Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
This document discusses using technology to rehumanize classes. It suggests using technologies to foster non-scored, informal activities as well as scored, formal activities and a range of student engagement. Specific technologies are recommended for gaining attention, involvement, participation, and active learning. The document concludes by offering strategies for implementing technologies and considerations around BYOD, ethical issues, and accessibility.
SCURL 'Managing copyright' event september 2013Jane Secker
Dr. Jane Secker discusses strategies for copyright compliance in e-learning. She outlines some of the key copyright issues in e-learning, including reusing text and images, uploading versus linking to content, recording lectures, understanding licensing schemes, and responsibility. She describes workshops and training at the London School of Economics to help staff navigate these issues, as well as policies and support services to manage copyright. Common queries and misconceptions among staff are also addressed.
This document discusses navigating community development. It outlines 4 stages of community development: identification, evaluation, prioritization, and implementation. It also discusses asset based community development and evaluation of good and bad community projects. Social media is presented as a useful tool for networking, generating discussion, and promoting projects when used carefully and ethically. Examples provided are using Facebook for communities of practice, Twitter for broadcasting ideas, and Wordpress for personal research blogs. The presentation encourages hyper-interactivity and provides URLs for viewing it again or learning more about the topic.
Developing an Online Course Based on E-Learning 2.0 ConceptsSteve Yuen
This document discusses the development of an online course based on e-learning 2.0 concepts. It describes how early e-learning models were limited and driven by institutions rather than learners. E-learning 2.0 takes a more flexible, socially-based approach using tools like wikis, blogs, podcasts and forums to encourage user-generated content, knowledge sharing and collective learning. The proposed online course design leverages many free web 2.0 tools to create a hybrid, collaborative learning environment that promotes interaction, community and reflective practices beyond traditional online models. Initial student feedback has been very positive about the rich, interactive experience.
This document provides an overview of an online publishing course covering topics like the web, social media, copyright, digitization, and human-machine interaction. The course includes both theoretical and practical elements. The theoretical components involve lectures, blogs, and MOOCs to apply theory. Practical skills taught include website building, image/video editing, and UX/UI basics. Course material includes creating a website, presentation, and blog. Students will complete individual and group exams involving analyzing a website, giving a presentation, and writing a blog over the course of the term. The course is taught fully online in English.
Gráinne Conole presented on navigating the digital landscape. She discussed disruptive technologies versus pedagogies, provided an e-learning timeline, and outlined emerging technologies. Conole explored learning design, pedagogical approaches like MOOCs and OERs, learning analytics, mobile learning, social media/open practices, and digital literacies. She emphasized harnessing new media and adopting open practices to change roles in teaching, research, and emerging business models in education. Conole concluded technology enhances learning by supporting interaction, developing skills, and preparing students for an uncertain future.
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
This document discusses creating a personal learning network using Twitter. It explains that learning now occurs both formally and informally, including through social networks. Twitter allows one to connect with others anywhere and share information in 140 characters or less. The document provides guidance on how to use Twitter to build a personal learning network, including following others in one's field, using hashtags, and participating in discussions. It emphasizes finding the right people to follow and share relevant, credible resources while maintaining a professional online presence.
This document discusses using technology to rehumanize classes. It suggests using technologies to foster non-scored, informal activities as well as scored, formal activities and a range of student engagement. Specific technologies are recommended for gaining attention, involvement, participation, and active learning. The document concludes by offering strategies for implementing technologies and considerations around BYOD, ethical issues, and accessibility.
SCURL 'Managing copyright' event september 2013Jane Secker
Dr. Jane Secker discusses strategies for copyright compliance in e-learning. She outlines some of the key copyright issues in e-learning, including reusing text and images, uploading versus linking to content, recording lectures, understanding licensing schemes, and responsibility. She describes workshops and training at the London School of Economics to help staff navigate these issues, as well as policies and support services to manage copyright. Common queries and misconceptions among staff are also addressed.
This document discusses navigating community development. It outlines 4 stages of community development: identification, evaluation, prioritization, and implementation. It also discusses asset based community development and evaluation of good and bad community projects. Social media is presented as a useful tool for networking, generating discussion, and promoting projects when used carefully and ethically. Examples provided are using Facebook for communities of practice, Twitter for broadcasting ideas, and Wordpress for personal research blogs. The presentation encourages hyper-interactivity and provides URLs for viewing it again or learning more about the topic.
Developing an Online Course Based on E-Learning 2.0 ConceptsSteve Yuen
This document discusses the development of an online course based on e-learning 2.0 concepts. It describes how early e-learning models were limited and driven by institutions rather than learners. E-learning 2.0 takes a more flexible, socially-based approach using tools like wikis, blogs, podcasts and forums to encourage user-generated content, knowledge sharing and collective learning. The proposed online course design leverages many free web 2.0 tools to create a hybrid, collaborative learning environment that promotes interaction, community and reflective practices beyond traditional online models. Initial student feedback has been very positive about the rich, interactive experience.
This document provides an overview of an online publishing course covering topics like the web, social media, copyright, digitization, and human-machine interaction. The course includes both theoretical and practical elements. The theoretical components involve lectures, blogs, and MOOCs to apply theory. Practical skills taught include website building, image/video editing, and UX/UI basics. Course material includes creating a website, presentation, and blog. Students will complete individual and group exams involving analyzing a website, giving a presentation, and writing a blog over the course of the term. The course is taught fully online in English.
Gráinne Conole presented on navigating the digital landscape. She discussed disruptive technologies versus pedagogies, provided an e-learning timeline, and outlined emerging technologies. Conole explored learning design, pedagogical approaches like MOOCs and OERs, learning analytics, mobile learning, social media/open practices, and digital literacies. She emphasized harnessing new media and adopting open practices to change roles in teaching, research, and emerging business models in education. Conole concluded technology enhances learning by supporting interaction, developing skills, and preparing students for an uncertain future.
Using Social Networking to Enhance Students’ Learning ExperiencesSteve Yuen
This document discusses using social networking to enhance students' learning experiences. It defines social networks and their growing popularity. Studies show that social networks now represent the fastest growing internet segment and are used by 45% of web users. Popular networks like Facebook have hundreds of millions of users. Research also suggests that 55% of online American youth use social networks for communication. The document then discusses social learning theory and how social networking can be used in education by providing collaboration, resources, and forming online communities of practice. A case study is described that used a social network in two graduate courses and found students welcomed the experience, felt more involved in their learning, and that it helped build a sense of community.
This document discusses social networking sites for ELT professionals. It defines key terms like instructional technology, educational technology, social networks, and personal learning networks. It provides examples of popular social networking sites and platforms for educational purposes like Twitter, SlideShare, and Edmodo. It also outlines some concerns and guidelines for using social media sites professionally, such as maintaining appropriate boundaries with students and only sharing content you don't mind the world seeing.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
The document provides information about the LILAC 2008 annual conference held at John Moores University, including the program schedule, speaker and session details. Some of the key sessions included keynote speakers on topics like library use by international students and information literacy in the workplace. There were also several parallel sessions on incorporating information literacy into teaching, developing researchers' skills, and using tools like podcasts and tutorials to deliver information literacy. The conference provided opportunities for librarians and information professionals to share practices and ideas around information literacy.
Cook & Santos. Using Hybrid Social Learning Networks in Work Place Learning and Plans to Roll-Out in HE. Institute for Learning Innovation and Development (ILIaD) Inaugural Conference, 3 November 2014, University of Southampton.
This document outlines a lesson plan about ultraviolet radiation. The objectives are for students to search for information about UV online, paraphrase it, design an article for the class magazine in Word, and print it out. The teacher will introduce the topic with a video, then students will work in groups of 4 on computers to research UV and create their article. They will peer review each other's work before the teacher grades their completion of tasks and leads a class vote on the best articles. The goal is to teach students about UV radiation through independent research, group work, and a multistep assignment.
This document discusses personal learning environments (PLEs) and how learning has changed from traditional classroom-based and linear models to being more networked and using online resources. It defines a PLE as a learner-centric approach where individuals control a set of lightweight tools and services to direct their own learning. Another section outlines the history and goals of the Frontier Learning Network collaborative project between several schools and colleges to enhance learning options through networking and mobile technologies. The document contains several references and resources on these topics.
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
The document discusses using social networking tools like Facebook and Ning in education. It argues that educators should move away from friendship-based connections on sites like Facebook and instead utilize interest-based networks on platforms like Ning to more effectively incorporate social media into classroom learning. Ning appears to be recommended as a better option than Facebook for educational use due to its ability to create subject-specific interest groups.
Alabama Science Teachers Association Conference 2008Katrina Hunter
This document discusses blending traditional and technology-based approaches to motivate middle school students in science. It suggests using hands-on demonstrations and experiments, followed by activities like discussions, readings, labs, or webquests. It also recommends integrating technologies like webquests, podcasting, blogs, and wikis to engage digital learners and allow collaborative and active learning. The essential question asks how combining technology and traditional methods can motivate students and improve engagement in science learning.
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The document summarizes key points from a professional development workshop for teachers on learning and technology in the 21st century. It discusses trends in technology like cloud computing, ebooks, and mobile devices. It encourages teachers to explore one-to-one classroom resources, learn new skills and strategies in short chunks of time daily, and build personal learning networks to continuously refine their practice and stay current on innovations in education.
This document discusses how Web 2.0 technologies can transform passive learners into active learners by encouraging collaboration, accessibility, and student engagement. It provides examples of how tools like wikis, podcasts, and online assessments can be used to improve learning outcomes by making content more interactive and personalized for students. The document also acknowledges some potential drawbacks of technology in education, but argues that when used properly Web 2.0 has mostly positive impacts on learning.
This document discusses the relationship between social networking and institutional learning. It notes there can be tensions when social media practices overflow the institutional framing of learning. Students may use tools like Facebook and QQ for both social and educational purposes like communicating in groups. However, there appears to be disconnects between students' digital networks and official institutional systems. Students do underground work to replicate course content and discussions onto social media platforms that is largely unseen by the institution. While students engage in scholarly use of social media, there is little overlap between this and the technology used for educational purposes within their courses.
Social media can be effectively used as language teaching tools in the classroom. Some key social media include social networks like Facebook and Twitter, blogs, wikis, and podcasts. They offer advantages like freedom of expression, knowledge sharing, community building, and being motivating for students who enjoy technology. However, teachers must also be aware of disadvantages like needing constant updates, difficulty maintaining engagement, reliance on internet access, and potential for distraction or misinformation.
The document discusses different models of elearning and provides guidance on choosing the right model. It outlines 8 common elearning models: etraining, distance education, blended learning types 1 and 2, virtual classrooms types 1 and 2, communities of practice, MOOCs, and flipped classroom. It also discusses the extremes of self-paced vs facilitated elearning and notes facilitated has benefits like regular teacher presence and a richer learning experience but requires more resources. Overall, the document provides tips for designing an effective online course, including breaking content into bite-sized chunks, using a variety of tasks and activities, and providing regular feedback.
The document summarizes the MediaEval 2012 multimedia benchmark workshop. Some key points:
- MediaEval is in its 5th year of evaluating new algorithms for multimedia access and retrieval, emphasizing the "multi" aspects of multimedia.
- The 2012 workshop saw 6 tasks and over 30 participant teams.
- MediaEval has grown its community to over 140 participants and has generated over 100 academic papers since 2008.
- The workshop highlights included keynote speakers from BBC research and Yahoo research, as well as a filmmaker documenting the event.
Wikipedia, Wikimedia UK and Higher Education: Developments in the UKlisbk
Slides for a talk on "Wikipedia, Wikimedia UK and Higher Education: Developments in the UK" given by Brian Kelly, Cetis at the Eduwiki 2014 conference in Belgrade, Serbia on 24 March 2014.
Note that due to the talk being limited to 15 minutes rather than the 45 minutes originally expected only a summary version of these slides was presented,
For further information see http://ukwebfocus.wordpress.com/events/eduwiki-serbia-2014/
This document discusses personal learning networks (PLNs) and how they can help improve professional learning. It begins by defining a PLN and explaining how PLNs allow learners to set their own learning goals, manage their learning process, and communicate with others. The document then outlines various tools that can be used to build a PLN, including social networks, blogs, wikis, and collaborative documents. It also discusses different stages of adopting a PLN, from initial immersion to finding a sustainable balance. Finally, the document proposes a PLN implementation plan and addresses potential barriers to building an effective personal learning network.
Web 2.0 & Active Learning: Creating a Digital-Rich ClassroomDouglas Strahler
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
Using Social Networking to Enhance Students’ Learning ExperiencesSteve Yuen
This document discusses using social networking to enhance students' learning experiences. It defines social networks and their growing popularity. Studies show that social networks now represent the fastest growing internet segment and are used by 45% of web users. Popular networks like Facebook have hundreds of millions of users. Research also suggests that 55% of online American youth use social networks for communication. The document then discusses social learning theory and how social networking can be used in education by providing collaboration, resources, and forming online communities of practice. A case study is described that used a social network in two graduate courses and found students welcomed the experience, felt more involved in their learning, and that it helped build a sense of community.
This document discusses social networking sites for ELT professionals. It defines key terms like instructional technology, educational technology, social networks, and personal learning networks. It provides examples of popular social networking sites and platforms for educational purposes like Twitter, SlideShare, and Edmodo. It also outlines some concerns and guidelines for using social media sites professionally, such as maintaining appropriate boundaries with students and only sharing content you don't mind the world seeing.
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
The document provides information about the LILAC 2008 annual conference held at John Moores University, including the program schedule, speaker and session details. Some of the key sessions included keynote speakers on topics like library use by international students and information literacy in the workplace. There were also several parallel sessions on incorporating information literacy into teaching, developing researchers' skills, and using tools like podcasts and tutorials to deliver information literacy. The conference provided opportunities for librarians and information professionals to share practices and ideas around information literacy.
Cook & Santos. Using Hybrid Social Learning Networks in Work Place Learning and Plans to Roll-Out in HE. Institute for Learning Innovation and Development (ILIaD) Inaugural Conference, 3 November 2014, University of Southampton.
This document outlines a lesson plan about ultraviolet radiation. The objectives are for students to search for information about UV online, paraphrase it, design an article for the class magazine in Word, and print it out. The teacher will introduce the topic with a video, then students will work in groups of 4 on computers to research UV and create their article. They will peer review each other's work before the teacher grades their completion of tasks and leads a class vote on the best articles. The goal is to teach students about UV radiation through independent research, group work, and a multistep assignment.
This document discusses personal learning environments (PLEs) and how learning has changed from traditional classroom-based and linear models to being more networked and using online resources. It defines a PLE as a learner-centric approach where individuals control a set of lightweight tools and services to direct their own learning. Another section outlines the history and goals of the Frontier Learning Network collaborative project between several schools and colleges to enhance learning options through networking and mobile technologies. The document contains several references and resources on these topics.
Developing an Ethical Approach to Using Wikipedia as the Front Matter to all ...lisbk
Slides for a talk on "Developing an Ethical Approach to Using Wikipedia as the Front Matter to all Research" given by Brian Kelly, UK Web Focus Ltd. at the Wikipedia Science 2015 conference at The Wellcome Trust, London on 3 September 2015.
See http://ukwebfocus.com/events/an-ethical-approach-to-using-wikipedia-as-the-front-matter-to-research/
The document discusses using social networking tools like Facebook and Ning in education. It argues that educators should move away from friendship-based connections on sites like Facebook and instead utilize interest-based networks on platforms like Ning to more effectively incorporate social media into classroom learning. Ning appears to be recommended as a better option than Facebook for educational use due to its ability to create subject-specific interest groups.
Alabama Science Teachers Association Conference 2008Katrina Hunter
This document discusses blending traditional and technology-based approaches to motivate middle school students in science. It suggests using hands-on demonstrations and experiments, followed by activities like discussions, readings, labs, or webquests. It also recommends integrating technologies like webquests, podcasting, blogs, and wikis to engage digital learners and allow collaborative and active learning. The essential question asks how combining technology and traditional methods can motivate students and improve engagement in science learning.
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The document summarizes key points from a professional development workshop for teachers on learning and technology in the 21st century. It discusses trends in technology like cloud computing, ebooks, and mobile devices. It encourages teachers to explore one-to-one classroom resources, learn new skills and strategies in short chunks of time daily, and build personal learning networks to continuously refine their practice and stay current on innovations in education.
This document discusses how Web 2.0 technologies can transform passive learners into active learners by encouraging collaboration, accessibility, and student engagement. It provides examples of how tools like wikis, podcasts, and online assessments can be used to improve learning outcomes by making content more interactive and personalized for students. The document also acknowledges some potential drawbacks of technology in education, but argues that when used properly Web 2.0 has mostly positive impacts on learning.
This document discusses the relationship between social networking and institutional learning. It notes there can be tensions when social media practices overflow the institutional framing of learning. Students may use tools like Facebook and QQ for both social and educational purposes like communicating in groups. However, there appears to be disconnects between students' digital networks and official institutional systems. Students do underground work to replicate course content and discussions onto social media platforms that is largely unseen by the institution. While students engage in scholarly use of social media, there is little overlap between this and the technology used for educational purposes within their courses.
Social media can be effectively used as language teaching tools in the classroom. Some key social media include social networks like Facebook and Twitter, blogs, wikis, and podcasts. They offer advantages like freedom of expression, knowledge sharing, community building, and being motivating for students who enjoy technology. However, teachers must also be aware of disadvantages like needing constant updates, difficulty maintaining engagement, reliance on internet access, and potential for distraction or misinformation.
The document discusses different models of elearning and provides guidance on choosing the right model. It outlines 8 common elearning models: etraining, distance education, blended learning types 1 and 2, virtual classrooms types 1 and 2, communities of practice, MOOCs, and flipped classroom. It also discusses the extremes of self-paced vs facilitated elearning and notes facilitated has benefits like regular teacher presence and a richer learning experience but requires more resources. Overall, the document provides tips for designing an effective online course, including breaking content into bite-sized chunks, using a variety of tasks and activities, and providing regular feedback.
The document summarizes the MediaEval 2012 multimedia benchmark workshop. Some key points:
- MediaEval is in its 5th year of evaluating new algorithms for multimedia access and retrieval, emphasizing the "multi" aspects of multimedia.
- The 2012 workshop saw 6 tasks and over 30 participant teams.
- MediaEval has grown its community to over 140 participants and has generated over 100 academic papers since 2008.
- The workshop highlights included keynote speakers from BBC research and Yahoo research, as well as a filmmaker documenting the event.
Wikipedia, Wikimedia UK and Higher Education: Developments in the UKlisbk
Slides for a talk on "Wikipedia, Wikimedia UK and Higher Education: Developments in the UK" given by Brian Kelly, Cetis at the Eduwiki 2014 conference in Belgrade, Serbia on 24 March 2014.
Note that due to the talk being limited to 15 minutes rather than the 45 minutes originally expected only a summary version of these slides was presented,
For further information see http://ukwebfocus.wordpress.com/events/eduwiki-serbia-2014/
This document discusses personal learning networks (PLNs) and how they can help improve professional learning. It begins by defining a PLN and explaining how PLNs allow learners to set their own learning goals, manage their learning process, and communicate with others. The document then outlines various tools that can be used to build a PLN, including social networks, blogs, wikis, and collaborative documents. It also discusses different stages of adopting a PLN, from initial immersion to finding a sustainable balance. Finally, the document proposes a PLN implementation plan and addresses potential barriers to building an effective personal learning network.
Web 2.0 & Active Learning: Creating a Digital-Rich ClassroomDouglas Strahler
This presentation for my Best Instructional Practices course examines Meg Ormiston's "Creating a Digital-Rich Classroom" and examines how Web 2.0 tools can create an active learning environment.
Get started on a project for the Partners in Learning ForumFiona Beal
The document provides guidance on developing a project-based learning project in 6 steps: 1) Decide on an idea, 2) Brainstorm with the idea, 3) Turn activities into a project, 4) Add innovation elements, 5) Consider using ICT tools, and 6) Implement the project. Examples are given such as a blogging project to connect with elderly community members. Guidance is provided on making sure the project involves challenges, gathering and processing information, and presenting findings.
Muir Lake School, a part of Parkland School Division, is becoming a 1-to-1 BYOD learning community. The mission behind this initiative is "our students will innovate, collaborate, and be highly motivated about their learning". The goal is that every student will have access to a personal laptop in every class to use whenever it is the best tool for the learning activity. The initiative was piloted in grade 4 and grade 9 and will be expanding to all grades 4 through 9. This presentation outlines the "why" behind the initiative and first steps of Muir Lake School's journey. Google Doc Quick Link → bit.ly/MLS1to1
innovating the curriculum through social mediaHelen Webster
This document discusses innovating curriculum through social media and technology. It notes that knowledge becomes outdated faster, there is more knowledge than can fit in a curriculum, and core skills are changing. This clashes with academia's traditional model of one-to-many broadcasting of finalized knowledge by authoritative teachers. However, social media allows for user-generated content, small-scale sharing, open works in progress, and networking. The document suggests ways to use social media like wikis, blogs and Twitter to develop curriculum collaboratively, crowdsource lecture questions, and make assignments social processes with student-created content and peer feedback. Issues like ethics, digital skills, and access are also noted.
This document proposes integrating sustainability and ecoliteracy principles into K-12 education through an inquiry-based learning model called DIPR (Discussion, Inquiry, Project, Reflection). It argues that the current education system is outdated and promotes lower-order thinking, while students are increasingly disconnected from nature. DIPR uses ecoliteracy as a foundation to engage students through interdisciplinary, project-based learning on sustainability topics. Professional development is needed to train teachers in facilitating DIPR lessons, with support from an EfS action team. When implemented well, DIPR can transition teachers into guides who foster student-driven, collaborative learning of 21st century skills.
This document outlines the CoPILOT project which aimed to develop a strategy for promoting international sharing of information literacy (IL) teaching materials as open educational resources (OERs). It provides background on previous related projects, describes the outcomes of CoPILOT which included establishing an online community and committee, and invites librarians to get involved in sharing IL resources through suggested avenues and further reading.
The document discusses a workshop about open educational resources (OER) and information literacy (IL) resources. It includes:
1) An introduction to OER and the CoPILOT committee which aims to promote international sharing of IL resources.
2) Background on the CoPILOT project funded by JISC/HEA to develop an OER strategy including posting IL resources online and hosting discussions.
3) Outcomes of the CoPILOT project including establishing the CoPILOT committee to support UK librarians in openly sharing IL resources through training events and an online space.
The document discusses a workshop about open educational resources (OER) and information literacy (IL) resources. It includes:
- An introduction to OER and the CoPILOT Committee which aims to promote international sharing of IL resources.
- Background on the CoPILOT project funded by JISC/HEA to develop an OER strategy including posting IL resources to the UNESCO platform and discussions.
- Outcomes of the CoPILOT project including members from 14 countries sharing resources and establishing the ongoing CoPILOT Committee to support UK librarians in openly sharing IL resources.
Using wikis as intervention in computer literacyMohammad Nordien
The document discusses using wikis as a learning intervention in computer literacy. It describes wikis as promoting exploration, collaboration, knowledge construction, and social negotiation. The enactment section details dividing a wiki space into sections assigned to student groups for peer review and feedback. Evaluation included student feedback polls and assessments of clicker surveys and peer reviews. Future work discussed doing more research on feedback methods and creating a test activity.
European project Sun.Com Social Networks for EducatorsJoel Josephson
This document discusses how social networks can be used for professional development of language teachers. It describes Joel Josephson's role in disseminating information about social media networks for educators. Some key networks mentioned are Facebook, Twitter, Ning and LinkedIn. The networks allow teachers to share resources, support one another, participate in online activities and communicate asynchronously or synchronously. Informal learning opportunities exist for both students and teachers through social media connections.
Making Thinking Visible & Audible: iPad apps in secondary educationchaebig
This presentation was to help educators to identify and evaluate instructional practices and corresponding technologies to support engaging students in learning.
Presentation by Linda Anstendig, Martina Blackwood, Garrett Dell, Samantha Egan, Beth Gordon Klingner, Kristina D.C. Hoeppner, Keith Landa and Ellen Marie Murphy at the AAEEBL 2012 Annual ePortfolio Conference about the Mahara User Group on July 17, 2012.
From local to global: sharing information literacy teaching as open education...Jane Secker
This document summarizes a presentation on open and sustainable ways to share teaching resources. It discusses definitions of open educational resources (OER) and communities of practice. Current methods of sharing are explored, such as repositories and sites used. Case studies from the University of Northampton and University of Leeds describe their OER programs. Barriers to sharing include finding high quality resources, and the role of communities of practice in supporting librarians globally in sharing materials is examined.
This document discusses using Facebook in educational contexts. It notes that students are increasingly using online tools and have high levels of technology access. While students are often characterized as "digital natives," research finds their skills are more varied. The document explores using Facebook for a specialist conference module and hospitality placements to facilitate inter-year support and engagement through groups, images, and connections. It analyzes the educational affordances and challenges of using Facebook, such as managing privacy and constraints.
This document discusses using Facebook in educational contexts. It notes that students are increasingly using online tools and have high levels of technology access. While students are often characterized as "digital natives," research finds their skills are more varied. The document explores using Facebook for a specialist conference module and hospitality placements to facilitate inter-year support and engagement through groups, images, and connections. It analyzes the educational affordances and challenges of using Facebook, such as managing privacy and constraints.
Using Social Media as a Professor and as a Thought Leader in the business worldHannah Redmond
This presentation was made at the 2012 Business Professor Teaching Summit at Drexel University in Philadelphia. Presenters were Hannah Redmond and Leon Fraser.
This presentation discusses using various communication tools like Facebook, Twitter, and WordPress to get students interacting using technology. Facebook allows creating private groups for classes and can be used for bibliographies, notes, assignments, and Q&A. Twitter is good for test questions, project ideas, assignments, and announcements but has a 140 character limit. WordPress allows weekly blogs, chapter summaries, and announcements but requires more creativity and effort than Facebook or Twitter. The goal is to use these tools to improve student connection, instructor presence, and retention.
This document outlines the agenda for the Education 2.2i conference. It discusses how eLearning is shifting from a teacher-centric model to a student-centric one where learning can occur anywhere and anytime through collaborative and mobile technologies. The eLearning Consortium has been working for 9 months to advance this vision through various initiatives like conferences, exhibitions, pilots and publications to educate consumers. International case studies on eLearning initiatives from places like Singapore, Taiwan, Japan and Scandinavia will also be shared at the conference to learn from global experiences.
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
Observability Concepts EVERY Developer Should Know -- DeveloperWeek Europe.pdfPaige Cruz
Monitoring and observability aren’t traditionally found in software curriculums and many of us cobble this knowledge together from whatever vendor or ecosystem we were first introduced to and whatever is a part of your current company’s observability stack.
While the dev and ops silo continues to crumble….many organizations still relegate monitoring & observability as the purview of ops, infra and SRE teams. This is a mistake - achieving a highly observable system requires collaboration up and down the stack.
I, a former op, would like to extend an invitation to all application developers to join the observability party will share these foundational concepts to build on:
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Goodbye Windows 11: Make Way for Nitrux Linux 3.5.0!SOFTTECHHUB
As the digital landscape continually evolves, operating systems play a critical role in shaping user experiences and productivity. The launch of Nitrux Linux 3.5.0 marks a significant milestone, offering a robust alternative to traditional systems such as Windows 11. This article delves into the essence of Nitrux Linux 3.5.0, exploring its unique features, advantages, and how it stands as a compelling choice for both casual users and tech enthusiasts.
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
GraphSummit Singapore | The Art of the Possible with Graph - Q2 2024Neo4j
Neha Bajwa, Vice President of Product Marketing, Neo4j
Join us as we explore breakthrough innovations enabled by interconnected data and AI. Discover firsthand how organizations use relationships in data to uncover contextual insights and solve our most pressing challenges – from optimizing supply chains, detecting fraud, and improving customer experiences to accelerating drug discoveries.
Maruthi Prithivirajan, Head of ASEAN & IN Solution Architecture, Neo4j
Get an inside look at the latest Neo4j innovations that enable relationship-driven intelligence at scale. Learn more about the newest cloud integrations and product enhancements that make Neo4j an essential choice for developers building apps with interconnected data and generative AI.
Programming Foundation Models with DSPy - Meetup SlidesZilliz
Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
3. Social media in Norway
• Everyone has got a facebook profile
• Nettby
• Shut down
• International
4. In general
• By students for students
• Changes and improvements
• 800 million active users
• Increase our knowledge
• Personal experience
• Help each other
• Work together
• Downsides
5. Why facebook before iskole and
itslearning?
• What is Iskole and itslearning
• Upsides about itslearning and iskole
• Down sides about itslearning and iskole
• Facebook can be better