This document discusses the impact of information and communication technologies (ICT) and digital media on education. It describes how the internet has led to more participatory and open forms of media where users have more control over content creation and sharing. This has implications for how learning is designed and delivered. Traditional education institutions will need to adapt to how the new generation of learners interacts and shares information online both inside and outside of formal education settings. The document also outlines different elearning models and tools that can be used to support blended and online learning.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
Can social media and mobile devices be used to design transformative, augmented contexts for learning?#somobnet #lmlg(1 of 6 guiding principles http://slidesha.re/GYYP7X). One Day Seminar at CLTT
University of British Columbia – Vancouver (CA) – April 16, 2012
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Designing Learning in the Digital Age - A DiscussionMichael Coghlan
A small group discussion as part of the ongoing Webheads Learning2gether series.. Accompanying audio at http://learning2gether.posterous.com/learning2gether-with-michael-coghlan-designin
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Literacy session: Hindsight, Insight and Foresight John Cook. Workshop 'Technology-enhanced learning in the context of technological, societal and cultural transformations' Alpine Rendez-Vous, within the framework of the STELLAR Network of Excellence. December 3-4, Garmisch-Partenkirchen, Bavaria, Germany. #telc09 #stellar2009,
Can social media and mobile devices be used to design transformative, augmented contexts for learning?#somobnet #lmlg(1 of 6 guiding principles http://slidesha.re/GYYP7X). One Day Seminar at CLTT
University of British Columbia – Vancouver (CA) – April 16, 2012
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology are transforming learning experiences in our schools. We can lead this learning revolution by ensuring that our library and the learning ecology we create can harness these new environments. How we do this, will determine our success and the future relevance and importance of our school libraries.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)Mark McGuire
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Designing Learning in the Digital Age - A DiscussionMichael Coghlan
A small group discussion as part of the ongoing Webheads Learning2gether series.. Accompanying audio at http://learning2gether.posterous.com/learning2gether-with-michael-coghlan-designin
Designing Learning in the Digital Age - Global Meta-trends affecting EducationVanguard Visions
Educational business models are changing around the world, requiring educators and education systems to re-think their approaches to learning and education. Allison will provide an overview of the global meta-trends affecting education and its impact on the way we design learning in the digital age.
DLDA Global Meta-trends Impacting Education & Training -130213Vanguard Visions
Education and training business models are changing around the world. These changes are requiring educators and educational leaders to re-think their approaches to learning and assessment to remain relevant and/or competitive.
This session will provide an overview of the global meta-trends impacting education and training, and highlight how they are effecting the way we should be designing learning in the digital age.
Bryan Alexander's: Emerging technologies for teaching and learning: a tour of...Alexandra M. Pickett
SLN SOLsummit 2010
http://slnsolsummit2010.edublogs.org
February 25, 2010
Bryan Alexander, Director of Research, National Institute for Technology in Liberal Education.
Emerging technologies for teaching and learning: a tour of the 2010 horizon
How is the landscape for teaching and learning with technology changing this year? We begin with an overview of current methods for apprehending emergent technologies, including Delphi, futures markets, networks, and scenarios. Drawing on those methods we identify a series of emerging trends, from interface changes to open content to gaming. Next we delve into several high-impact fields. Social media has already transformed the general cybercultural world, and is reshaping the academy. Mobile devices have begun to revolutionize many levels of our technological interactions.
I research and develop programs on the advanced uses of information technology in liberal arts colleges. My specialties include digital writing, weblogs, copyright and intellectual property, information literacy, wireless culture and teaching, project management, information design, and interdisciplinary collaboration. I contribute to a series of weblogs, including NITLE Tech News, MANE IT leaders, and Smartmobs, when not creating digital learning objects (like Gormenghast). I’ve taught English and information technology studies at the University of Michigan and Centenary College.
http://blogs.nitle.org/let
http://twitter.com/BryanAlexander
http://www.slideshare.net/BryanAlexander
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
Pea, Roy (2011, March 8). Cyberlearning: An endless frontier for fostering learning in a networked world. CyTSE 2011 Conference Keynote, Berkeley California, USA.
Emoderator competencies
Message re licensing of this content
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- MIchael Coghlan (michaelc)
Technology: what are we losing? Does it matter? Michael Coghlan
Such is the scale of change wrought by the current Digital Age that it is being compared with the profound changes that occurred as a result of the invention of printing in the 15th century, and the industrial revolution of the 18th century. Every new wave of technology produces changes. Some of these changes are immediately welcome, and their benefits obvious. Some changes are easy to see and predict. Other changes take time, are less immediately obvious, and are not always welcome. With each change, with each gain, there is some loss.
We are clearly in the middle of massive technology driven change. What then are we losing? Is this loss an inevitable consequence of change? Should we be trying to identify practices and values that ought not to change, or has that horse already bolted?
Message re licensing of this content
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- MIchael Coghlan (michaelc)
Blending Synchronous and Asynchronous Learning EnvironmentsMichael Coghlan
Presentation as part of Webheads EVOnline sessions, January 2014
Message re licensing of this content:
This content was uploaded to Slideshare before it was taken over by Scribd. My intention was always to offer my content for free via Creative Commons licensing. Scribd now has locked the content behind a paywall where you have to provide credit card details before you can download it. I totally disagree with this kind of exploitation of previously free content but it apparently is legal for Scribd to do this. However, you can still download this content without messing around with credit card nonsense if you go to the original Slideshare site of this presentation. Sorry for the hassle, but it is Scribd's doing - not mine.
- Michael Coghlan (michaelc)
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.
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
Model Attribute Check Company Auto PropertyCeline George
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
5. THE DIGITAL
AGE
•User has total editorial control
•No third party need be involved
•DISINTERMEDIATION (the decline
of the gatekeepers)
http://www.flickr.com/photos/khedara/445340228 /
6. PERSONAL PUBLISHING/ PARTICIPATORY
MEDIA TOOLS
• Blogs (written text)
• Podcasts (audio)
• Wikis (collaborative workspaces)
}
Now often indistinguishable
from each other as they all now
house text and all available media.
==================================
• Flickr (photo sharing)
• Video repositories (YouTube, Google Video, BlipTV,
TeacherTube, etc)
• Social Networking (Facebook, MySpace, Ning, Bebo,
Orkut, etc)
13. GLOBAL TRENDS
(NMC sponsored retreat on
The Future of Education)
• Work is increasingly Global and • Ownership (copyright) and privacy
Collaborative
• Access, and Scale are redefining
• People learn anywhere, anytime what we mean by quality
(BYOD – bring your own device) and success (MOOCS)
• Notion of literacy is being
• Mobile redefined (multi- or transliteracy)
• Openness — content, resources, • Rise of Informal Learning
courses, research, attitudes
• New Business Models
• The CLOUD
14. The Future of (Learning)
Institutions in a Digital Age
• “Traditional learning environments convey
knowledge via overwhelmingly copyright-
protected publications. Networked
learning, contrastingly, is an “open source”
culture that seeks to share openly and
freely in both creating and distributing
knowledge and products.”
(HASTAC Report, June 2009)
16. The Question of Values
Our philosophy
determines ...how (or
if) we choose and use
e-learning
technologies.
(http://www.aupress.ca/books/120146/ebook/04_Anderson_20
08_Kanuka-Online_Learning.pdf)
http://www.flickr.com/photos/konarheim/4073209881
17. The Question of Values
Mark Pegrum:
• “discussions about the
Internet and education
often reflect deep-seated
social beliefs”
• “technology is a
battlefield on which
contests over different
visions of society are still
being fought out.”
18. Awareness or a Set of Skills?
• New Practices predicated
upon an awareness that
things have changed…
20. Employability Skills
• Communication
• Teamwork
• Problem Solving
• Initiative and Enterprise
• Planning and Organising
• Self-management
• Learning
• Technology
21. The Future of (Learning)
Institutions in a Digital Age
• “traditional institutions must adapt or risk a
growing mismatch between how they
teach and how this new generation*
learns” (and works)
(HASTAC Report, June 2009)
Note*: this new generation includes a good many Baby Boomers. It
is not just about younger people.
22. TENSION
Web 2.0 ORGANISATIONAL
DEMANDS (standards,
(Personal Learning
Network - PLN) V auditing, duty of care,
copyright, proprietary
technology, etc)
23. Organisations will need to adapt to the fact that web 2.0 citizens
will enter places of work and learning highly connected to a
network of peers that they rely on for entertainment, mutual
learning, and collaboration. They may expect to be able to make
use of these personal learning and social networks, and the
technologies that make these networks possible, in their places of
work or study. These web 2.0 citizens operate in a world that is
open and mobile, and they are unlikely to accept authority that is
automatically assigned to a position. Their world is flat and devoid
of hierarchy. In a world where information about their areas of
interest or expertise is increasing exponentially they will place
greater store on connected networks, which may extend beyond
classroom or workplace boundaries,and knowing where to get the
knowledge and information they need, rather than having that
knowledge and information themselves.
http://flickr.com/photos/7447470@N06/1345266896/
24. MODELS
OF
ELEARNING
http://what-is-elearning.wikispaces.com/
25. MODELS OF ELEARNING
• Etraining
• Distance Education
• Blended (or Web Enhanced) Learning Type 1
• Blended (or Web Enhanced) Learning Type 2
• Virtual Classroom Type 1 (Collaborative)
• Virtual Classroom Type 2 (Presentational)
• The Community of Practice
• MOOCs (Massive Open Online Courses)
• Flipped Classroom
Source: http://what-is-elearning.wikispaces.com/
26. TAFESA TOOLS
ASYNCHRONOUS
• Moodle (LMS = Learning Management System)
SYNCHRONOUS (real time)
• Centra (virtual classroom or web conferencing
software)
OTHER
• Podzone (for audio storage/podcasting)
• Yammer (communication)
29. http://flickr.com/photos/chunyang/800589975/
Why does media
matter?
• Adrian Miles (RMIT):
“ make our institution…more porous to the students’ private
technologies – their mobile phones, their laptops and their
cameras.”
• Innate human desire/need to create
• Ubiquity and ease of participatory media enables creation of
images, film, documents, course content, assessments, etc
• develops Digital Literacy
• Ascendance of VIDEO LITERACY*
31. WHO FINDS READING/WRITING
DIFFICULT?
• English as Second or Other Language Learners
(ESOL)
• Low level literacy
• Those with little recent formal learning
experience
• Those with poor keyboard skills
• Those who prefer an auditory style of learning
32. DON’T FORGET THE STUDENTS
• Don’t forget to give
your students the
opportunity to create
media!
http://www.flickr.com/photos/fishgirl7/3577452931