swedish educators, in the context of many Swedish municipalities adopting 1:1 (one student, one device) technology policies.
The New Ethos: Media & Information Literacies Part IBonnie Stewart
Living and learning in an age of knowledge abundance isn't just about technological tools: making meaning in complexity requires Media & Information Literacies (MIL) for a new, participatory ethos. Part I of a 2-part MIL session in London, January 2014.
Slides for my keynote presentation at YRDSB Quest in Richmond Hill, Ontario, November 17, 2010.
Full video of the recording is found here: http://www.rogerstv.com/page.aspx?lid=237&rid=17&sid=3867&gid=73758
Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
Networking education: Identities & PresenceBonnie Stewart
A practical overview of the roles networked communications and social media can play in education during an era of knowledge abundance, and how to build networked identities and cognitive, teaching, and social presence in digital learning environments.
The presentation discusses emerging literacies and argues that school curriculum mus tbe revised to teach students to manage information, make meaning from multimodal text and represent knowledge and information. The session also introduces an idea of social networking literacy.
Building a Networked Identity: How to Become a Connected EducatorBonnie Stewart
Building a networked identity involves developing strengths and contributions to share openly online. Educators should focus less on career goals and more on how to contribute to knowledge through active participation in personal and professional learning networks. A networked identity is a hybrid of personal and professional aspects that are always changing based on interactions and responses from others in one's networks.
mLearning: Mobile Devices As Research, Communication, and Teaching ToolsChad Gesser
This document discusses the potential of mobile devices as tools for research, communication, and teaching. It contrasts Web 1.0, which was top-down and centralized, with Web 2.0, which is more decentralized and allows for collaboration. Mobile devices are changing how people access and share information, and how they learn. Examples are given of how smartphones are being used for educational purposes in developing countries and how social media was used to share information about protests in Iran.
This document discusses the need for schools to change and adapt to the 21st century by embracing new technologies, networking, and shifting from an emphasis on teaching to co-learning. It notes that current students have changed and that half of what students learn in their first year will be outdated by their third year. Schools need to become more open, social, mobile and leverage collective intelligence and personal learning networks to better prepare students.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Digital identities & citizenship: Leading in the OpenBonnie Stewart
An examination of digital spaces as sites of identity and citizenship, for higher ed leaders, faculty, staff, and students. Outlines open practice along market, knowledge abundance, and participatory axes, and presents #Antigonish2 as a potential model for making a difference in our contemporary information ecosystem, at global & local levels.
Moodle MOOC 2: Learning via teaching and sharing onlineRamesh C. Sharma
It's said that the best way to learn is to teach it. I have learned most of the things through self-initiatives and in collaboration with colleagues by sharing my thoughts and learning from theirs.
Networked Educators & Learners: Who are we now that we're online?Bonnie Stewart
What's involved in being an identity online, and what new literacies are required to thrive in this new ethos? What does it mean to be a teacher AND a learner all at once, and how does education shift when we think of it as a participatory activity?
This document summarizes a workshop on living and working on the web. It discusses how digital technologies are changing the way people live and work, and how students need digital literacy skills to succeed in today's environment. The workshop covers topics like social media, online identities, using the internet to find jobs, and creating and sharing content online. It emphasizes the importance of networking, collaboration, and curating information from various digital sources.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
Rethinking Teaching & Learning in a Networked RealityAlec Couros
This document discusses rethinking teaching and learning in a networked reality. It covers topics like informal learning, access to information through search and mobile computing, participatory media, digital video skills, social networking, and network literacies being important in the 21st century. Challenges of participatory culture are mentioned, along with examples of how education could embrace a networked approach through things like transparent classroom walls, publishing in the open, and connecting students to experts from around the world. The document advocates shifting education to be more open, public, and student-driven where learners create their own education.
Notes for my closing keynote to the June 1, 2017 virtual conference on digital literacy and fake news.
http://www.library20.com/page/library-2-017-digital-literacy-fake-news
This document discusses MOOCs (Massive Open Online Courses) and their potential for interaction and dynamic discussion. It summarizes findings from MOOC MOOC, a MOOC about MOOCs, which had over 600 participants in its first iteration and over 1000 in its second. MOOC MOOC demonstrated high levels of interaction on Twitter, with over 6000 unique visitors to the course site and nearly 7000 tweets with the #moocmooc hashtag. The document also defines "MOOCification" as harnessing the power of a network for learning by relying on nodes within the network to power an assignment or activity, rather than structuring the entire course. It poses questions about how MOOCs
NZCETA Keynote presentation | July 2013Karen Spencer
This slidedeck supports my keynote presentation for the NZCETA conference in Christchurch: http://www.nzceta.co.nz/pages/2013_conference.htm
Link to the videos:
"Entrepreneurs": http://bit.ly/fjfk8R
Enabling eLearning media gallery: http://www.elearning.tki.org.nz/Media-gallery
Practice what you Teach: UDL & Communities of Practice in Adult EducationBonnie Stewart
This document discusses how the presenter applied Universal Design for Learning (UDL) principles to improve an online adult education course over three years. In the 2017 version, the presenter fully integrated UDL, adult learning principles, and a community of practice model to provide more choice, increase engagement, and build students' digital literacies. While more challenging initially, this approach led to stronger social learning and professional connections among students. The presenter concluded that UDL helped unlock ongoing, adaptive learning when applied to designing inclusive educational experiences.
Media & information literacies: In the belly of the beastBonnie Stewart
Media literacies in a networked age, explored through the lenses of knowledge, empire, and change. A media literacy critique of Murdoch's NewsCorp empire, delivered to LinEducation's Swedish teachers at NewsCorp itself, January 22, 2015.
This document discusses the impact of Web 2.0 technologies and the shifting of control to end users. Key points include:
- Web 2.0 allows for interactive sharing of user-generated content through sites like YouTube, Flickr, and social networks.
- Control is shifting away from traditional gatekeepers to content creators and rankers as everyone can now access and share information.
- Learning is becoming more social and networked through personal learning environments leveraging social software.
- New technologies like cloud computing and mobile devices are changing how we create and access information.
- Institutions will need to adapt to how this new generation of "Web 2.0 citizens" operates and expects to learn in open
Digital pedagogy in an age of algorithms: What do we DO about data?Bonnie Stewart
1) The document discusses the shift from participatory web communities in the 2000s to today's algorithmically driven, monetized systems that prioritize extraction of user data and polarization over participation.
2) It argues that digital pedagogy needs to account for the complexity of socio-technical systems and promote cooperation between people and technology through contributions to a more pro-social, participatory web.
3) The key steps are understanding problems as complex rather than having single solutions, collaborating across boundaries between people and machines, and rebuilding spaces for open sharing, teaching and learning online.
The document summarizes a talk on information literacy from the perspective of a learner. It discusses four key findings from the speaker's research: 1) Experience of information literacy is situational and depends on context, 2) There are four contexts and categories of information relationships, 3) Binary relationships involve personal/academic contexts and functional literacy or lifelong learning, 4) Tertiary relationships involve professional contexts and information provision or education. The talk concludes by emphasizing the importance of information literacy for learners.
The University of Canberra received a $7.2 million grant to establish the INSPIRE Centre, a centre for research and development on innovative applications of information and communications technologies (ICT) in education. INSPIRE will focus on good pedagogical practices using ICT to enhance student learning outcomes and will inform professional learning programs for teachers. The building was designed to stimulate creativity, make technology visible, and support collaboration and flexibility.
This document discusses the need for schools to change and adapt to the 21st century by embracing new technologies, networking, and shifting from an emphasis on teaching to co-learning. It notes that current students have changed and that half of what students learn in their first year will be outdated by their third year. Schools need to become more open, social, mobile and leverage collective intelligence and personal learning networks to better prepare students.
Experiential Approaches to Digital Teaching & LearningBonnie Stewart
What does it mean to engage in open professional teaching and learning practices, in an era defined by fake news and data surveillance? How can meaningful, mindful digital practices be scaffolded for students and faculty, in today’s institutions? This TEACHxperts session, presented at Northwestern University, explores digital teaching and learning as experiential learning, and overviews some hands-on experiential paths to building learner-centered, community-oriented approaches to knowledge creation and media navigation.
Digital identities & citizenship: Leading in the OpenBonnie Stewart
An examination of digital spaces as sites of identity and citizenship, for higher ed leaders, faculty, staff, and students. Outlines open practice along market, knowledge abundance, and participatory axes, and presents #Antigonish2 as a potential model for making a difference in our contemporary information ecosystem, at global & local levels.
Moodle MOOC 2: Learning via teaching and sharing onlineRamesh C. Sharma
It's said that the best way to learn is to teach it. I have learned most of the things through self-initiatives and in collaboration with colleagues by sharing my thoughts and learning from theirs.
Networked Educators & Learners: Who are we now that we're online?Bonnie Stewart
What's involved in being an identity online, and what new literacies are required to thrive in this new ethos? What does it mean to be a teacher AND a learner all at once, and how does education shift when we think of it as a participatory activity?
This document summarizes a workshop on living and working on the web. It discusses how digital technologies are changing the way people live and work, and how students need digital literacy skills to succeed in today's environment. The workshop covers topics like social media, online identities, using the internet to find jobs, and creating and sharing content online. It emphasizes the importance of networking, collaboration, and curating information from various digital sources.
Open for whom: At the Intersection of UDL & Open PracticeBonnie Stewart
Open and UDL are both significant trends in education and higher education right now. Access is a huge part of open, and accessibility is a huge part of Universal Design for Learning. But how do we unpack what access means in practice, in either case? And who is served by the current trends in the digital infrastructures that underpin both?
Rethinking Teaching & Learning in a Networked RealityAlec Couros
This document discusses rethinking teaching and learning in a networked reality. It covers topics like informal learning, access to information through search and mobile computing, participatory media, digital video skills, social networking, and network literacies being important in the 21st century. Challenges of participatory culture are mentioned, along with examples of how education could embrace a networked approach through things like transparent classroom walls, publishing in the open, and connecting students to experts from around the world. The document advocates shifting education to be more open, public, and student-driven where learners create their own education.
Notes for my closing keynote to the June 1, 2017 virtual conference on digital literacy and fake news.
http://www.library20.com/page/library-2-017-digital-literacy-fake-news
This document discusses MOOCs (Massive Open Online Courses) and their potential for interaction and dynamic discussion. It summarizes findings from MOOC MOOC, a MOOC about MOOCs, which had over 600 participants in its first iteration and over 1000 in its second. MOOC MOOC demonstrated high levels of interaction on Twitter, with over 6000 unique visitors to the course site and nearly 7000 tweets with the #moocmooc hashtag. The document also defines "MOOCification" as harnessing the power of a network for learning by relying on nodes within the network to power an assignment or activity, rather than structuring the entire course. It poses questions about how MOOCs
NZCETA Keynote presentation | July 2013Karen Spencer
This slidedeck supports my keynote presentation for the NZCETA conference in Christchurch: http://www.nzceta.co.nz/pages/2013_conference.htm
Link to the videos:
"Entrepreneurs": http://bit.ly/fjfk8R
Enabling eLearning media gallery: http://www.elearning.tki.org.nz/Media-gallery
Practice what you Teach: UDL & Communities of Practice in Adult EducationBonnie Stewart
This document discusses how the presenter applied Universal Design for Learning (UDL) principles to improve an online adult education course over three years. In the 2017 version, the presenter fully integrated UDL, adult learning principles, and a community of practice model to provide more choice, increase engagement, and build students' digital literacies. While more challenging initially, this approach led to stronger social learning and professional connections among students. The presenter concluded that UDL helped unlock ongoing, adaptive learning when applied to designing inclusive educational experiences.
Media & information literacies: In the belly of the beastBonnie Stewart
Media literacies in a networked age, explored through the lenses of knowledge, empire, and change. A media literacy critique of Murdoch's NewsCorp empire, delivered to LinEducation's Swedish teachers at NewsCorp itself, January 22, 2015.
This document discusses the impact of Web 2.0 technologies and the shifting of control to end users. Key points include:
- Web 2.0 allows for interactive sharing of user-generated content through sites like YouTube, Flickr, and social networks.
- Control is shifting away from traditional gatekeepers to content creators and rankers as everyone can now access and share information.
- Learning is becoming more social and networked through personal learning environments leveraging social software.
- New technologies like cloud computing and mobile devices are changing how we create and access information.
- Institutions will need to adapt to how this new generation of "Web 2.0 citizens" operates and expects to learn in open
Digital pedagogy in an age of algorithms: What do we DO about data?Bonnie Stewart
1) The document discusses the shift from participatory web communities in the 2000s to today's algorithmically driven, monetized systems that prioritize extraction of user data and polarization over participation.
2) It argues that digital pedagogy needs to account for the complexity of socio-technical systems and promote cooperation between people and technology through contributions to a more pro-social, participatory web.
3) The key steps are understanding problems as complex rather than having single solutions, collaborating across boundaries between people and machines, and rebuilding spaces for open sharing, teaching and learning online.
The document summarizes a talk on information literacy from the perspective of a learner. It discusses four key findings from the speaker's research: 1) Experience of information literacy is situational and depends on context, 2) There are four contexts and categories of information relationships, 3) Binary relationships involve personal/academic contexts and functional literacy or lifelong learning, 4) Tertiary relationships involve professional contexts and information provision or education. The talk concludes by emphasizing the importance of information literacy for learners.
The University of Canberra received a $7.2 million grant to establish the INSPIRE Centre, a centre for research and development on innovative applications of information and communications technologies (ICT) in education. INSPIRE will focus on good pedagogical practices using ICT to enhance student learning outcomes and will inform professional learning programs for teachers. The building was designed to stimulate creativity, make technology visible, and support collaboration and flexibility.
Take One is a video production company that specializes in creating movies for entertainment, institutions, and life stories. They are proposing to create a yearbook DVD for a private school that would include personalized videos for each class, department, and activity throughout the school year. The advantages of this format are that students and parents can review the year anytime, recognize classmates over time, and record unique moments. The top reasons for choosing this option are that it is cutting edge, social as it can be viewed together, environmentally friendly, provides a lasting memory, and has a high-impact animated format.
The document discusses how social media sites like Twitter, Facebook, and YouTube are popular among students and how instructors can use these tools in the online classroom. It provides an overview of Twitter and how to get started, common Twitter terminology, tips for using Twitter, and examples of how Twitter can be used for professional growth and in the classroom. The presentation aims to give both a big-picture perspective and specific steps for instructors to engage with students using these social media tools.
This document discusses customer relationship management (CRM) and its application in higher education institutions. It provides an overview of key CRM concepts including analytics, contacts, sales, campaigns, and service design. CRM aims to increase understanding of customers, enhance customer relationships, and drive business changes. CRM is implemented through policies, service/product design, processes, and staff development with technology assistance. Key challenges include understanding customers, having a customer-oriented organization, and coherent communications. The document also discusses identifying high-value customers, building customer loyalty, reducing costs through micro-marketing, and creating a customer-focused organization.
This document discusses the key elements of effective advertising. It explains that ads must understand the product, consumer, and marketplace. Ads should satisfy consumer objectives by engaging them and delivering a relevant message, while also achieving advertiser objectives. The document outlines consumer objectives like entertainment and information, and advertiser objectives like gaining attention and convincing consumers to change purchasing behavior. Finally, it discusses the different effects an ad should achieve, such as perception, learning, persuasion, and behavior change.
1) Information architecture is the structure and design of shared information environments like websites and intranets. It involves organizing, labeling, and designing search and navigation systems to support usability.
2) An information architect determines the content, organization, labeling, search, and navigation of a website to help users find what they need. They balance user and business needs.
3) Best practices for information architecture include user research methods like content audits, card sorting, task analysis and usability testing to understand users and design accordingly. Consistency, standards, and a user-centered approach are important.
7 Future trends in Mobile Development - Webstock 2011alexbrie
7 Future trends in Mobile Development - Webstock 2011, Bucharest, Romania
A brief presentation by Alexandru Brie, CEO of Cognitive Bits Software, about 7 future trends for the next couple of years of mobile development.
Research Data Management at the University of SalfordDavid Clay
The document summarizes the University of Salford's research data management project. It describes the drivers for the project including funder policies requiring open data. It outlines the requirements gathering and policy development process. It then details the proposed solution architecture including online storage, a data repository, source code management, and support services. Finally it discusses the pilot infrastructure launched in 2015 using Figshare and describes next steps to evaluate scaling up the RDM service.
This document discusses implementing an open access policy and developing infrastructure for research data management. It also addresses monographs, textbooks, and other scholarly outputs as well as an NPR article about how college students have battled high textbook prices by renting or buying older editions. The document provides information on open access, research data architecture, and contacting the author with questions or comments.
Presentation to ANU's Learning Communities group on the topic of "Creating and Supporting Online and Dispersed Communities", 4 May 2011, Burton & Garran Hall, ANU
The document discusses the changing nature of English, learning, and teaching in the 21st century. It notes that more people now use English globally than any other language in history. Learning and teaching must adapt to this new landscape by embracing linguistic and cultural variation, focusing on real-world skills like problem solving, and using technology judiciously to enhance education rather than replace it. A key aspect is preparing students for unknown future worlds by cultivating flexibility, collaboration, creativity and other skills for a complex world.
Innovating Pedagogy Report 2017.
This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation.
This sixth report, produced por la Open university in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE), proposes ten innovations that are already in currency but have not yet had a profound influence on education.
Minds on fire open education, tail, and learning 2guevarra_2000
This document discusses how social learning and open education resources enabled by the Internet can help address the growing global demand for higher education. It notes that traditional universities will not be able to meet this demand alone. The growth of the Internet has allowed for new models of open and social learning through open courseware, online communities, and peer-to-peer learning. Social learning focuses on interactions around content rather than just content transmission, and involves learning practices of a field through participation. Examples like open source software development show how people can learn through social participation at the periphery of expert communities.
Using e portfolios for the professional development of teachers - copy[1]juliehughes
The document discusses the use of e-portfolios and blogging for teacher professional development and reflective practice. Key points include:
- Teachers found that sharing reflections in a blog within an e-portfolio space allowed them to feel safe to discuss experiences without criticism and see others' perspectives. This supported their growth as reflective writers and practitioners.
- E-portfolios allow students to reflect, answer each others' questions, and have discussions independent of the teacher, facilitating ongoing reflection in and on practice.
- E-portfolios are presented as a tool to support critical reflective practice in teacher training through dialogic pedagogies and tools like PebblePad.
The document discusses key concepts and figures in constructivism and cognitive learning theories. Constructivism posits that learning is an active process where learners construct new ideas based on experiences. Key figures who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. Cognitive learning focuses on internal mental processes like memory, thinking, and problem solving. Theorists discussed include Atkinson-Shiffrin, Bartlett, Ausubel, Gagne, and Reigeluth. Constructivist teaching facilitates learning through exploration, questioning, and collaboration.
The document discusses new literacies needed in a digital age and how teachers can contribute. It argues that to be literate today requires learning about, with, and through technology. Teachers need skills in areas like online reading comprehension, video/multimedia, web 2.0, and educational games. The document provides suggestions for teachers, such as developing their technological pedagogical content knowledge, designing project-based inquiries, and innovating within professional learning communities.
Together or finding each other in the digital jungleChrissi Nerantzi
This document discusses the scholarship of teaching and learning through collaborative online networks. It provides examples of collaborative projects between academics at different institutions on topics like course design, professional development programs, and research on mobile learning and open education. The document advocates for embracing new ways of collaborating using social media and networking tools, emphasizing community, flexibility, and open sharing of ideas.
The document discusses open educational resources (OER), which are teaching and learning materials that are freely available online. It defines OER and provides 10 key points about them, including that they are free to use and can be altered. The document discusses OER repositories, tools for developing OER, intellectual property issues, and findings from a project on embedding OER in research methods teaching through collaboration.
This document discusses moving education towards a more student-centered approach focused on developing 21st century skills. It emphasizes shifting away from traditional teaching towards collaborative learning, with the teacher taking a role as lead learner. Students need to develop skills like critical thinking, communication, collaboration, creativity, and problem solving to prepare for a future impacted by rapid technological change. Education must transform, not just reform, to fully enable students for this new digital age and economy driven by knowledge.
This document proposes a social media program for young adults at public libraries to encourage them to engage with the library and learn skills in creating and sharing digital content. The 4 session program would teach skills like blogging, digital storytelling, screencasting and podcasting. Participants would gain experience using these tools to express themselves and post their original content online or on the library website. The goal is for youth to see the library as a place for both finding and producing information using social media tools.
This document is Terry Anderson's CV presented as a Wordle tag cloud. It discusses Anderson's views on distance education, including that education must improve quality and appeal while empowering student control. It advocates boundless access to open educational resources, connections, and learning opportunities using technologies like open courses and open access journals. However, it notes opportunities also exist to waste time or harm privacy, and boundaries may be needed to manage information and guide productive use. Overall, the document emphasizes embracing open, online opportunities to improve and reform education through open scholarship and networks.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
The document discusses the emerging use of digital technologies and social media within higher education. It explores how universities are using platforms like social media to enhance their reputation and engage with current and former students. While adoption of these tools is still low among researchers, younger doctoral students are more open to using technologies that can aid their work, like social media for collaboration. The document also examines how academics are using blogs for different purposes, from documenting their research journey to communicating ideas and debates. It reflects on tensions around marketing versus research-driven uses of these platforms and changing definitions of scholarly "publishing".
The document discusses the concept of being a contributor and describes three identities - a college student, a college professor, and a retired hostel rector. For each identity, it outlines their potential contributions to self, organization/team, and society. It also discusses how taking a contribution approach could help change one's work mindset. The document also shares learnings around qualities of a good student and teacher from conducting this project.
1) The document discusses a study on the use of mobile technologies by primary school children in 5 schools in North East Lincolnshire.
2) It outlines the socio-cultural ecology framework for understanding mobile learning and the notion of user-generated contexts.
3) An initial analysis found increased parental engagement, greater creativity in curriculum, and new literacies emerging through giving students 24/7 access to mobile devices.
Similar to Hot Topics for Design in 2009 - Gaggle Presentation@ANU (20)
Learning, design and technology developmental evaluation and the experience api Charles Darwin University
1) The document discusses developmental evaluation and the Experience API as tools to help understand innovation and change in educational systems. It focuses on how technology can assist developmental evaluation.
2) It proposes a Technology Assisted Developmental Evaluation (TADE) framework to help teachers and institutions use student data to support educational decision making.
3) The Experience API and tools like INSPIREx aim to create personalized, data-driven learning environments by capturing student learning experiences across different systems and making that data available.
The ESTeM Teaching and Learning Innovation Showcase was held in the Inspire Centre on 13 May 2014. More than 60 UC staff attended to hear about the work that has been undertaken over the last 18 months. Presentations on Mastery Learning and M-Teach were given in the Flexispace area and then in the TEAL room ESTeM staff manned their augmented reality posters and delved deep in response to questions from their colleagues.
This document discusses using information and communication technologies (ICTs) to enhance agricultural development in rural Pakistan. It notes that while mobile phone access is widespread, phones are primarily personal devices not used for business. Literacy levels are low so ICT solutions should leverage visuals like pictures and videos. Regional differences require flexible, non-uniform approaches. Augmented reality shows promise but applications must be simple initially. The Freedom Phone and Farmphone systems enable voice-based group communication. The "Seeing is Believing" app facilitates accessing agricultural extension materials via iPad. The author advocates participatory, context-specific design of ICT solutions to ensure usefulness and use. Technologies should augment rather than replace existing systems and relationships. Both benefits
ICT Workplan
1. Establish a Farmphone system based on Freedomfone in Sindh province.
2. Demonstrate and test the “Seeing is Believing” app developed by ACIAR/UC
3. Conduct youth survey to specifically explore the establishment of an ICT skills project (Community Service Centre model)
4. Establish links with UAF’s CyberExtension project Zarai Baithak (http://zaraibaithak.com/)
5. Connect with Dairy, Citrus and Mango teams once the ICT trials have been undertaken in March
INSPIRE: A new learning centre, a new learning environment. Presentation to the 3rd Annual Learning Space Design Summit, 23 November 2012, Sydney AUSTRALIA
The new field of Learning Design provides ways to describe innovative teaching strategies, and methods for their online implementation. Last Monday Professor James Dalziel, Director, Macquarie E-Learning Centre Of Excellence (MELCOE), Macquarie University ran a workshop at INSPIRE on this topic. James was in Canberra as part of his Australian Learning and Teaching Council National Teaching Fellowship. The first half of this workshop covered Learning Design concepts and implementation, examples from the "LAMS" Learning Design system, and a discussion of recent development and future prospects for the field. The second half of the workshop was opened up for discussion, questions and exploration of examples, including consideration of the connections between Learning Design and Curriculum Design. Keith Lyons has blogged about the workshop here and the James's powerpoint slides are here.
1. The document invites participants to trial the simSchool simulation project, which immerses novice teachers in the complexities of teaching through simulating students with varying personalities and learning characteristics.
2. The simulation is designed to serve as a virtual practicum for teacher preparation programs by supporting the development of teaching skills before field experiences.
3. The University of Canberra is seeking students to evaluate the simulation and provide feedback.
The document discusses the development of an SMS information system called CCPMP SMS to connect agricultural value chain actors in Cambodia via SMS. It began as a local SMS server in Pailin in 2008-2009. The system architecture includes a remote web database, a web service, and a Frontline SMS server to send responses to users. The document outlines plans to transition to a "hubs and spokes" model where information booths and middlemen connect users and provide access to services. Farmer surveys found most own mobile phones but few use SMS currently. Future work includes workshops to build a social network and collaborating with partners to develop information middlemen kits.
ASLP2 - Agriculture Sector Linkages Program in Pakistan (Phase 2). Applying ICT for communication, collaboration and development through participatory means.
ACT Principals Conference 2011 - 2/2 of the networked learning presentation for ACT Principals 2011. Special thanks to Professor George Siemens.
Part 1 by Mark Huxley http://prezi.com/rld6etcgbg-q/act-principals-conference-2011/
Leveraging low-cost mobile technologies can help address information access challenges in rural areas of developing countries. Studies show mobile phones helped fishermen in India access market information, increasing profits. In Cambodia, an SMS-based system provides agricultural price and weather data to farmers and traders. Research is exploring additional mobile applications, socioeconomic impacts, and ensuring technologies meet users' needs in context.
The document discusses using SMS technology for a project in Cambodia that aims to improve communication within the maize and soybean production and marketing system. Key objectives of the project include facilitating knowledge sharing between participants in the value chain and enhancing adoption of improved practices. SMS services could provide farmers with price information, weather updates, surveys, and a question/answer system. The project also explores using SMS payments between participants and establishing SMS servers in different regions of Cambodia.
1) University students face complexities balancing study, work, and social lives, making engagement with their university experience difficult.
2) Social software like blogs, wikis, and social bookmarking can provide opportunities for students to engage with peers in discourse to supplement in-class learning.
3) A survey found social software improved peer learning, social interaction, motivation, and assessment of learning outcomes for students.
The document discusses the digital education revolution in Australia and how it aims to meaningfully integrate technology into teaching and learning. It highlights how technologies like blogs, wikis, and virtual worlds can support collaborative and reflective learning. It also introduces edublogs as a free platform for teachers to create networked portfolios and communicate with other educators.
This document provides an overview of visualization methods and research perspectives presented by Robert Fitzgerald from the University of Canberra in April 2007. The overview introduces visualization studies and explores the internet and visual web through tools like visual thesauruses, tag clouds, and visual complexity. It also discusses approaches to visualization.
This document discusses a project funded by the Carrick Institute to investigate using social software to support peer learning in higher education. The project received $100,000 in funding and is a collaboration between Robert Fitzgerald and John Collins at the University of Canberra. The funding supports research on enhancing learning and teaching in higher education using new technologies and increasing diversity among students.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Hot Topics for Design in 2009 - Gaggle Presentation@ANU
1. Educational Design in 2009: The
Hot Topics
Robert Fitzgerald
Faculty of Education
University of Canberra
Gaggle Meeting @ ANU, 19 May 2009
2. Talking about a Learning Revolution
• Revolution: “… a drastic and far-reaching change in ways
of thinking and behaving”
Source: wordnet.princeton.edu/perl/webwn
• “… age of discontinuity we have to be very much aware
of how our own lenses create a form of tunnel vision.
We must learn new strategies to overcome the tendency
to interpret the world with narrowly construed
assumptions even if they worked for us in the past”
John Seely Brown, Former Scientist of Xerox Corporation and the director of its
Palo Alto Research Center
3. Three interesting books
“The learning process is “We have an opportunity to “…we must develop not only the
about learning-to-be a change the way we create technical capability but also the
practitioner rather than just and exchange intellectual capacity for
learning about....” information, knowledge, and transforming tacit pedagogical
“…we need not simply more culture [and offer greater] knowledge into commonly usable
information, but people to opportunities for cultural self- and visible knowledge”
assimilate, understand, and reflection and human
make sense of it.” connection.”
4. Presence
• Social learning – supporting different connections
between people and knowledge (e.g. peer learning)
Digital Learning Communities Report - http://eprints.qut.edu.au/18476/
• Propinquity
nearness in place; proximity.
nearness of relation; kinship.
affinity of nature; similarity.
nearness in time.
Source: http://dictionary.reference.com/browse/propinquity
5. Presence
• Presence updaters - Facebook/Twitter/Jaiku
• “Sweet to tweetquot; (Financial Times: February 26 2009)
”extends peripheral awareness” - John Seeley Brown
Source: http://tinyurl.com/atycy7
• Relationships (Joshua Porter)
– Facebook = symmetric (Friend-Not Friend)
– Twitter = asymmetric
1. People who follow you, but you don’t follow back
2. People who don’t follow you, but you follow them
3. You both follow each other (Friends!)
4. Neither of you follow each other
Source: Joshua Porter,Relationship Symmetry in Social Networks: Why Facebook will go Fully
Asymmetrichttp://tinyurl.com/dxmjlj
6. Rich Design
“the most regularly taught topics in one’s subject area,the most useful forms of
representation of those ideas, the most powerful
analogies, illustrations, examples, explanations,and demonstrations - in a word, the
ways of representing and formulating the subject that make it comprehensible
toothers” (Shulman, 1986, p. 9).
Source: http://www.tpck.org/tpck/
7. An educational lens
Source: http://tpack.org/
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new
framework for teacher knowledge. Teachers College Record. 108(6), 1017-1054.
8. A design lens
EDUCATIONAL TECHNOLOGICAL
requirements requirements
CONTENT KNOWLEDGE Focus our
requirements
attention, not
narrow our focus
9. Questions
Dr Robert Fitzgerald
Associate Dean Research
Faculty of Education
University of Canberra
robert.fitzgerald@canberra.edu.au
www.mashedlc.edu.au
mathetic.info
www.slideshare.net/rfitzgerald