This document summarizes a presentation on integrating information and communication technologies (ICT) into teaching and learning in South African Further Education and Training (FET) colleges. It discusses the context and challenges of ICT integration, including limited infrastructure, financial constraints, and lack of digital skills. It also highlights opportunities such as partnerships, open educational resources, and collaborative projects. The presentation concludes by describing a case study of an initiative that supported several African universities in developing ICT strategies through capacity building, policy development, and resource sharing. Key lessons included the need for institutional buy-in, strategic planning, and inter-institutional collaboration to promote sustainable ICT integration.
ICT Integration in African UniversitiesGreig Krull
The document discusses challenges and opportunities for integrating ICT into African universities. It notes that while limited infrastructure and resources pose challenges, partnerships and strategic planning can help overcome barriers. Specifically, the document recommends identifying the roles of ICT in research and learning, conducting sound financial and pedagogical planning, enhancing ICT through inter-institutional collaboration, and developing skills adaptable to change. A case study highlights the Partnership for Higher Education in Africa project, which promotes open educational resources, capacity building, and collaboration between universities.
- The document discusses how technology can transform education in Ontario by improving access, quality, and affordability of education. It outlines several key developments in e-learning including blended learning, mobile learning, immersive learning, and open educational resources.
- Implementing e-learning on a wider scale could increase access to education through more flexible course scheduling and delivery. It could also improve quality by facilitating peer and expert review of content. E-learning also has the potential to make education more affordable by reducing costs per student and accelerating time to completion.
Technology (when strategically and practically applied) provides increased accessibility and quality to Higher Education. This presentation was made by USHE Assistant Commissioner and Chief Information Officer Dr. Steve Hess to the State Board of Regents October 29, 2010.
1) The document discusses trends in open educational resources (OER) including how they are shared materials used for learning, teaching, research and professional development.
2) It outlines benefits of OER for students, instructors and institutions such as lower costs, greater flexibility and access to high quality resources. Popular examples of OER programs and repositories are also given.
3) Issues with current feedback and assessment practices are raised, proposing the use of authentic feedback and peer review to enhance student work and motivation through ePortfolios and lifelong learning networks.
The document discusses ICT and pedagogy integration in education. It outlines Prof. Vasudha Kamat's presentation agenda which includes ICT and pedagogy, national initiatives like the Right to Education Act, and NCERT initiatives. It discusses 21st century skills needed for students and teachers. It also covers digital literacy, national initiatives, teacher professional development, e-content development and open educational resources.
Emerging ict applications in higher education in 21 st centuryDurga Prasad
The document discusses the emerging applications of information and communication technologies (ICT) in higher education in the 21st century. It outlines several ICT tools that are being used like websites, learning management systems, social media, videos, and virtual classrooms. It also discusses challenges to implementing ICT like management support, technology issues, faculty acceptance, and student buy-in. Overall ICT is transforming higher education research, teaching, and library management by increasing access to resources and reducing barriers to education.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
This document discusses implementing new technologies at Neo University. It proposes introducing five technologies: podcasts, teleconferencing, online communities, blogs, and addressing institutional spam. Podcasts and teleconferencing could increase access to resources and connect students to information. An online community could help students connect socially and stay informed. The university would need to address issues like costs, intellectual property, and ensuring equal access when implementing new technologies.
ICT Integration in African UniversitiesGreig Krull
The document discusses challenges and opportunities for integrating ICT into African universities. It notes that while limited infrastructure and resources pose challenges, partnerships and strategic planning can help overcome barriers. Specifically, the document recommends identifying the roles of ICT in research and learning, conducting sound financial and pedagogical planning, enhancing ICT through inter-institutional collaboration, and developing skills adaptable to change. A case study highlights the Partnership for Higher Education in Africa project, which promotes open educational resources, capacity building, and collaboration between universities.
- The document discusses how technology can transform education in Ontario by improving access, quality, and affordability of education. It outlines several key developments in e-learning including blended learning, mobile learning, immersive learning, and open educational resources.
- Implementing e-learning on a wider scale could increase access to education through more flexible course scheduling and delivery. It could also improve quality by facilitating peer and expert review of content. E-learning also has the potential to make education more affordable by reducing costs per student and accelerating time to completion.
Technology (when strategically and practically applied) provides increased accessibility and quality to Higher Education. This presentation was made by USHE Assistant Commissioner and Chief Information Officer Dr. Steve Hess to the State Board of Regents October 29, 2010.
1) The document discusses trends in open educational resources (OER) including how they are shared materials used for learning, teaching, research and professional development.
2) It outlines benefits of OER for students, instructors and institutions such as lower costs, greater flexibility and access to high quality resources. Popular examples of OER programs and repositories are also given.
3) Issues with current feedback and assessment practices are raised, proposing the use of authentic feedback and peer review to enhance student work and motivation through ePortfolios and lifelong learning networks.
The document discusses ICT and pedagogy integration in education. It outlines Prof. Vasudha Kamat's presentation agenda which includes ICT and pedagogy, national initiatives like the Right to Education Act, and NCERT initiatives. It discusses 21st century skills needed for students and teachers. It also covers digital literacy, national initiatives, teacher professional development, e-content development and open educational resources.
Emerging ict applications in higher education in 21 st centuryDurga Prasad
The document discusses the emerging applications of information and communication technologies (ICT) in higher education in the 21st century. It outlines several ICT tools that are being used like websites, learning management systems, social media, videos, and virtual classrooms. It also discusses challenges to implementing ICT like management support, technology issues, faculty acceptance, and student buy-in. Overall ICT is transforming higher education research, teaching, and library management by increasing access to resources and reducing barriers to education.
Globally, educational systems are adopting new technologies to integrate ICT in the teaching and learning process, to prepare students with the knowledge and skills they need in their subject matter. In this way the teaching profession is evolving from teacher- centered to student- centered learning environments. ICT integration is understood as the usage of technology seamlessly for educational processes like transacting curricular content and students working on technology to do authentic tasks.
Nowadays ICT facilitate not only the delivery of lessons but also the learning process itself. This includes computer based technologies, digital imaging, the internet, file servers, data storage devices, network infrastructure, desktops, laptops and broadcasting technologies namely radio and television, and telephone which are used as instructional tools at schools.
This document discusses implementing new technologies at Neo University. It proposes introducing five technologies: podcasts, teleconferencing, online communities, blogs, and addressing institutional spam. Podcasts and teleconferencing could increase access to resources and connect students to information. An online community could help students connect socially and stay informed. The university would need to address issues like costs, intellectual property, and ensuring equal access when implementing new technologies.
The document discusses the potential of e-learning to address challenges facing higher education in Sub-Saharan Africa. It outlines how e-learning can increase access, improve quality of instruction, and control costs for institutions. While e-learning adoption is still developing, it presents opportunities if issues around infrastructure, skills, and mindsets are addressed. The document also anticipates that e-learning will transform higher education delivery by complementing traditional methods and allowing more flexible learning options.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Issues and challenges in Teaching and Learning ICTdilahz91
This document discusses issues and challenges in teaching and learning with information and communication technologies (ICT) in Malaysia. It outlines roles of ICT in education such as restructuring education systems and enhancing teaching methods. Key challenges identified include the high costs of implementing ICT, lack of teacher ICT skills training, and barriers both intrinsic and extrinsic to teachers integrating ICT. The document argues that with proper support and training, ICT can help achieve education goals by creating a new open learning environment and improving access for students in rural areas.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
The document discusses a case study of ICT implementation in tertiary institutions in Nigeria. It finds that while the government has policies supporting ICT adoption and has invested in infrastructure development, many institutions still lack effective integration of ICT in teaching and learning. Barriers include inadequate infrastructure, lack of teacher training, and reliance on traditional teaching methods. Recommendations include expanding access to training, developing strategic ICT adoption plans, and encouraging innovative pedagogies that integrate technology.
- The document provides a review and progress update of the Ottawa Catholic School Board's blueprint for 21st century learning and technology integration from May 2012.
- It outlines the board's vision of equipping students and staff with 21st century skills, and discusses how technology access has increased dramatically while costs have decreased.
- The review summarizes initiatives taken to update infrastructure, introduce new tools, build leadership capacity, and support 21st century teaching and learning. It also discusses priorities around student success, staff success, and stewardship of resources.
The document discusses strategies from a strategic technology plan to transform the community and technical college system in Washington state through leveraging technology. The five strategies include: creating online teaching and learning tools; creating a seamless online student services system; creating lifelong learning for faculty and staff; using data to drive improvement; and treating information technology as a centrally funded service. It also discusses recommendations around open educational resources, the role of bookstores in providing open textbooks, and legislation related to online learning.
issues and challenges in integrating ICT in schoolWan Nor Izzati
The document discusses issues and challenges with integrating ICT into Malaysian schools. It outlines how the Ministry of Education has invested funding and training to equip teachers and students with ICT skills. However, there are still challenges, such as students not taking the ICT subject seriously, problems with distance education networks, insufficient ICT laboratory maintenance, and not all students receiving free notebooks. While ICT can empower learning, its impact on education is debated, and more research is still needed on integrating technology effectively.
The document discusses key topics in K-12 educational technology including:
1. Five goals for the National Education Technology Plan including increasing learning opportunities, improving assessment, supporting teachers, ensuring infrastructure access, and increasing productivity.
2. Recommendations around upgrading the E-Rate program, unlocking the power of data, and supporting online learning through increasing digital content, removing regulatory barriers, and funding research.
3. Key concepts for the National Broadband Plan around how broadband can provide individualized learning, increase data availability, support online solutions, and foster standards for electronic education records and financial data transparency.
The document discusses several topics related to integrating information and communication technologies (ICT) into the South African education system including:
1) The benefits of using ICT to provide access to knowledge and improve education for all.
2) Principles for using ICT in education such as improving access to resources, communication, and opportunities to excel.
3) A feasibility study conducted by the Department of Education to outline a plan to provide ICT infrastructure, connectivity, training and support to schools.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
1. Teachers' ICT competencies have been defined and assessed in Estonia since the 1990s through national curriculum standards and sample-based testing of students.
2. More recently, models have been developed to define educational technology competencies for teachers, including a common standard based on the ISTE CNETS framework.
3. Projects are underway to develop self-assessment tools for teachers to evaluate their own educational technology competencies based on models like the common HTPM standard.
This presentation discusses how emerging technologies are transforming education and training. It outlines key technology developments like mobile devices, broadband access, and apps. It then proposes 10 ways that technologies can be leveraged for learning, such as advanced blended learning combining online and in-class work, mobile learning, self-paced study, and simulation-based learning. The presentation also discusses barriers to technological change in education and provides examples of innovative technology uses from the EU, US, and UK. It envisions the "New college or university" of the future that focuses on outcomes over time and leverages technologies to enhance learning.
This document discusses challenges facing the health system in Australia, including rising demand from an aging population and constrained resources. It proposes investing in health IT as a solution and outlines both benefits like improved safety and risks like poor implementation. The key to success is managing expectations and providing appropriate training around new systems. NSW established several agencies after a medical mistakes inquiry, and the Clinical Education and Training Institute aims to build workforce capacity through education. The document also discusses eLearning best practices and establishing a center of excellence to develop standards and capabilities.
Action plan in integrating ICT in a TESOL courseMissThei
The document outlines an action plan for integrating ICT in a TESOL course. The long-term goal is to integrate ICT through student-centered approaches to equip students with information processing, creativity, and collaboration skills. Short-term goals include promoting insightful learning, giving students tasks to explore knowledge and apply theories, and creating a motivated learning environment through collaborative work and interest-based tasks. Instructional strategies include online discussions, group projects, peer critiques, and using films to highlight teaching strategies. Potential problems and solutions are also addressed, such as providing time for asynchronous online discussions and arranging computer lab sessions.
ICT Integration in Higher Education in Africa - Challenges and OpportunitiesGreig Krull
Saide presentation at the ICT in Higher Education Conference, 14 - 17 September 2012, Kempton Park, Johannesburg. Theme: "An African Perspective". Presentation on the challenges and opportunities for ICT integration in Higher Education. It includes case studies on PHEA ETI and OER Africa.
Integrating ICT in TVET for Effective Technology Enabled LearningGreig Krull
Integrating ICT in TVET for Effective Technology Enabled Learning Presentation at the ICT and FET Partnership Conference, Emperors Palace, Johannesburg, 18-19 March 2013.
The document discusses the potential of e-learning to address challenges facing higher education in Sub-Saharan Africa. It outlines how e-learning can increase access, improve quality of instruction, and control costs for institutions. While e-learning adoption is still developing, it presents opportunities if issues around infrastructure, skills, and mindsets are addressed. The document also anticipates that e-learning will transform higher education delivery by complementing traditional methods and allowing more flexible learning options.
Trends in e-learning: Research & Practices by Ana Paula Correia PhDInês Araújo
Apresentação da Prof.ª Ana Paula Correia (Iowa State University, USA) que decorreu no dia 30 de Novembro no âmbito do MyMPeL 2013 na Universidade Aberta, Lisboa.
Issues and challenges in Teaching and Learning ICTdilahz91
This document discusses issues and challenges in teaching and learning with information and communication technologies (ICT) in Malaysia. It outlines roles of ICT in education such as restructuring education systems and enhancing teaching methods. Key challenges identified include the high costs of implementing ICT, lack of teacher ICT skills training, and barriers both intrinsic and extrinsic to teachers integrating ICT. The document argues that with proper support and training, ICT can help achieve education goals by creating a new open learning environment and improving access for students in rural areas.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
The document discusses a case study of ICT implementation in tertiary institutions in Nigeria. It finds that while the government has policies supporting ICT adoption and has invested in infrastructure development, many institutions still lack effective integration of ICT in teaching and learning. Barriers include inadequate infrastructure, lack of teacher training, and reliance on traditional teaching methods. Recommendations include expanding access to training, developing strategic ICT adoption plans, and encouraging innovative pedagogies that integrate technology.
- The document provides a review and progress update of the Ottawa Catholic School Board's blueprint for 21st century learning and technology integration from May 2012.
- It outlines the board's vision of equipping students and staff with 21st century skills, and discusses how technology access has increased dramatically while costs have decreased.
- The review summarizes initiatives taken to update infrastructure, introduce new tools, build leadership capacity, and support 21st century teaching and learning. It also discusses priorities around student success, staff success, and stewardship of resources.
The document discusses strategies from a strategic technology plan to transform the community and technical college system in Washington state through leveraging technology. The five strategies include: creating online teaching and learning tools; creating a seamless online student services system; creating lifelong learning for faculty and staff; using data to drive improvement; and treating information technology as a centrally funded service. It also discusses recommendations around open educational resources, the role of bookstores in providing open textbooks, and legislation related to online learning.
issues and challenges in integrating ICT in schoolWan Nor Izzati
The document discusses issues and challenges with integrating ICT into Malaysian schools. It outlines how the Ministry of Education has invested funding and training to equip teachers and students with ICT skills. However, there are still challenges, such as students not taking the ICT subject seriously, problems with distance education networks, insufficient ICT laboratory maintenance, and not all students receiving free notebooks. While ICT can empower learning, its impact on education is debated, and more research is still needed on integrating technology effectively.
The document discusses key topics in K-12 educational technology including:
1. Five goals for the National Education Technology Plan including increasing learning opportunities, improving assessment, supporting teachers, ensuring infrastructure access, and increasing productivity.
2. Recommendations around upgrading the E-Rate program, unlocking the power of data, and supporting online learning through increasing digital content, removing regulatory barriers, and funding research.
3. Key concepts for the National Broadband Plan around how broadband can provide individualized learning, increase data availability, support online solutions, and foster standards for electronic education records and financial data transparency.
The document discusses several topics related to integrating information and communication technologies (ICT) into the South African education system including:
1) The benefits of using ICT to provide access to knowledge and improve education for all.
2) Principles for using ICT in education such as improving access to resources, communication, and opportunities to excel.
3) A feasibility study conducted by the Department of Education to outline a plan to provide ICT infrastructure, connectivity, training and support to schools.
The National Competency Standards for Teachers (NICS-TEACHER) is DepEd and CICT initiative to identify and describe the basic competencies that enable teachers to use information and communications technology in teaching and learning.
1. Teachers' ICT competencies have been defined and assessed in Estonia since the 1990s through national curriculum standards and sample-based testing of students.
2. More recently, models have been developed to define educational technology competencies for teachers, including a common standard based on the ISTE CNETS framework.
3. Projects are underway to develop self-assessment tools for teachers to evaluate their own educational technology competencies based on models like the common HTPM standard.
This presentation discusses how emerging technologies are transforming education and training. It outlines key technology developments like mobile devices, broadband access, and apps. It then proposes 10 ways that technologies can be leveraged for learning, such as advanced blended learning combining online and in-class work, mobile learning, self-paced study, and simulation-based learning. The presentation also discusses barriers to technological change in education and provides examples of innovative technology uses from the EU, US, and UK. It envisions the "New college or university" of the future that focuses on outcomes over time and leverages technologies to enhance learning.
This document discusses challenges facing the health system in Australia, including rising demand from an aging population and constrained resources. It proposes investing in health IT as a solution and outlines both benefits like improved safety and risks like poor implementation. The key to success is managing expectations and providing appropriate training around new systems. NSW established several agencies after a medical mistakes inquiry, and the Clinical Education and Training Institute aims to build workforce capacity through education. The document also discusses eLearning best practices and establishing a center of excellence to develop standards and capabilities.
Action plan in integrating ICT in a TESOL courseMissThei
The document outlines an action plan for integrating ICT in a TESOL course. The long-term goal is to integrate ICT through student-centered approaches to equip students with information processing, creativity, and collaboration skills. Short-term goals include promoting insightful learning, giving students tasks to explore knowledge and apply theories, and creating a motivated learning environment through collaborative work and interest-based tasks. Instructional strategies include online discussions, group projects, peer critiques, and using films to highlight teaching strategies. Potential problems and solutions are also addressed, such as providing time for asynchronous online discussions and arranging computer lab sessions.
ICT Integration in Higher Education in Africa - Challenges and OpportunitiesGreig Krull
Saide presentation at the ICT in Higher Education Conference, 14 - 17 September 2012, Kempton Park, Johannesburg. Theme: "An African Perspective". Presentation on the challenges and opportunities for ICT integration in Higher Education. It includes case studies on PHEA ETI and OER Africa.
Integrating ICT in TVET for Effective Technology Enabled LearningGreig Krull
Integrating ICT in TVET for Effective Technology Enabled Learning Presentation at the ICT and FET Partnership Conference, Emperors Palace, Johannesburg, 18-19 March 2013.
Current issues and approaches in developing digital literacyjisc-elearning
Slides for webinar 12 Feb 2013. This webinar discussed what digital literacies are and why it is important for universities and colleges to develop the digital literacies of their students and staff. We will look at some of the issues to consider when planning an institutional approach to developing digital literacies, and projects from Jisc’s Developing Digital Literacies programme will highlight some of the approaches that they have found effective in their own contexts.
Recognizing that ICTs can, if applied and used appropriately, be development enablers is critical to countries that are moving towards information or knowledge-based societies, and is central to the IDI’s conceptual framework.
This document discusses information and communication technology (ICT) in education. It defines ICT as the use of hardware and software to manage information efficiently. Research shows that ICT can improve student learning and teaching methods by positively impacting student achievement in subjects like math, science, and social studies. ICT in education means teaching and learning through technologies like computers, the internet, and multimedia tools. UNESCO promotes the effective use of ICT to improve access, equity, quality, and inclusion in education worldwide.
The document discusses using information and communication technologies (ICT) in education. It defines ICT and outlines some benefits of using ICT, such as improving access, quality, and relevance of education. Effective use of ICT requires infrastructure, trained teachers, appropriate curricula, and support. The document also provides examples of how ICT can be used, including online resources, learning objects, discussion groups, and multimedia. Evaluation strategies with ICT include portfolios, concept maps, and rubrics.
The 4th Annual eLearning Innovators Conference & Expo (ELICE), an international conference for mobile educators, researchers, innovators & leaders, was held between 12th-16th September at KICD in Nairobi. This year's event attracted over 300 delegates during the five day event.
The 2016 theme, Powering Growth, saw us kick off conversations about mobile learning, competency based learning and digital literacy. From key notes - on gamification in learning, collaboratively building capacity for financial inclusion and using big data to empower decision making and M&E - to workshops and a networking mixer; the conference was a great opportunity to discover and discuss trends in the industry, network and build potential partnerships. www.elice.co
Bridging the gap between technologies promise and use Derek Moore
This document discusses emerging learning technologies and how to bridge the gap between their promise and actual use. It lists various emerging technologies such as 3D video, augmented reality, mobile apps, and virtual worlds. It then provides 10 ways that experts can help support the use of these technologies, such as demonstrating technologies, exchanging ideas, researching use, and developing learning networks. The document discusses the need to hire new specialists like educational developers and technologists to facilitate the use of technologies. It outlines the attributes these specialists should have and challenges to supporting technology use, such as pedagogical, support, technical, and financial challenges. Finally, it discusses benchmarks for effectively integrating technology in teaching and learning.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
The school technology plan provides guidelines for implementing technology to positively impact student learning. The plan aims to ensure seamless daily operation of technology, structured assessments, adequate funding, and enhancing teacher ability to facilitate student-centered learning. Objectives include quality instruction using technology, collaboration and management systems, maintaining infrastructure, evaluating technology resources, and managing associated budgets and legal requirements. The plan emphasizes developing 21st century skills and preparing students for challenges through ethical and responsible use of information systems.
Technology enhanced learning
Dr. Eisa rezaei
Ph.D. in Instructional Technology, Assistant Professor, Virtual University of Medical Sciences, Tehran, Iran EisaRezaei.ir
DEFINITION
Technology Enhanced Learning
Instructional Design and Technology Timeline
Reiser and Dempsey (2012)
Why should we incorporate TEL in our educational pedagogies?
Using technology can be costly
Potential Benefits
Higher Education Funding Council for England (2009)
Learning Theories and TEL
Learning Theories and TEL
Technology Enhanced Learning design models
Designing Enhanced Learning Activities
Networked Teacher Model (Couros, 2008)
Networked student Model (Drexler 2010)
The document discusses the role and potential of instructional technologies and ICT in education. It outlines several dilemmas and realities in effectively integrating ICT. The key potentials of ICT include expanding access to education, increasing efficiency, enhancing the quality of learning and teaching, facilitating skill formation, and improving planning and management. Realizing this potential requires addressing prerequisites like infrastructure, content, personnel training, and financial resources. The document concludes that ICT can make education more effective and responsive when properly integrated, though we must not lose sight of learning itself in marveling over the technologies.
The Irving ISD Technology Plan aims to integrate technology into teaching and learning across the district. It was created by a technology committee comprised of administrators, teachers, students, parents, and community members. The plan seeks to provide all students and teachers with personal computing devices, support higher-order thinking, and prepare students for the 21st century through ongoing professional development and ensuring a robust technical infrastructure. Progress will be evaluated annually based on staff training records, student assessment scores, and other metrics.
The Case for an eLearning Research and Innovation StrategyBCcampus
The document discusses the need for a coordinated eLearning strategy and research agenda in Canada. It notes that while individual initiatives and investments have been made, they have been short-term, fragmented, and without long-term vision or continuity. It highlights successful strategies in other countries like the UK, Australia, and European Union. The document proposes establishing a pan-Canadian coordinating agency and initiatives in areas like eLearning R&D, implementation, standards, and communities of practice to develop a coordinated long-term vision and strategy for eLearning in Canada.
The document discusses the needs of information and communication technology (ICT) in classroom teaching. It outlines how technology is changing classrooms through increased collaboration, communication, and access to information. It also discusses challenges for integrating technology, including barriers like cost and lack of teacher training. Support from academic institutions is needed, including teacher training to effectively use technology to construct and share knowledge.
Two major federal plans have far reaching implications for the provision and use of assistive technology in learning and independent living. The National Education Technology Plan (NETP) examines how technology is and could be used to support teaching and learning, assessment, productivity, and infrastructure. The FCC’s Broadband Plan recognizes the importance of affordable broadband and accessible media in general for people with disabilities. Both carry implications and areas of synergy for assistive technology development, promotion, and adoption. This session addresses how the assistive technology community can build upon these two initiatives by exploring their implications for assistive technology and discussing how to leverage plans in development and utilization work throughout the field.
This document provides an environmental scan and summary of approaches that school districts, states and other jurisdictions are taking to help students and teachers discover and access learning resources digitally. It discusses trends like blended learning, increased expectations for digital tools, and the growth of mobile learning. Recommendations include ensuring a user-friendly process, encouraging K-20 cooperation, and launching functionality in phases to allow organic growth. The main goal is to help students and teachers connect with quality online learning resources.
The document provides an environmental scan and overview of approaches that school districts, states and other jurisdictions are taking to help students and teachers discover and access learning resources digitally. It discusses key trends in digital learning including blended learning, expectations for digital tools, mobile learning, growing quantities of learning resources, teachers and students becoming content creators, and more. The document also provides recommendations for British Columbia's approach, emphasizing usability, transparency, encouraging K-20 cooperation, getting regulatory guidance, focusing on functionality over districts, and clarifying roles of different stakeholders.
This document discusses Malaysia's Smart School Project, which aimed to modernize education through technology. The Smart School Project was introduced in 1996 as one of seven flagship applications of the Multimedia Super Corridor initiative. It had five main goals: producing a technology-literate workforce, democratizing education, increasing stakeholder participation, providing well-rounded student development, and enhancing individual abilities. The project faced challenges with infrastructure like limited computers and technology upgrades, as well as capacity building such as insufficient teacher training on the Smart School system.
Similar to ICT Integration in South African FET Colleges (20)
Supporting the Move to Post-Pandemic Blended Teaching: Reflections on a Profe...Greig Krull
Presentation at the EDEN Digital Learning Conference, 18-20 June 2023, Dublin, Ireland. Abstract: Emerging from the COVID-19 pandemic meant that universities had to reconsider ways of teaching. However, academics and students in South African higher education are still dealing with lingering challenges from the pandemic and are largely unfamiliar with good practices in blended learning and teaching. As learning and teaching support professionals working with academics in a specific faculty, our challenge was to consider how to best support academics to (re)design their courses, aligned to an institutional shift. The purpose of this case study is to critically reflect on the design and offering of a professional learning short course, within a specific faculty, to assist academics in adapting to blended teaching. The research objective is to determine how the professional learning course could support the needs of academics in moving to post-pandemic blended teaching. Making use of a qualitative reflective approach, we share the reflections of two faculty learning and teaching support staff and evaluation data from academic staff participants. We argue that i) a contextualized and responsive approach to academic professional learning is required to better support academics in embedding different forms of learning and teaching; and ii) that academics require dedicated time and space for course (re)design.
Fostering Self-Directed and Lifelong Learners to Meet the Challenges of the F...Greig Krull
This document discusses fostering self-directed and lifelong learning to meet future challenges. It outlines that education needs to develop capable lifelong learners with a variety of skills to manage rapid change. The presentation covers topics like supporting students, important skills, technologies, challenges, and conclusions. It emphasizes developing learning that is learner-centered, flexible, and provides opportunities for lifelong education.
Exploring Digital Assessment Strategies in a Digital AgeGreig Krull
The presentation discusses digital assessment strategies in online learning. It outlines key considerations for assessment like constructive alignment between learning outcomes, content, and assessments. Digital forms of assessment are explored like quizzes, ePortfolios, discussions, and online proctoring. The benefits of digital assessment include greater variety, authenticity, and efficient marking. Challenges include a focus on lower-order thinking and less flexibility with large student numbers. An effective digital assessment strategy requires addressing elements like teaching approach, class size, skills development, quality assurance, and staff training.
Meeting the Needs of Digital Learners: Learner Support Patterns and StrategiesGreig Krull
The document discusses research on meeting the needs of digital learners through learner support patterns and strategies. A study was conducted of students at two distance universities to determine their academic and technological support needs when using multiple devices for learning. The results showed that students most commonly use smartphones and laptops and access an average of three devices. However, most education does not currently take into account students' use of different devices. The document recommends universities rethink their teaching and support to better address students' diverse technology use.
Becoming Seamless Learners: ODL students' Use of Multiple DevicesGreig Krull
Becoming Seamless Learners: ODL students' Use of Multiple Devices, presented at ICDE World Conference on Online Learning in Toronto on 18 October 2017.
Moving to seamless learning: Multiple devices and changing study habitsGreig Krull
Moving to seamless learning: Multiple devices and changing study habits. Presented at ICDE World Conference on Online Learning as part of the Global Doctoral Consortium on 17 October 2017.
Current and Future Trends in Online and Blended Higher EducationGreig Krull
Current and Future Trends in Online and Blended Higher Education - presentation to Rhodes IS Hons Course 17 May 2016 about trends in higher education, trends in educational technology, and my research.
Quality Issues in eLearning in South Africa. Presented at eLearning Summit, Indaba Hotel, 16 October 2014. Discusses quality review processes, and quality criteria considerations.
Top eLearning Tools for African Higher EducationGreig Krull
Looking at the top elearning tools for African Higher Education. Presented at Cloud Computing in Higher Education Conference, Johannesburg, 28 August 2014. Discusses free and open online learning tools.
The Rise of Openness and Online LearningGreig Krull
Presentation at the eLearning Update Conference 22 July 2014, Emperors Palace, Johannesburg. Focuses on open educational practices and online learning.
An Introduction to Openness in Online LearningGreig Krull
This document discusses openness in learning and education. It defines key concepts like open learning, open educational resources (OER), MOOCs (massive open online courses), and open access. Open learning aims to remove barriers and provide flexibility for learners. OER are educational materials that can be freely used and shared under open licenses. MOOCs make university-level courses available online to any learner for free. Open access aims to make academic research articles freely available. The document questions how institutions can develop strategies for open education and new models of online learning.
1. MOOCs (Massive Open Online Courses) have risen rapidly in popularity in recent years, enabled by new online platforms and technologies. MOOCs allow unlimited participation and are typically offered free of charge online.
2. There are different types of MOOCs, with variations in pedagogical approach, level of interaction, and connection to formal learning pathways. Issues around business models, quality, completion rates, certification, and impact on traditional higher education models remain open questions.
3. Participating in a MOOC requires self-direction, digital literacy skills, and a commitment of time that is often underestimated. Institutions developing MOOCs must consider pedagogical design, technical
Higher Education Technology Outlook in AfricaGreig Krull
Higher Education Technology Outlook in Africa. Presentation for Linking Student Satisfaction, Quality Assurance and Peer Review in Higher Education Conference, 13 March 2014.
Designing Quality Learning for Online and Distance EducationGreig Krull
The document discusses key factors for designing quality online and distance learning. It identifies 8 quality factors to consider: learning environment, learning pathway, teacher presence, feedback, activities and assessments, information presentation, social presence, and background of technology. The presentation emphasizes using sound instructional design principles, customizing content appropriately for students, and facilitating effective interactions between students and teachers.
1) The document describes a quality assurance process used for online course development at 7 African universities. It involved workshops on online course design, internal peer review, external review using a quality rubric, course revision, and review validation.
2) Successes included reviewers finding basic elements present in courses and developers feeling the process improved quality. Challenges included developers not seeing criteria beforehand and insufficient time to address feedback.
3) Outcomes included recommendations to enhance institutional quality assurance systems and making some courses open educational resources. The process aimed to build capacity for high-quality online course design and delivery.
Learning Design in the Open - Rethinking our Courses for Tomorrow's African L...Greig Krull
The workshop aims to help participants critically reflect on and redesign courses for African learners using appropriate learning technologies. It introduces tools and templates for evaluating course strengths and areas for improvement, including the 7Cs framework for learning design. Activities guide participants in defining course features, developing a storyboard and activity profile, and auditing resources, including exploring open educational resources. The goal is to help designers create effective, technology-enhanced courses that foster learner interaction and engagement.
This document discusses building the capacity of staff at African higher education institutions to support online learners. It recommends a professional development approach using internal training, innovators, certification, and peer support. A staged process provides initial training on online learning principles and technologies. The results were that academics acquired foundational online teaching skills and realized their roles would shift from transmitting knowledge to facilitating active learning. The impact was enabling institutions to plan online implementations and develop roadmaps for building broader capacity.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
ICT Integration in South African FET Colleges
1. An approach to the use of ICT
in South African FET Colleges:
Lessons from Experience
Greig Krull and Maryla Bialobrzeska
Saide
North-South VET ICT Conference
25 – 27 September 2012
2. Agenda
• Context – Motivators and Constraints
• ICT Integration in the FET Areas
– Teaching, Administration, Communication
• Challenges and Opportunities
– Environment, Institution, People, Technology, Learning
• Case Study: Approach to ICT Integration
• Discussion
3. Overarching Context in FET
Improve quality of teaching and
learning to promote student success
rates and employability
Significantly increased participation
4. Context
1. What is your biggest motivator to integrate ICT into
your teaching and learning?
2. What is your biggest constraint to integrate ICT into
your teaching and learning?
7. ICTs in FET Areas
Administration Teaching
VLEs, eContent, eAssessment,
Records, Finance, Management Support
Communication
Comm Tools, Social Networking
9. Types of Challenges
Environment Institutions
People Technology
Teaching and Learning
10. Environment
Challenges Opportunities
Limited Regional Infrastructure Partnerships between institutions, governments
- Electricity and businesses
- Access to resources
Sustainability Articulate a vision and a strategic framework for
harnessing the potential of ICTs to address a
country's development challenges
Policy Implementation Overarching and guiding national
telecommunications and ICT policies, particularly
as they relate to ICTs in education
11. People
Challenges Opportunities
ICT Literacy of Lecturers and On-going Professional Development
Readiness Provide prior training when introducing ICTs
Extra effort and time involved Implement incentive systems that promote the
in using technologies use of ICTs
Lack of readiness of students Provide support and training for students
to use technologies
Shortage of people with Develop internal capacity in the use of ICT
technical skills to maintain ICT
systems
12. Institutions
Challenges Opportunities
ICT Integration • Vision and commitment of the leadership to
deploying ICTs
• Included in strategic and operational plans
Major financial investment Require strong institutional policy and planning
needed (resource allocation)
High cost of acquiring and • National/Provincial approach for joint
maintaining ICTs negotiations on the cost of bandwidth
• Identify ways in which ICTs will significantly
enhance admin and teaching capabilities
High cost of content Look for freely available resources e.g. Open
Education Resources
Consistency across campuses Centralised units
and colleges
13. Technology
Challenges Opportunities
Reliability and Security • Create a technology plan (includes long term
budget)
• Funds and staff available to sustain investments
in ICT infrastructure and support systems
System / Data Integration • Piloting (test the efficacy of a technology)
• Possible sharing or coordination of ICT usage
with other institutions
Inexperience in procuring Understand total ownership cost (acquisition,
appropriate ICT installation, power supply, maintenance,
replacement, training etc)
Limited bandwidth Enhance bandwidth/connectivity through the
acquisition of suitable infrastructure
14. Teaching, Learning & Student Support
Challenges Opportunities
Student Readiness Academic and Technical Support
Constrained Staff Capacity • Shift to resource based learning
• Focus on good quality learning resources
• College Collaboration
Quality Resources Access to OER
Programme Delivery Flexible delivery methods – online, blended,
distance
15. Case Study: Approach to Integration
Partnership for Higher Education in Africa (PHEA)
Educational Technology Initiative (ETI)
16. Project Objective
“To support interventions in universities to make increasingly
effective use of educational technology to address some of the
underlying educational challenges facing the higher educational
sector in Africa”
Strategic objectives :
• Support initiatives that integrate educational technology
• Promote collaborative knowledge creation and dissemination
• Refine institutional systems to more directly support teaching
• Research and report on educational technology activity
17. Universities Involved
University of
Education
Winneba (Ghana)
Kenyatta University
University of Jos Makerere (Kenya)
(Nigeria) University University of Dar es
University of (Uganda) Salaam (Tanzania)
Ibadan (Nigeria)
Catholic
University of
Mozambique
26 distinct sub-projects across
7 HEIs over 3 years
18. Project Examples
26 Projects
ICT and Elearning Policies, Online courses and interactive e-content, Portfolios,
Digitisation of Exam Papers and Theses, Migration of courses from Blackboard to
Moodle, Open Courseware, Video and Audio Lectures, Executive Information
Systems
Research Papers: Gender ICT Perceptions, Elearning Adoption
19. OERs
Educational materials Examples: curriculum
that have been designed
maps, course materials,
for use in teaching and
learning that are openly
textbooks, videos,
licensed podcasts
Find: International OER Some OER (depending on
Repositories or search the license type) can be
Google (term + creative reworked or remixed to
commons) your local context
20. Lessons Learnt
Rigid hierarchies hamper communication and implementation
Capacity development is a key need
Lack of institutionalised incentives to engage with ICT
Limited ICT infrastructure remains a major barrier
Encourage inter-institutional collaboration
Need for sound financial and pedagogical planning
See the results: www.oerafrica.org (follow links to the PHEA Educational Technology Initiative)
21. Conclusions
Basic problems such as limited bandwidth and intermittent
electricity place significant limitations on the potential for
growth
However…
• Telecommunications capacity is growing rapidly
• Expanding range of devices at reducing costs
• Explosion of available quality content online that educators
and students can link to
• Need governments and institutions to continue investment
and focus on ICT use in FET
22. Summary
Open
Adequate
Education
Infrastructure
Resources
Adaptive Capacity
to Change Building
Look to
Collaboration
add Value
23. Discussion
Thank you
greigk@saide.org.za marylab@saide.org.za
greigk_za Maryla Bialobrzeska
Greig Krull
www.saide.org.za
www.oerafrica.org
This work is licensed under a
Creative Commons Attribution 3.0 Unported License.
24. References
• Johnson, L, Adams, S, and Cummins, M (2012). The NMC Horizon Report:
2012 Higher Education Edition. Austin, Texas: The New Media Consortium.
• Isaacs, S and Hollow, D, (eds) 2012. The eLearning Africa 2012 Report,
ICWE: Germany.
• Commonwealth of Learning. 2009. ICTs for higher education: background
paper from the Commonwealth of Learning. World Conference on Higher
Education, Paris.
• OER Africa: http://www.oerafrica.org/
• PHEA ETI:
http://www.oerafrica.org/phea/PHEAETIProjectHome/tabid/170/Default.
aspx
• http://c4lpt.co.uk/top-100-tools-for-learning-2011/
• Tony Mays, Saide, 2012, Recapping OER Presentation
Editor's Notes
21st century skills -Critical thinking and problem solving, Communication, Collaboration, and Creativity and innovation, Technology and Life skills
Major constraints:Bandwidth, Limited electricity, Financial resources, Human resources, Hardware, Training
Teaching - Virtual Learning Environments (VLEs) - Content dissemination and student support, Online AssessmentComms - Growing interest in the social networking in education working sites, wikis, communication tools and folksonomiesAdmin - systems for: admission and records, examination and transcripts, finance and management information
5th Annual Survey of Learning Tools,compiled from the Top 10 Tools lists of 531 learning professionals worldwide Implications – number of web applications, few education applications
Provide a sense of focus and direction Spell out clearly how improving the ICT capacity of the education sector can help to address issues of access, equity and quality at all levels. Enable institutions to generate their own internal ICT policies, strategies and plans, they also foster an appropriate allocation of resources.
Since students are often more familiar with these technologies than they areProvide a sense of focus and direction and spell out clearly how improving the ICT capacity of the education sector can help to address issues of access, equity and quality at all levels. Enable institutions to generate their own internal ICT policies, strategies and plans, they also foster an appropriate allocation of resources.
foster appropriate allocation of resources determine sustainable staffing issues and faculty roles Enable institutions to generate their own internal ICT policies, strategies and plansFunding, talentInstitutional policies and procedures for adopting and adapting technology
Build staff capacity in the areas of ICT procurement and contracting Use of unlicensed software an issue
Technology is of little use if the pedagogical skills needed to effectively and optimally use it are lackingDo not underestimate the effective interaction of students with content, fellow students and teachers/tutors during the learning processRequires a paradigm shift to a process that promotes interaction, communication, collaboration and construction
26 distinct sub-projects across 7 HEIs over 3 years
27 ProjectsICT and Elearning Policies, Online courses and interactive e-content, Portfolios, Digitisation of Exam Papers and ThesesMigration of courses from Blackboard to Moodle, Open Courseware,Video and Audio Lectures, Executive Information SystemsResearch Papers: Gender ICT Perceptions, Elearning AdoptionInstitutional commitments to ICT growing Strong focus on deployment of ICT to tackle challenges: using Moodle, other technologies (mobile, radio, e-portfolios)Extensive growth in number of online courses produced, Growing use of online courses on campuses
Projects : have specific and realistic deliverables and link to already identified institutional prioritiesInstitutional commitment to ICT needed through presence of supportive ICT policies and ICT Funding
The integration of ICTs in higher education is inevitableICT is moving beyond personal computers to mobile technology, Virtual World, Cloud Computing Role of ICTs in improving quality, widening access and cutting costs in the teaching functionTechnology must be seen as a supportive toolThe use of technology needs to add valueLook to integrate emerging technologies into policies and programmes Identify the specific roles of ICT in enhancing research and learning capabilities Provide for adequate infrastructure - backed by capacity buildingEnhance ICT though inter-institutional collaboration Wide adoption of ICTs calls for mindsets and skill sets that are adaptive to change