The 2013 Eportfolio Forum focused on digital identities, footprints and networks. The keynote speaker was Prof. Phillip Long who discussed how ePortfolios can support learner-driven pathways in the new digital world. He argued that universities need to better utilize technology and implement high-impact learning practices. The rise of mobile devices and lecture capture was also examined. The forum explored how tools like ePortfolios, badges and learning records could provide authentic, participatory learning experiences and credentials owned by learners.
Talk at Brunel University, 7th October 2015.
We are in the midst of a time of change in higher education, it is hard to distinguish hype from innovation. Based on my own experience and the literature I will explore aspects of pedagogy, economics and data around the growing trend towards 'flipped class' teaching.
http://alandix.com/academic/talks/Stories-of-Flipping-Brunel-2015/
E-LEARNING TECHNOLOGIES
Tutorial by Martin Ebner, Martin Schön and Sandra Schön
CC BY SA BIMS e.V. | Martin Ebner, Martin Schön, Sandra Schön | April 2014
URL: http://creativecommons.org/licenses/by-sa/2.0/de/
Teacher A discusses integrating Wi-Fi and Wikipedia into lessons to answer student questions and speaking multiple languages. The document then summarizes an online course for teachers on e-didactics that used various online tools like forums, wikis and video conferencing to encourage collaboration and social learning. It explores moving forward with a personal learning environment to continue supporting the community of practice.
ELISE - e-learning for in service teacher training - EDEN2007 conferenceMaarten Cannaerts
Teacher A discusses integrating Wi-Fi and Wikipedia into lessons to answer student questions and speaking multiple languages. The document then summarizes an online course for teachers on e-didactics that used various online tools like forums, wikis and video conferencing to encourage collaboration and social learning. It explores moving forward with a personal learning environment to continue supporting the community of practice.
This document discusses the proposal for a new Master's program in DevOps engineering at a Bulgarian university. It notes the changing technology landscape and need for DevOps skills in both industry and education. The proposed two-year program would take a use-case driven approach, focusing on practical skills like Linux, programming, automation tooling, containers, virtualization, and cloud computing. The first year introduces fundamental DevOps concepts and technologies. The second year emphasizes continuous integration, delivery, and infrastructure/platform as a service. The goal is to help bridge the gap between development and operations and prepare students for modern software engineering roles.
This document discusses lecture capture technologies and how they have evolved. It notes that while lecture capture has existed for a long time through methods like note-taking, modern technologies now allow for easy audio and video recording of lectures. However, the document argues that lecture capture should really be thought of more broadly as "class capture" and used to support blended learning models through capturing the entire classroom experience, including labs and discussions, and enabling students to access this content flexibly. It addresses both how lecture capture can help students and faculty concerns about its use.
The 2013 Eportfolio Forum focused on digital identities, footprints and networks. The keynote speaker was Prof. Phillip Long who discussed how ePortfolios can support learner-driven pathways in the new digital world. He argued that universities need to better utilize technology and implement high-impact learning practices. The rise of mobile devices and lecture capture was also examined. The forum explored how tools like ePortfolios, badges and learning records could provide authentic, participatory learning experiences and credentials owned by learners.
Talk at Brunel University, 7th October 2015.
We are in the midst of a time of change in higher education, it is hard to distinguish hype from innovation. Based on my own experience and the literature I will explore aspects of pedagogy, economics and data around the growing trend towards 'flipped class' teaching.
http://alandix.com/academic/talks/Stories-of-Flipping-Brunel-2015/
E-LEARNING TECHNOLOGIES
Tutorial by Martin Ebner, Martin Schön and Sandra Schön
CC BY SA BIMS e.V. | Martin Ebner, Martin Schön, Sandra Schön | April 2014
URL: http://creativecommons.org/licenses/by-sa/2.0/de/
Teacher A discusses integrating Wi-Fi and Wikipedia into lessons to answer student questions and speaking multiple languages. The document then summarizes an online course for teachers on e-didactics that used various online tools like forums, wikis and video conferencing to encourage collaboration and social learning. It explores moving forward with a personal learning environment to continue supporting the community of practice.
ELISE - e-learning for in service teacher training - EDEN2007 conferenceMaarten Cannaerts
Teacher A discusses integrating Wi-Fi and Wikipedia into lessons to answer student questions and speaking multiple languages. The document then summarizes an online course for teachers on e-didactics that used various online tools like forums, wikis and video conferencing to encourage collaboration and social learning. It explores moving forward with a personal learning environment to continue supporting the community of practice.
This document discusses the proposal for a new Master's program in DevOps engineering at a Bulgarian university. It notes the changing technology landscape and need for DevOps skills in both industry and education. The proposed two-year program would take a use-case driven approach, focusing on practical skills like Linux, programming, automation tooling, containers, virtualization, and cloud computing. The first year introduces fundamental DevOps concepts and technologies. The second year emphasizes continuous integration, delivery, and infrastructure/platform as a service. The goal is to help bridge the gap between development and operations and prepare students for modern software engineering roles.
This document discusses lecture capture technologies and how they have evolved. It notes that while lecture capture has existed for a long time through methods like note-taking, modern technologies now allow for easy audio and video recording of lectures. However, the document argues that lecture capture should really be thought of more broadly as "class capture" and used to support blended learning models through capturing the entire classroom experience, including labs and discussions, and enabling students to access this content flexibly. It addresses both how lecture capture can help students and faculty concerns about its use.
Creating Learning Nuggets on the Fly - Online Educa 2015Knut Linke
Presentation for the Conferene "Online Educa 2015" in Berlin.
The presentation contains information about the research project Open IT and the Best Practices from the sector of Learning Nuggets from the University Of Applied Sciences Weserbergland.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
Lecture capture: lessons and future directionsClive Young
This document summarizes lecture capture use at University College London (UCL) over 7 years, identifies pedagogical considerations and opportunities, and discusses future directions. Key points include: lecture capture is now mainstream at UCL with over 2000 recordings per term; while originally meant to address student demand, it also drives traffic to the online learning platform and builds media capacity; however, the "lecture capture" label fails to capture its disruptive potential, and focusing on pedagogy and active learning is important for quality and sustainability. The future includes more tools and training for student input and integration of lecture capture into courses.
This document provides an introduction and overview of the Ambient Intelligence: Technology and Design course. The course aims to teach students how to design environments that enrich user experiences using ambient intelligence technologies. It will use a feature-driven design methodology and focus on building a working AmI system. The course is organized with lectures, exercises, and supervised group work where students will design and build an AmI project. Previous student projects and the upcoming 2015 project theme on smart campus applications are also discussed.
The impact of video becoming mainstream across the whole UCL campusClive Young
Video has become mainstream across the University College London (UCL) campus over the past decade. Initially, lectures were simply recorded for students to access online (lecture capture). However, UCL has increasingly focused on using video in pedagogically innovative ways to engage students. Staff now create online video lessons, screen recordings, and flipped classroom models. Students also produce and interact with videos. UCL aims to support these practices by providing training and easy-to-use video tools integrated with the learning management system. The goal is high-quality, sustainable video use that improves the student learning experience.
Licence to teach slp e-learning tools and my tu-tor - november 2012 Marius Pienaar (Dr.)
The document discusses e-learning tools and the myTUTor learning management system. It provides an overview of the role of instructional designers at TUT in developing technology-enhanced courses, providing training and support to staff, and conducting research. It also describes features of myTUTor like designing courses, assessments, and communication tools. The key responsibilities of instructional designers are outlined as instructional design, research, empowerment and support. Contact details are provided for getting assistance with myTUTor.
Licence to Teach: slp e-learning tools and my tu-tor - may 2012 Marius Pienaar (Dr.)
The document discusses e-learning tools and the myTUTor learning management system. It provides an overview of the role of instructional designers in developing technology-enhanced courses and assessments in myTUTor. It also outlines some of the e-learning technologies available at TUT like myTUTor, SafeAssign, Respondus, and tools for video production. The document stresses the importance of focusing on learning when using e-learning technologies and provides contact information for support.
Flipped education video and sounding off - Reynoldsmdxaltc
This document discusses flipped education and using audio/video feedback for student assignments. It proposes that students create video assignments to demonstrate their understanding instead of written work, allowing educators to assess presentation skills. Feedback is usually provided more quickly through audio recordings. Students generally find video assignments and audio feedback useful for understanding content and receiving timely feedback. Creating videos helps students develop digital literacy and online media skills.
Learning Technologist Network - Overview and January 2015 MeetingJames Little
The document summarizes the outcomes of a meeting of the Learning Technologists Network at the University of Leeds. Key points discussed include:
1. Recapping the timeline and activities of the network from 2013 to the end of 2014.
2. Distilling the discussion around what the network should start, stop, and continue doing in 2015, focusing on collaboration, professional development, being open and connected.
3. Planning next steps to relaunch the blog, map out a schedule of topic-focused meetings in various locations, and monitor activities throughout the year.
4. Discussing a New Media Consortium report on emerging educational technologies and how it relates to current and planned work.
5.
Maximizing student learning with multimedia assignmentshorbal125
The document discusses maximizing student learning through multimedia assignments. It outlines different levels of assistance university libraries can provide for multimedia assignments, from general workshops to course design help. Benefits of multimedia assignments include deeper engagement, collaborative learning, preparing students for multiple audiences and careers. The rest of the document provides guidance on designing multimedia assignments, including establishing learning objectives, defining project expectations, choosing appropriate software and equipment, incorporating skills training, addressing copyright and managing student work products. An activity prompts educators to design their own multimedia assignment.
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
The document outlines the structure and content of an introductory course on learning and educational technology. It discusses topics that will be covered in lectures and workshops, including learning theories, educational technologies, and developing a digital portfolio. Students will create blog posts reflecting on their understanding and goals for the course. Assessment is based on active participation, portfolio assignments, and a final digital story. The course aims to introduce students to the field of educational technology and how technology can support learning.
Developing Educational Technology Resources for FacultyKaitlin Walsh
Any college or university, large or small, faces challenges with assisting faculty in their use of educational technology. Faculty often prefer one-on-one sessions with professionals in teaching and learning centers, but doing so often poses significant scheduling challenges and strains available resources. Accordingly, professional staff in the educational technology field often find themselves trying to balance the preferences and needs of faculty against what can be reasonably provided without detracting from other areas of staff responsibility. This session will address these challenges from the perspectives of both a large public institution and a small private institution. Regardless of size, the challenges remain quite similar for both contexts, and incorporating needs assessment and technology usage analytics can go a long way in making decisions. After this session, attendees will leave with new ideas for faculty development along with innovative strategies for incorporating needs assessment and data analytics.
The document discusses knowledge clips and how to produce them. It defines a knowledge clip as a short video where an instructor briefly explains a specific subject or concept. It provides tips for preparing the content and environment, recording successfully, and editing knowledge clips. The document encourages participants to create their own clip to share how they would implement it and provides references for further reading.
Creating Learning Nuggets on the Fly - Online Educa 2015Knut Linke
Presentation for the Conferene "Online Educa 2015" in Berlin.
The presentation contains information about the research project Open IT and the Best Practices from the sector of Learning Nuggets from the University Of Applied Sciences Weserbergland.
A presentation on Course Design and Implementation of Course Delivery in Open and Distance Learning.
Delivered during University of Ibadan Cascade Training for all Academic Staffs in Distance Learning Programme.
Lecture capture: lessons and future directionsClive Young
This document summarizes lecture capture use at University College London (UCL) over 7 years, identifies pedagogical considerations and opportunities, and discusses future directions. Key points include: lecture capture is now mainstream at UCL with over 2000 recordings per term; while originally meant to address student demand, it also drives traffic to the online learning platform and builds media capacity; however, the "lecture capture" label fails to capture its disruptive potential, and focusing on pedagogy and active learning is important for quality and sustainability. The future includes more tools and training for student input and integration of lecture capture into courses.
This document provides an introduction and overview of the Ambient Intelligence: Technology and Design course. The course aims to teach students how to design environments that enrich user experiences using ambient intelligence technologies. It will use a feature-driven design methodology and focus on building a working AmI system. The course is organized with lectures, exercises, and supervised group work where students will design and build an AmI project. Previous student projects and the upcoming 2015 project theme on smart campus applications are also discussed.
The impact of video becoming mainstream across the whole UCL campusClive Young
Video has become mainstream across the University College London (UCL) campus over the past decade. Initially, lectures were simply recorded for students to access online (lecture capture). However, UCL has increasingly focused on using video in pedagogically innovative ways to engage students. Staff now create online video lessons, screen recordings, and flipped classroom models. Students also produce and interact with videos. UCL aims to support these practices by providing training and easy-to-use video tools integrated with the learning management system. The goal is high-quality, sustainable video use that improves the student learning experience.
Licence to teach slp e-learning tools and my tu-tor - november 2012 Marius Pienaar (Dr.)
The document discusses e-learning tools and the myTUTor learning management system. It provides an overview of the role of instructional designers at TUT in developing technology-enhanced courses, providing training and support to staff, and conducting research. It also describes features of myTUTor like designing courses, assessments, and communication tools. The key responsibilities of instructional designers are outlined as instructional design, research, empowerment and support. Contact details are provided for getting assistance with myTUTor.
Licence to Teach: slp e-learning tools and my tu-tor - may 2012 Marius Pienaar (Dr.)
The document discusses e-learning tools and the myTUTor learning management system. It provides an overview of the role of instructional designers in developing technology-enhanced courses and assessments in myTUTor. It also outlines some of the e-learning technologies available at TUT like myTUTor, SafeAssign, Respondus, and tools for video production. The document stresses the importance of focusing on learning when using e-learning technologies and provides contact information for support.
Flipped education video and sounding off - Reynoldsmdxaltc
This document discusses flipped education and using audio/video feedback for student assignments. It proposes that students create video assignments to demonstrate their understanding instead of written work, allowing educators to assess presentation skills. Feedback is usually provided more quickly through audio recordings. Students generally find video assignments and audio feedback useful for understanding content and receiving timely feedback. Creating videos helps students develop digital literacy and online media skills.
Learning Technologist Network - Overview and January 2015 MeetingJames Little
The document summarizes the outcomes of a meeting of the Learning Technologists Network at the University of Leeds. Key points discussed include:
1. Recapping the timeline and activities of the network from 2013 to the end of 2014.
2. Distilling the discussion around what the network should start, stop, and continue doing in 2015, focusing on collaboration, professional development, being open and connected.
3. Planning next steps to relaunch the blog, map out a schedule of topic-focused meetings in various locations, and monitor activities throughout the year.
4. Discussing a New Media Consortium report on emerging educational technologies and how it relates to current and planned work.
5.
Maximizing student learning with multimedia assignmentshorbal125
The document discusses maximizing student learning through multimedia assignments. It outlines different levels of assistance university libraries can provide for multimedia assignments, from general workshops to course design help. Benefits of multimedia assignments include deeper engagement, collaborative learning, preparing students for multiple audiences and careers. The rest of the document provides guidance on designing multimedia assignments, including establishing learning objectives, defining project expectations, choosing appropriate software and equipment, incorporating skills training, addressing copyright and managing student work products. An activity prompts educators to design their own multimedia assignment.
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
From E-Learning to Active Learning: Transforming the Learning EnvironmentClive Young
Experts from University College London share findings and best practices.
Slides from a webinar event 25 April 2013
Always on the forefront of education and research, University College London boasts one of the world’s most sophisticated e-learning strategies and learning environments. With a mission to deliver the “voices and ideas of UCL experts” to a global audience, the team bringing that goal to fruition is uncovering the benefits of e-learning. By utilising blended learning technologies, the UCL E-Learning Environments team realises the potential to deliver an active learning experience to instructors and students alike.
Lecture capture in your toolkit: building digital media into course design Clive Young
Dr. Clive Young, University College London
Keynote for TILT eLearning showcase 2016-17: Innovating design and delivery
Date: Wednesday 14 December 2016
Nottingham Trent University
The document outlines the structure and content of an introductory course on learning and educational technology. It discusses topics that will be covered in lectures and workshops, including learning theories, educational technologies, and developing a digital portfolio. Students will create blog posts reflecting on their understanding and goals for the course. Assessment is based on active participation, portfolio assignments, and a final digital story. The course aims to introduce students to the field of educational technology and how technology can support learning.
Developing Educational Technology Resources for FacultyKaitlin Walsh
Any college or university, large or small, faces challenges with assisting faculty in their use of educational technology. Faculty often prefer one-on-one sessions with professionals in teaching and learning centers, but doing so often poses significant scheduling challenges and strains available resources. Accordingly, professional staff in the educational technology field often find themselves trying to balance the preferences and needs of faculty against what can be reasonably provided without detracting from other areas of staff responsibility. This session will address these challenges from the perspectives of both a large public institution and a small private institution. Regardless of size, the challenges remain quite similar for both contexts, and incorporating needs assessment and technology usage analytics can go a long way in making decisions. After this session, attendees will leave with new ideas for faculty development along with innovative strategies for incorporating needs assessment and data analytics.
The document discusses knowledge clips and how to produce them. It defines a knowledge clip as a short video where an instructor briefly explains a specific subject or concept. It provides tips for preparing the content and environment, recording successfully, and editing knowledge clips. The document encourages participants to create their own clip to share how they would implement it and provides references for further reading.
Similar to Implementation of Inverted Classroom Model for Theoretical Computer Science (20)
Impulsvortrag zum Thema "E-Assessment - Prüfungsprozesse elektronisch unterstützen" an der HS Osnabrück
Die Möglichkeiten, Prüfungen im Rahmen der Hochschullehre elektronisch zu unterstützen, sind vielfältig.
Ob diagnostische Assessments vor oder während einer Veranstaltung, formative Assessments zur begleitenden Lernstandermittlung oder summative Assessments zur Überprüfung des Lernerfolges nach Abschluss einer Lehrveranstaltung, digitale Medien können hierbei eine hilfreiche Unterstützung bieten.
In der Veranstaltung „Lehrende lernen voneinander“ berichten wir über bisherige Erfahrungen und wollen die Einsatzmöglichkeiten an der HSOS diskutieren.
Hinweis zur Vorbereitung: http://ep.elan-ev.de/wiki/E-Assessment
Social TV - Vortrag auf KIT-Kongress, Mai 2011Karsten Morisse
Der Beitrag widmet sich dem Begriff „Social TV“, der in jüngerer Vergangenheit verstärkte Beachtung findet. Das Fernsehen verändert sich. Die traditionellen Fernsehsender öffnen sich in zunehmendem Maße dem Internet, nachdem dieses anfänglich eher als lästige Konkurrenz zum klassischen linearen TV-Angebot gesehen wurde. Einige Sender begleiten heute Sendungen durch Zusatzangebote im Internet via Facebook oder Twitter. Sendungen werden auch über den originären Sendeplatz hinaus in einer Mediathek angeboten. Ferner bieten spezialisierte Dienstleister Zusatzdienste in Form von Diskussionsforen und Social Communities zum TV Angebot an. Gerätehersteller greifen diese Entwicklungen auf, indem moderne TV-Geräte neben dem reinen TV-Angebot Zugriff auf unterschiedlichste Dienste ermöglichen.
In dem Vortrag werden diese Entwicklungen zum „Social TV“ vorgestellt und die Rahmenbedingungen zur Entwicklung derartiger Dienste abgesteckt. Anhand mehrerer Beispiele werden konkrete Dienste diskutiert.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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.)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Implementation of Inverted Classroom Model for Theoretical Computer Science
1. Implementation
of
ICM
for
Theoretical
Computer
Science
Implementation
of
ICM
for
Theoretical
Computer
Science
(E-‐Learn
2015,
Kona,
Hawaii)
Prof.
Dr.
Karsten
Morisse
Hochschule
Osnabrück
2. OverviewOverview
• ICM
– some remarks
• ICM
– Personal
experiences
• ICM
– Students‘
votes &
Results
E-‐Learn
2015,
Oct
2015 ICM@TCS
4. ICM
-‐ AssumptionsICM
-‐ Assumptions
1. Presence
time
is
valuable!
2. Instruction
as
a
lecture
is
good
for
knowledge
presentation
and
looses
less
as
a
lecture
recording.
3. Instruction
precedes
practical
usage.
E-‐Learn
2015,
Oct
2015 ICM@TCS
5. ICM
-‐ DefinitionICM
-‐ Definition
E-‐Learn
2015,
Oct
2015 ICM@TCS
Inverted
Classroom
2.
Application,
usage,
practice
1.
Instruction
Script/Textbook
Traditional
class
1.
Instruction
Lehrorientierung
Dozentenzentrierter
Informationstransfer
2.
Application,
usage,
practice
Script/Textbook Problems/Exercises
6. ICM
– Presence
timeICM
– Presence
time
• Don‘t
lecture!
• Usage
of
„free“
time
– Clarify
open
questions
– Problem
solving,
work
on
exercises
– Active
plenum
– Discussions
– Teamwork
– Role-‐playing
games
– (Short-‐)
presentations
– ....
E-‐Learn
2015,
Oct
2015 ICM@TCS
Traditional
class Inverted Classroom
1.
Instruction
Lehrorientierung
Dozentenzentrierter
Informationstransfer
2.
Application,
usage,
practice
1.
Instruction
Scr ipt
2.
Application,
usage,
practice
Praktizieren
Scr ipt Auf gaben
7. Advantages/Benefits
(Theory)Advantages/Benefits
(Theory)
• Students
– Autonomy
of
learning:
• Anytime,
anywhere
• Individual
speed
– Different
learning
styles
– More
time
for
exercising
/practicing
(application
of
knowledge)
– Coach
is
available
during
practice/exercise
• Teacher
– Early
feedback:
students‘
knowledge
– New/changed
understanding
of
teacher‘s
role
E-‐Learn
2015,
Oct
2015 ICM@TCS
• General
– Focus
of
teaching
&
learning:
teacher
à student
Traditional
class Inverted Classroom
1.
Instruction
Lehrorientierung
Dozentenzentrierter
Informationstransfer
2.
Application,
usage,
practice
1.
Instruction
Scr ipt
2.
Application,
usage,
practice
Praktizieren
Scr ipt Auf gaben
8. ICM
-‐ ChallengesICM
-‐ Challenges
• Technical
Requirements
&
Material
production
– „Do
I
need
it
perfect
or
do
I
need
it
by
Tuesday?“
(A.
Sams)
– Make
a
trial;
Step
by
step
– use
material
of
others
(textbooks,
videos)
– University
should
provide
service
infrastructure
• Presence
time
– Valuable
experience
for
students
– High
degree
of
interaction
between
students
and
coach
– Individual
support
• Students‘
motivation
– Clarification
of
workload
model
– Clear
communication:
what
is
expected
from
students
– Guidelines
/
Introduction
to
new
topics
– Incentive
schemes
E-‐Learn
2015,
Oct
2015 ICM@TCS
9. PERSONAL
EXPERIENCES WITH ICMPERSONAL
EXPERIENCES WITH ICM
Audio-‐/Videotechnik
(B.Sc.
Media
&
CS,
3.
Sem)
Theoretische
Informatik
(B.Sc.
Media
&
CS,
4.
Sem)
E-‐Learn
2015,
Oct
2015 ICM@TCS
10. Personal
BackgroundPersonal
Background
• C.V.
– 1990:
Diploma
Computer
Science
– 1996:
Ph.D.
Mathematics
– 1995
– 99:
Industrial
employment
– 1999:
Professor
Multimedia
(FH
Trier)
– Since
2000:
Professor
Media
&
Computer
Science
(HSOS)
• Personal
characteristics
– Curious
– Interested
in
technology
– “Learning
Experiments”
E-‐Learn
2015,
Oct
2015 ICM@TCS
18. Presence
timePresence
time
E-‐Learn
2015,
Oct
2015 ICM@TCS
Activity Time
(in
min) Description
Self-‐reflection 5 Critical
reflection
on
course
preparation
Warm-‐Up 5-‐10 3x3
Teamwork,
Clicker
Q &
A 10 Q &
A
to
the
content
Teamwork 50
– 60 Work
on
problems/exercises
in
small
groups
Discussion 15 Discussion
of
selected
problems
Clicker:
Peer
Instruction
Exercises
19. STUDENTS‘
VOTESSTUDENTS‘
VOTES
E-‐Learn
2015,
Oct
2015 ICM@TCS
Evaluation
2007
S.
Wichelhaus,
T.
Schüler,
M.
Ramm,
K.
Morisse:
Medienkompetenz
und
selbstorganisiertes
Lernen
-‐ Ergebnisse
einer
Evaluation.
In
S.
Zauchner,
P.
Baumgartner,
E.
Blaschitz,
A.
Weissenbäck (Hrsg.):
Offener
Bildungsraum
Hochschule,
S.
124
-‐
133,
Waxmann-‐Verlag,
Münster,
2008.
Evaluation
April
15
20. I
do
feel
motivated
by
the
lecture
concept
...I
do
feel
motivated
by
the
lecture
concept
...
• „...
I
can
learn
with
a
flexible
temporal
structure
and
do
not
have
a
fixed
schedule.
“
• „...
I
have
the
option
to
repeat
the
lecture,
especially
for
the
exam
preparation.“
• „...
I
can
ask
individual
questions.“
• „...
I
can
repeat
the
things
I
have
not
understand.“
• „...
I
can
check
my
understanding
by
working
on
the
exercises
and
can
get
a
deeper
knowledge
especially
on
difficult
topics.“
E-‐Learn
2015,
Oct
2015 ICM@TCS
21. Students‘
votes
(2)Students‘
votes
(2)
The
concept
is
a
reasonable
alternative...
– „...
It
fosters
the
individual
responsibility
for
learning.“
The
organization
is
beneficial
for
my
learning
style...
– „...
I
have
to
take
personal
responsibility“
– „...
I
learn
to
organize
myself“
– „...
I
can
do
my
side
job“
Generally,
I
feel
motivated
...
– „...
I‘m
stimulated
to
autonomous
work
with
individual
responsibility“
E-‐Learn
2015,
Oct
2015 ICM@TCS
22. General
acceptance
/
ICM
vs
lectureGeneral
acceptance
/
ICM
vs
lecture
ICM is a good learning
methodology for me
With ICM it is easier to
learn than with the
classical lecture
E-‐Learn
2015,
Oct
2015 ICM@TCS
April
2015:
N=16,
male:
14,
female:
2,
4th
sem:
13,
5th
sem:
1,
6th
sem:
2
0
2
4
6
8
10
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
0
2
4
6
8
10
12
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
23. Script
and
Video
for
independent
learningScript
and
Video
for
independent
learning
I can learn independently
with the script
I can learn independently
with the videos
E-‐Learn
2015,
Oct
2015 ICM@TCS
April
2015:
N=16,
male:
14,
female:
2,
4th
sem:
13,
5th
sem:
1,
6th
sem:
2
0
1
2
3
4
5
6
7
8
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
0
2
4
6
8
10
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
24. Length
of
videoLength
of
video
The video length is
appropriate
I prefer complete lecture
recordings
E-‐Learn
2015,
Oct
2015 ICM@TCS
April
2015:
N=16,
male:
14,
female:
2,
4th
sem:
13,
5th
sem:
1,
6th
sem:
2
0
1
2
3
4
5
6
7
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
0
1
2
3
4
5
6
7
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
25. Personal
responsibilityPersonal
responsibility
ICM supports personal responsibility and
active learning
E-‐Learn
2015,
Oct
2015 ICM@TCS
April
2015:
N=16,
male:
14,
female:
2,
4th
sem:
13,
5th
sem:
1,
6th
sem:
2
0
2
4
6
8
10
12
Strongly
Agree
Agree Disagree Strongly
Disagree
NA
Datenreihe1
27. Performance
measurementPerformance
measurement
• Little
studies
on
PM
of
ICM
• By
trend
– In
general:
good
acceptance
of
ICM
– Rare
differences
in
the
performance
• Own
experiences
(observation)
– Slightly
better
average
grade
– Less
„exam
failure“
E-‐Learn
2015,
Oct
2015 ICM@TCS
-‐0,4
-‐0,2
0
0,2
0,4
0,6
0,8
SoSe
03 WiSe
04/05
SoSe
05WiSe
05SoSe
06 WS
06/07
SoSe
07 WiSe
07/08
SoSe
08 WiSe
08/09
SoSe
09 WiSe
11/12
Deviation
Median
AV ICM
28. Important benefitsImportant benefits
• Evaluation
HSOS
(Learning
Center):
„Important skills after
studies“
(select 3/9,
3/11)
E-‐Learn
2015,
Oct
2015 ICM@TCS
Students
(N=1574)
Teachers
(N=124)
Companies
(N=202)
1. Specialized
knowledge Self-‐dependence
and
personal
responsibility
Self-‐dependence
and
personal
responsibility
2. Self-‐dependence
and
personal
responsibility
Specialized
knowledge Teamwork
&
cooperation
3. Transfer of
theory
to
practice Critical
thinking Transfer of
theory
to
practice
4. Critical
thinking Transfer of
theory
to
practice
Specialized
knowledge
5. Teamwork
&
cooperation Multidisciplinarity Multidisciplinarity
ICM
fosters self-‐dependenceand personal
responsibility!
29. Role
change
of
lecturerRole
change
of
lecturer
E-‐Learn
2015,
Oct
2015 ICM@TCS
„The
lecturers
are
not
the
entrance
to
education
anymore.
The
portals
of
education
are
more
an
more
in
the
internet.
Students
need
extraordinary
guides/coaches in
the
virtual
world
(of
education).“
G.
Dueck,
ProfessionelleIntelligenz,
Eichborn-‐Verlag,
2012
Former
CTO
of
IBM
Germany;
Author,
Innovator
30. Prof.
Dr.
Karsten
Morisse
Mail:
k.morisse@hs-‐osnabrueck.de
Fon:
+49.541.969
3615
E-‐Learn
2015,
Oct
2015 ICM@TCS
Thank
you!
Questions
/
Remarks
/
Comments?