Icalt2008 Cetis Final

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The JISC Design for Learning Experience was a 2-year program consisting of 14 projects exploring the design, planning, and use of e-learning tools in education. The program sought to share learning designs and resources developed through the projects. This was achieved by linking a social bookmarking site to a community website, allowing designs to be tagged and accessed without a centralized repository. Future areas of development included deeper integration with other design sharing sites and semantic technologies, as well as stronger links between learning design and institutional curriculum processes.

Economy & Finance Education

The JISC Design for Learning Experience: perspectives on creating, developing and sharing designs for learning Sheila MacNeill, Assistant Director, JISC CETIS

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The rising cost of textbooks has been cited by students as a major barrier to achieving their educational goals. A study by the U.S. based Student Public Interest Research Group (StudentPIRGs.org) found that almost half of students surveyed take fewer or different classes based on the prices of textbooks. Two-thirds of students skipped buying a textbook because of cost. U.S. community colleges have been promoting the adoption of high quality open educational resources (OER) to alleviate costs but the impact on students has been dependent on the availability of OER in varied subjects area. The emergence of OER-based pathways however has the potential to maximize impact for students who want to complete an associate degree or a career technical education (CTE) certificate. OER-based degrees, also called “Zero-Textbook-Cost degrees”, are pathways to a degree or credential with no textbook costs. Faculty have redesigned all courses in the pathway to use open educational resources (OER) for instructional materials. These degrees are gaining in popularity particularly at community colleges where registering for these courses can save students up to 25% on the cost of attendance for a 2-year degree. Faculty also enjoy greater academic freedom when they can select and customize open materials to enhance student engagement and support learning outcomes. In practice, it has been shown that students following a guided pathway complete their educational degrees more quickly resulting in less costs and more career opportunities. Hear from a panel of pioneering OER degree college leaders from Virginia, Washington, and California on how these degrees benefit their students and support their institutional mission and goals for open access and degree completion. In addition, panelists will share lessons learned for OER degree development and the challenges of sustaining and expanding the degrees across the institution.

I tec istanbul_23_05_2011

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ALTC2013 building a culture of flexible online learning James Little and Kir...James Little

__What is Learning Design? The focus of course designers is often first on covering the requisite ground in a logical structure, second on developing the best possible explications of difficult areas, and only third on lighting a fire of inquiry in their students. This fire is nourished when students are involved and challenged, stifled when they are passive recipients of knowledge. Planning how learning will happen needs as much consideration and care as what will be learned. __Design Tools Modern technology can be integrated in teaching to give new flexibility in teaching styles, whether at the level of activities, courses or whole programmes. It also provides tools to help us extract the benefits of that flexibility: - by making the pedagogical structure more visible and explicit to students and planners, thereby promoting understanding and reflection - by serving as a description or template to be collaborated on, adapted and reused - by sharing best practices and understanding between those involved in design and teaching __Course Tools CARET's Course Tools project is developing easy-to-use web tools for fast and flexible access to course information and planning at Cambridge. I will briefly introduce the Lecture Explorer and Oxford's Phoebe. __Learning Design Initiative CARET is partnering with the OU to develop “a learning design methodology and suite of practical tools and resources that bridge between good pedagogic practice and effective use of new technologies”; broadly structured around understanding the curriculum design process, supporting collaborative design, offering support such as case studies, course templates and ‘best practice’ checklists, visualising designs in various ways, and sharing the results. I will introduce CompendiumLD and Cloudworks.

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WEB 2.0 TECHNOLOGIES TO SUPPORT LESSONS LEARNED IN PROJECT MANAGEMENT

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Lessons learned remain a complex problem in the Project Management field. Although the processes to deal with lessons learned are well established in the community, in practice, organizations still fail to manage this type of knowledge. To facilitate the knowledge management in project-based organizations, emerging web 2.0 tools, technologies and applications start to gain visibility and use by project managers to better support daily tasks. This paper presents a proposal to manage lessons learned through web 2.0 technologies. The proposal includes the lessons learned processes (e.g. capture, share and dissemination), the process-based (e.g. project review and after action review) and documentation-based (e.g. micro article and learning histories) methods. This theoretical paper brings together aspects of knowledge management and information technology. Results show how web 2.0 tools can help project managers to cope with the main lessons learned processes and methods to learn from experience. Moreover, recommendations are made for the effective use of web 2.0 components to support lessons learned in Project Management.

Cb Cetis June 2007 Final

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一比一原版(GWU,GW毕业证)加利福尼亚大学|尔湾分校毕业证如何办理

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