Appropriating technologies for contextual knowledge: Mobile Personal Learning...GrahamAttwell
This slideshare presentation looks at work being undertaken through the European Commission funded Mature-IP project. The project is researching and developing the use of a Personal Learning and Maturing Environment (PLME)) for knowledge development and sharing in the workplace.
The presentation looks at the challenges of such an undertaking, looking at the relation between learning and knowledge.
It considers what functions are needed from a PLE and goes on to propose the appropriation of technology as a means of overcoming the divide between technologies, content and personal practice.
Appropriating technologies for contextual knowledge: Mobile Personal Learning...GrahamAttwell
This slideshare presentation looks at work being undertaken through the European Commission funded Mature-IP project. The project is researching and developing the use of a Personal Learning and Maturing Environment (PLME)) for knowledge development and sharing in the workplace.
The presentation looks at the challenges of such an undertaking, looking at the relation between learning and knowledge.
It considers what functions are needed from a PLE and goes on to propose the appropriation of technology as a means of overcoming the divide between technologies, content and personal practice.
Developing 21st Century Learning and Teaching SkillsLooksteinVirtual
Learn why students and teachers need to develop 21st century teaching and learning skills, and how online courses can support that skills development. The presenters, experts in online course development and delivery, guide participants through the identification of quality online courses, with demonstrations of online course lessons, activities and discussions. Examples are taken from courses developed by Lookstein Virtual Jewish Academy.
Importance of learning spaces in blended learningSarah_Chaloner
Presentation from Lynnae Rankin, eLearning Manager at UWS. This presentation was given on the 2012 CAUDIT Learning Space Study Tour and discusses the importance of Learning Space Design for Blended Learning
Developing 21st Century Learning and Teaching SkillsLooksteinVirtual
Learn why students and teachers need to develop 21st century teaching and learning skills, and how online courses can support that skills development. The presenters, experts in online course development and delivery, guide participants through the identification of quality online courses, with demonstrations of online course lessons, activities and discussions. Examples are taken from courses developed by Lookstein Virtual Jewish Academy.
Importance of learning spaces in blended learningSarah_Chaloner
Presentation from Lynnae Rankin, eLearning Manager at UWS. This presentation was given on the 2012 CAUDIT Learning Space Study Tour and discusses the importance of Learning Space Design for Blended Learning
This presentation explains the use of e-portfolios as a learning and assessment tool. Further it provides the opportunities for career progression and change based on evidence of achievements through lifelong learning.
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
This session will look at how Griffith University is taking a ‘pedagogy first’ approach to the application of technology and how this can provide a sharper focus of how we advance our learning and teaching. This is particularly important now that much of what we do has moved into the online space and as we consider making these spaces more active, collaborative and authentic. With so many tools out there to choose from now, a ‘pedagogy first’ approach can help us to understand which combination of tools will provide us the most affordances.
E-Portfolios and the Problem of Learning in the Post-Course Era by Randy Bass, Center for New Designs in Learning and Scholarship (CNDLS), Georgetown University
General Education 3.0 (AAC&U)
March 4, 2011
E-learning is part of the biggest change in training since the invention of the chalkboard or perhaps the alphabet.
The development of computers and electronic communications has removed barriers of space and time. We can obtain and deliver knowledge anytime anywhere.
Online classes are consistently imparting and improving knowledge of learners separated by geographical distances.
Plenary session presented at the "Creating Communities of Learning" Australasian Professional Legal Education Conference, 14-15 November 2014 at AUT, Auckland
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
Estonia E-Learning Conference 2011 - TartuTerry Anderson
This is an 'evolving" and growing set of slides on Jon Dron and my 3 Generations of Distance Education Pedagogy. Similar to earlier keynotes on 'generations"
Atividades com tecnologias desenvolvidas pelos alunos durante o primeiro ano do Projeto Amadora Aprender Digital [1.ºCiclo]. Um projeto da Câmara Municipal da Amadora com suporte científico e pedagógico do Instituto de Educação da Universidade de Lisboa
Reflexão sobre o processo de decisão de uma metodologia de investigação que possa integrar-se com os objetivos de intervenção definidos para o Projeto Aprender Digital Amadora 1º ciclo
Acesso e Motivação versus Confiança e Competência, condições chave para o uso efetivo das tecnologias digitais na escola. Conversa no TEA - Tablets no Ensino e naAprendizagem
Presentation in the ISATT conference in Tartu, Estonia, 2014
Teachers and the use of digital technologies: from technological deficit to methodological deficit. Fernando Albuquerque Costa, Institute of Education, University of Lisbon, Portugal
The work presented herein is the result of a reflection over recent years on how Information and Communication Technology (ICT) is used in curricular practices by teachers and educators at different educational levels, and the most appropriate strategies for their professional development in this field in particular.
Given the diversity of the curricular areas in which the technologies may be used, the different phases and stages of teachers’ careers, and the wide range of perspectives they have about what teaching and learning comprises, and how to incorporate ICT into this process, we always considered it strange that these multiple factors were not specifically incorporated into teacher training.
This training on offer is usually non-systematised and does not take into account the teachers’ different characteristics and patterns of working with ICT. In the belief that these differences may be of capital importance for the impact on each teacher’s classroom practices, we propose a framework of thinking that allows us to identify and categorise four different patterns of working with ICT towards goals of a curricular nature.
Each pattern found matches each of the four quadrants defined by cross-referencing two orthogonal axes, one represented by the continuum referring to the “teacher’s teaching model” (constructivist to traditional), and another represented by the continuum referring to the “type of technology use” (teacher’s technology to pupil’s technology).
This approach leads to the conclusion that not only do clear differences exist among the four patterns of working with the technologies, but also the two types of deficit found are of a differing nature: one which is usually described as technological deficit and another that we call methodological deficit. The latter has more important implications from the curricular point of view, as it leads us to a more demanding intervention in terms of professional development, both for teachers and for those responsible for teacher training.
Síntese de apoio às palestras realizadas em diferentes escolas, por esse país fora, a propósito da publicação do livro REPENSAR AS TIC NA EDUCAÇÃO.
COSTA, Fernando; RODRIGUEZ, Carla; CRUZ, Elisabete & FRADÃO, Sandra (2012). Repensar as TIC na Educação. O Professor como Agente Transformador. Lisboa: Santillana
In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects.
Costa, F. (2008). A utilização das TIC em contexto educativo. Representações e práticas de professores. Tese de doutoramento em Ciências da Educação (documento policopiado). Universidade de Lisboa
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Ice2012
1. 8th Annual
International
Conference on
Education
Challenges and
competences of the
e-teacher:
a higher education
experience in Portugal
fernando albuquerque costa | fc@ie.ul.pt
instituto de educação
07 July 2012
10:30-11:45H http://aprendercom.org/miragens/
2. THE CHALLENGE
Need to develop stimulating teaching and learning
distance contexts.
To develop dynamics that will rise:
- Active participation of students
- Respect for needs, interests, expectations
- Individual autonomy in organisation of
learning
- Self-regulation strategies
- Interaction and collaboration between
students
- …
3. THE STARTING IDEA
the most successful distance learning
systems are not necessarily the most
technologically advanced ones,
but those which invest in the quality of
the teaching and learning
opportunities they create!
4. OUR ASSUMPTIONS
Structural pillars of the teaching and learning activity
1. The student is at the centre of the teaching and
learning process
2. The learning is an on-going process and uses a
rich and wide-ranging set of strategies,
especially communication and collaboration
among the participants
3. The curricular structure is open and flexible,
allowing adjustments to be made resulting from
the needs identified and the dynamics created
throughout the process
4. The support materials serve to aid a meaningful
and in-depth learning experience
5. E-TRAINER COMPETENCES AND SKILLS
The skills of the new teacher:
1. management of the virtual environment;
2. design of learning activities;
3. facilitation and guidance of the individual learning;
4. leadership and socialisation, to promote interaction
among the participants;
5. assessment, with particular focus on the “art” of
supplying “feedback”;
6. management of the entire teaching and learning
process online;
7. mentoring, i.e. supporting personal and professional
development.
6. METHODOLOGY
To listen to the voice of the end recipients, both in
terms of self-assessment of the learning achieved,
but also in terms of satisfaction in relation to the
work methodologies and tools used:
• Written reflections of the students
(at the end of the semester)
• In deep semi-structured interviews
(after the semester was finished)
Qualitative data analysis
7. SOME TESTIMONIALS
About the COLLABORATIVE WORK strategy
“The amount I learned and „grew‟ in this short
space of time is immeasurable and surpassed
all my expectations.
I‟m not talking only about the content of the
subject itself, but also the collaborative work
experience online and the spirit of sharing
that I have experienced over this period.”
8. SOME TESTIMONIALS
About the “QUICK” FEEDBACK strategy
“she (the tutor) always clarified our doubts
and gave us feedback so that we could
improve our participations and contributions,
paving the way for us to go beyond the limits
of our knowledge at the time.”.
9. SOME TESTIMONIALS
About the TEACHERS’ PRESENCE strategy
“the opportunity to have a present-distance-
tutor.
(…) There was and is no way we can feel
alone. Even if you were not always online,
obviously, we knew perfectly well that a
question, a doubt, would be quickly
answered.”
10. REFERENCES
Adams, E. & Freeman, C. (2003). Selecting Tools for Online Communities: Suggestions for
Learning Technologists. The Technology Source, July/August 2003 (available at
http://technologysource.org/article/selecting_tools_for_online_communities/).
Biggs, J. (1999). Teaching for quality learning at university: what the student does.
Philadelphia, Society for Research into Higher Education: Open University Press.
Costa, F. & Peralta, H. (2007). Comunidades virtuales de aprendizaje: El punto de vista de
los participantes. Revista Electrónica Teoría de la Educación. Educación y Cultura en la
Sociedad de la Información. 8(3): 23-59.
CUTSD Project (2000). Facilitating flexible online teaching using structured frameworks.
(available at: http://www.ntu.edu.au/education/oll/index.html).
Figueiredo, A. & Afonso, A. (2006). Managing learning in virtual settings: the role of context.
Hershey, PA, Information Science Pub.
Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: Constructivist
perspective. New Jersey: Prentice Hall.
Salomon, G. (1993). Distributed cognition: psychological and educational considerations.
New York, NY: Cambridge University Press.
Urdan, T. & Weggen, C. (2000). Corporate e-learning: exploring a new frontier. (available at
http://www.performancesupport.com/piper-elearning.pdf).
11. http://aprendercom.org/miragens/
Thank You!
fernando albuquerque costa | fc@ie.ul.pt
UNIVERSITY OF LISBON | INSTITUTE OF EDUCATION