Presentation from Lynnae Rankin, eLearning Manager at UWS. This presentation was given on the 2012 CAUDIT Learning Space Study Tour and discusses the importance of Learning Space Design for Blended Learning
This document discusses teaching and learning in a world of technology. It outlines several principles for effective teaching and learning, including meaningful learning through active, constructive, intentional, authentic, and cooperative engagement. It also discusses seven principles for good undergraduate education involving student-faculty contact, cooperation, active learning, feedback, time on task, expectations, and respect for talents. The document then examines how technology can leverage these principles and foster emotional engagement through practice, community, identity, and meaning. Finally, it describes the evolution of e-learning from course-centered to student-centered to context-centered models and how technology impacts today's students.
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
Atelier/webinaire du projet eLene2learn lors du The 7th EDEN Research Workshop
Description des objectifs du projet , de la phase 1 d'échanges de pratiques et des premiers résultats notamment "how to guide " http://www.elene2learn.eu/documents/10477/24251/How+to+guide.pdf
Blended Learning Features within the Blackboard VLEMatthew Deeprose
This document discusses various tools in Blackboard that can assist with blended learning approaches. It describes features like avatars, global navigation, notifications, mobile apps, gamification tools, discussion boards, wikis, learning objects, adaptive release, assessments, and the retention center. The tools are mapped to different learning behaviors like constructivism and socially situated learning. Screenshots and links are provided to explain how each tool works.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
Moving learning from face to-face to onlinejosephsicard
The document discusses considerations for moving training materials from face-to-face to distance learning. It identifies key roles like the project lead, instructor, and instructional designer. It also covers learner analysis, using a course management system, technologies to support online learning, and both advantages and disadvantages to the transition. The training manager is looking to make training modules and materials available online 24/7 to improve communication among trainees and trainers.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
This document discusses teaching and learning in a world of technology. It outlines several principles for effective teaching and learning, including meaningful learning through active, constructive, intentional, authentic, and cooperative engagement. It also discusses seven principles for good undergraduate education involving student-faculty contact, cooperation, active learning, feedback, time on task, expectations, and respect for talents. The document then examines how technology can leverage these principles and foster emotional engagement through practice, community, identity, and meaning. Finally, it describes the evolution of e-learning from course-centered to student-centered to context-centered models and how technology impacts today's students.
Design of Personal Learning Environment Framework for Learner AutonomyJennifer Lim
This document discusses personal learning environments (PLE) as a complement to learning management systems (LMS) that aim to promote learner autonomy and lifelong learning. It proposes a framework for PLE that encourages learner autonomy by allowing learners to control their own learning goals, activities, and experiences using Web 2.0 technologies. The framework is applied to "Studious Network", a PLE platform that allows learners to explore Web 2.0 apps and exercise autonomy in an informal learning setting. An evaluation of Studious Network found that users generally had a positive experience in using the system to support their autonomous learning.
Atelier/webinaire du projet eLene2learn lors du The 7th EDEN Research Workshop
Description des objectifs du projet , de la phase 1 d'échanges de pratiques et des premiers résultats notamment "how to guide " http://www.elene2learn.eu/documents/10477/24251/How+to+guide.pdf
Blended Learning Features within the Blackboard VLEMatthew Deeprose
This document discusses various tools in Blackboard that can assist with blended learning approaches. It describes features like avatars, global navigation, notifications, mobile apps, gamification tools, discussion boards, wikis, learning objects, adaptive release, assessments, and the retention center. The tools are mapped to different learning behaviors like constructivism and socially situated learning. Screenshots and links are provided to explain how each tool works.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
This document discusses instructional strategies for today's learners using information and communication technologies (ICT). It outlines the needs of learners for ubiquitous, active, interactive learning and development of communication, collaboration, critical thinking and problem solving skills. Learning environments should be self-directed, student-centered and involve active participation. ICT-based instructional strategies discussed include interactive multimedia, web-based learning, mobile teaching, collaborative strategies like discussion groups and social media, and evaluation strategies like e-portfolios, concept maps and rubrics.
Moving learning from face to-face to onlinejosephsicard
The document discusses considerations for moving training materials from face-to-face to distance learning. It identifies key roles like the project lead, instructor, and instructional designer. It also covers learner analysis, using a course management system, technologies to support online learning, and both advantages and disadvantages to the transition. The training manager is looking to make training modules and materials available online 24/7 to improve communication among trainees and trainers.
This document discusses developing a sense of community in blended learning environments. It explains that research shows people learn best through social interaction. The "Community of Inquiry" model outlines three presences - teaching, social, and cognitive - that are important for building community. Specific strategies are presented for instructional design of online components, establishing social presence, and evolving online discussions in class. Examples from extension courses demonstrate focusing on details, profiles to connect learners, and moderating discussions to develop trust and engagement over time. The conclusion emphasizes that community is about relationships between people more than the technology itself.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Keynote 1 meeting the challenge of technologyCOHERE2012
The document discusses challenges in managing learning technologies in higher education. It analyzes case studies that found issues like a lack of strategic planning, inadequate resources, and poor governance structures. Effective management of learning technologies requires clear goals, appropriate resources, training for instructors and administrators, and a governance model that supports decision-making.
National Learning and Teaching Forum - Redefining Blended LearningMike KEPPELL
This document discusses blended learning and defines it as examining relationships between flexible learning opportunities to optimize student engagement and learning outcomes regardless of study mode. It describes blended learning as a combination of online and face-to-face delivery that allows educational institutions to cater to diverse student needs. The document also outlines assumptions of blended learning, including that universities value lifelong learning skills and responsive programs.
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
This document discusses knowledge and education. It begins by asking how we gain knowledge and what knowledge can do. It then discusses pedagogy, design, and technology. It questions what is known about these topics and the current state of higher education. Finally, it provides biographical information about the author and their research interests, which include technological pedagogical content knowledge, successful online teaching, and how teacher knowledge develops in different contexts.
Roles and Responsibilities of the Online InstructorJason Rhode
The document discusses the roles and responsibilities of an online instructor. It identifies four main roles: pedagogical, social, managerial, and technical. For each role, it provides recommendations on how to be an effective online instructor such as maintaining flexibility, encouraging participation, and providing clear guidelines and feedback to students. The goal is to create an online learning community where students actively collaborate and learn from each other.
Enhacing student engagement in flexible learningMartin Nobis
The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
The document discusses the key components and qualities of a Malaysian Smart School. It outlines that a Smart School has (1) a philosophy that all students can learn if taught, (2) a broad curriculum tailored to student needs and abilities, and (3) uses technology to enhance the teaching-learning process, management/administration, and communication. It also details the teaching-learning components in Smart Schools which include policies, technology, human resources and processes to ensure students receive a well-rounded education.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
This document discusses learning objects and how university libraries can use them. It defines learning objects as self-contained, reusable pieces of content that can be used across different contexts and platforms. Learning objects contain metadata tags to help users find them. The document provides examples of static and dynamic learning objects and explains how libraries can use learning objects to reinforce, complement, and supplement classroom instruction. It discusses designing learning objects to engage all learners and be reusable across different technologies and environments.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
This document summarizes a workshop on blended learning design and research. The workshop included an overview of blended learning, examining a case study theme in groups, presentations of the case studies with peer feedback, and a wrap up. The overview of blended learning discussed definitions and approaches like the flipped classroom. The rest of the workshop guided participants through analyzing, designing, and implementing a blended learning case study of their choice on a given theme.
This document discusses adventures with technology in learning and teaching. It outlines five adventures needed to change practice: interactions, blended learning, good practice reports, change management, and open education. The role of technology is to enable new learning experiences and enrich existing scenarios. Personal perspectives and dynamic contexts were also discussed. Blended and flexible learning approaches were presented along with learning designs. Institutional mindsets need to embrace blended learning and use distributive leadership to create strategic change.
Design and Development of Personal Learning Environment for Higher EducationJennifer Lim
The document proposes designing and developing a personal learning environment (PLE) to integrate with existing learning management systems (LMS) used in higher education. It outlines limitations of LMS in supporting learning beyond coursework and aims to address this by allowing learners more control over their learning through social software. The research will design a PLE prototype, identify types of social media that could be included, and evaluate the prototype to enhance e-learning and move beyond the boundaries of current institutional learning platforms.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
Staff who say "no" to Technology Enhanced Learningsuegreener
1) There is often resistance to adopting online learning from mainstream academics due to strong pedagogical beliefs and a focus on face-to-face interaction.
2) Early adopters are more interested in the technical potential while mainstream staff focus more on increased workload and the value of in-person learning.
3) Adoption of online learning is influenced by factors like academic discipline, internet usage, personal entrepreneurship, and digital skills, which affect teachers' sense of self-efficacy and willingness to experiment.
The document presents a framework for personalised e-learning. It positions different technologies, like VLEs and e-portfolios, within a matrix that considers the decision-making process (rational, judgemental, political, complex) and level of customization (transparent, adaptive, cosmetic, collaborative). The framework is meant to optimize learner needs rather than just provide choice. It also emphasizes skills like collaboration, independence, and self-assessment. Overall, the framework conceptualizes technology as representing cultural processes rather than prescribing specific software solutions.
The document outlines indicators of success for Māori students enjoying education, including a case study on a Te Reo Māori class project that utilized ICT tools to motivate students and improve learning outcomes. It discusses establishing a culture of co-construction between teachers and students through sharing responsibility, creating common understandings, and reflecting together on classroom experiences. The document poses questions to consider implementing these ideas to develop thriving learning communities.
ACT Education and Training Directorate Leadership Conference 2012digimuve
The document discusses the concept of "next practice" in education, which focuses on developing genuinely new approaches to teaching and learning through disciplined imagination. It proposes a "next practice" innovation model that supports practitioners in developing creative solutions to problems while maintaining relevance. The model encourages small groups of empowered teachers to push boundaries and share innovations so they can be implemented more widely. Two examples are provided: digital learning labs where teachers develop skills and new pedagogies, and a blended learning initiative where students work in cross-class teams using social networking and digital tools.
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
This document discusses building classroom community using collaborative online course design. It describes research-based pedagogical practices for building community in hybrid and online environments using tools like wikis, blogs, e-portfolios, and discussion boards. The presentation provides examples of synchronous tools like chat and video conferencing as well as asynchronous tools and how to develop student-centered activities and assignments using them.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Keynote 1 meeting the challenge of technologyCOHERE2012
The document discusses challenges in managing learning technologies in higher education. It analyzes case studies that found issues like a lack of strategic planning, inadequate resources, and poor governance structures. Effective management of learning technologies requires clear goals, appropriate resources, training for instructors and administrators, and a governance model that supports decision-making.
National Learning and Teaching Forum - Redefining Blended LearningMike KEPPELL
This document discusses blended learning and defines it as examining relationships between flexible learning opportunities to optimize student engagement and learning outcomes regardless of study mode. It describes blended learning as a combination of online and face-to-face delivery that allows educational institutions to cater to diverse student needs. The document also outlines assumptions of blended learning, including that universities value lifelong learning skills and responsive programs.
Digitalization in Higher Education Knowledge ManagementDjadja Sardjana
Strong impact of the birth of globalization will result in a change in management strategy of education and training.
For that requires knowledge of education and learning methods are new
This document discusses knowledge and education. It begins by asking how we gain knowledge and what knowledge can do. It then discusses pedagogy, design, and technology. It questions what is known about these topics and the current state of higher education. Finally, it provides biographical information about the author and their research interests, which include technological pedagogical content knowledge, successful online teaching, and how teacher knowledge develops in different contexts.
Roles and Responsibilities of the Online InstructorJason Rhode
The document discusses the roles and responsibilities of an online instructor. It identifies four main roles: pedagogical, social, managerial, and technical. For each role, it provides recommendations on how to be an effective online instructor such as maintaining flexibility, encouraging participation, and providing clear guidelines and feedback to students. The goal is to create an online learning community where students actively collaborate and learn from each other.
Enhacing student engagement in flexible learningMartin Nobis
The document discusses strategies for increasing student engagement in online courses. It identifies barriers to engagement such as financial stress and lack of interaction. It recommends using active learning methods like discussion and group projects instead of passive methods like lectures. Specific strategies mentioned include creating an online social presence through video feedback and profiles, extending learning beyond the classroom through social media activities, and providing open educational resources and academic support online. The document emphasizes the importance of collaboration, managing conflicts, and periodically assessing performance in online group work.
The document discusses the key components and qualities of a Malaysian Smart School. It outlines that a Smart School has (1) a philosophy that all students can learn if taught, (2) a broad curriculum tailored to student needs and abilities, and (3) uses technology to enhance the teaching-learning process, management/administration, and communication. It also details the teaching-learning components in Smart Schools which include policies, technology, human resources and processes to ensure students receive a well-rounded education.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
This document discusses learning objects and how university libraries can use them. It defines learning objects as self-contained, reusable pieces of content that can be used across different contexts and platforms. Learning objects contain metadata tags to help users find them. The document provides examples of static and dynamic learning objects and explains how libraries can use learning objects to reinforce, complement, and supplement classroom instruction. It discusses designing learning objects to engage all learners and be reusable across different technologies and environments.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
This document summarizes a workshop on blended learning design and research. The workshop included an overview of blended learning, examining a case study theme in groups, presentations of the case studies with peer feedback, and a wrap up. The overview of blended learning discussed definitions and approaches like the flipped classroom. The rest of the workshop guided participants through analyzing, designing, and implementing a blended learning case study of their choice on a given theme.
This document discusses adventures with technology in learning and teaching. It outlines five adventures needed to change practice: interactions, blended learning, good practice reports, change management, and open education. The role of technology is to enable new learning experiences and enrich existing scenarios. Personal perspectives and dynamic contexts were also discussed. Blended and flexible learning approaches were presented along with learning designs. Institutional mindsets need to embrace blended learning and use distributive leadership to create strategic change.
Design and Development of Personal Learning Environment for Higher EducationJennifer Lim
The document proposes designing and developing a personal learning environment (PLE) to integrate with existing learning management systems (LMS) used in higher education. It outlines limitations of LMS in supporting learning beyond coursework and aims to address this by allowing learners more control over their learning through social software. The research will design a PLE prototype, identify types of social media that could be included, and evaluate the prototype to enhance e-learning and move beyond the boundaries of current institutional learning platforms.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
This document discusses learning design, which aims to make educational design practices more explicit. It proposes a new methodology called "learning design" to shift educational design from an implicit to an explicit and design-based practice. The author provides an overview of learning design research at the Open University, including the development of conceptual design views, a tool for visualizing designs called CompendiumLD, and an online social network called Cloudworks for sharing and discussing learning designs. The author argues that adopting a more principled design approach could help practitioners make more informed choices about designing learning interventions and integrating technology and pedagogy.
Staff who say "no" to Technology Enhanced Learningsuegreener
1) There is often resistance to adopting online learning from mainstream academics due to strong pedagogical beliefs and a focus on face-to-face interaction.
2) Early adopters are more interested in the technical potential while mainstream staff focus more on increased workload and the value of in-person learning.
3) Adoption of online learning is influenced by factors like academic discipline, internet usage, personal entrepreneurship, and digital skills, which affect teachers' sense of self-efficacy and willingness to experiment.
The document presents a framework for personalised e-learning. It positions different technologies, like VLEs and e-portfolios, within a matrix that considers the decision-making process (rational, judgemental, political, complex) and level of customization (transparent, adaptive, cosmetic, collaborative). The framework is meant to optimize learner needs rather than just provide choice. It also emphasizes skills like collaboration, independence, and self-assessment. Overall, the framework conceptualizes technology as representing cultural processes rather than prescribing specific software solutions.
The document outlines indicators of success for Māori students enjoying education, including a case study on a Te Reo Māori class project that utilized ICT tools to motivate students and improve learning outcomes. It discusses establishing a culture of co-construction between teachers and students through sharing responsibility, creating common understandings, and reflecting together on classroom experiences. The document poses questions to consider implementing these ideas to develop thriving learning communities.
ACT Education and Training Directorate Leadership Conference 2012digimuve
The document discusses the concept of "next practice" in education, which focuses on developing genuinely new approaches to teaching and learning through disciplined imagination. It proposes a "next practice" innovation model that supports practitioners in developing creative solutions to problems while maintaining relevance. The model encourages small groups of empowered teachers to push boundaries and share innovations so they can be implemented more widely. Two examples are provided: digital learning labs where teachers develop skills and new pedagogies, and a blended learning initiative where students work in cross-class teams using social networking and digital tools.
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
This document discusses building classroom community using collaborative online course design. It describes research-based pedagogical practices for building community in hybrid and online environments using tools like wikis, blogs, e-portfolios, and discussion boards. The presentation provides examples of synchronous tools like chat and video conferencing as well as asynchronous tools and how to develop student-centered activities and assignments using them.
This document summarizes the University of Western Sydney's plans to implement blended learning. It discusses drivers for change including student needs, curriculum redesign using online and face-to-face learning, and transforming learning spaces. The university aims to offer flexible learning options through a combination of online lectures, on-campus seminars, and accessible content. Projects include renovating teaching spaces and learning commons across several campuses to support collaborative blended learning.
The document discusses how online learning networks can be used for knowledge sharing, tutorials, and interactions between students and teachers. It describes features of online networks like bookmarking resources, asking questions, creating groups, and messaging. Networks allow expanding learning beyond traditional institutions by connecting with peers and experts. The Learning Center promotes using such networks to build communities of practice for staff and students, provide online tutorials and resources, and eliminate barriers to learning.
The document discusses the debate between virtual learning environments (VLEs) and personal learning environments (PLEs). It outlines some key differences between VLEs and PLEs, noting that VLEs provide more formal, accredited courses while PLEs support more informal learning. However, the boundaries between the two are blurring. The document advocates using VLEs as a "Trojan horse" to shift pedagogical practices towards more collaborative and reflective learning. It also compares the tools, learner perceptions and design challenges of formal courses in a VLE versus informal MOOCs.
Reframing practice: integrating social software to enable informal learning.Anne Bartlett-Bragg
This document discusses using social software to enable informal learning in organizational contexts. It begins by explaining how social software applications like blogs, wikis and podcasts are being used to facilitate knowledge sharing and informal learning. However, implementing social software for informal learning faces challenges including organizational, individual and pedagogical inhibitors. The document provides examples of these inhibitors and argues that educators need to adopt a Mode 3 teaching approach that guides informal learning through social software rather than more formal pedagogical models. Overall, the document analyzes how social software can support informal workplace learning but also identifies issues that must be addressed for its effective implementation.
Blended Learning: The Future of Higher EducationMike KEPPELL
The document discusses blended learning in higher education. It defines blended learning as a combination of face-to-face and online teaching and learning. Blended learning provides benefits at different levels, from individual activities to entire university programs. Examples of blended learning paradigms include enabling access, enhancing existing pedagogy, and transforming teaching approaches. The document also provides an example of a blended learning design for a postgraduate education course that incorporates problem-based and project-based learning.
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
This document discusses John Distler's teaching philosophy and experience with online education. It focuses on creating online learning communities, transitioning faculty to online teaching, and using problem-based learning for teaching advanced physical assessment. Key points include emphasizing student engagement, collaboration, and facilitating student-centered learning both online and in hybrid environments. Research results showed that problem-based learning led to increased information-seeking and critical thinking skills but students wanted more guidance and found it difficult to understand required content. Recommendations include starting with a hybrid approach and offering more guidance and structure when implementing problem-based learning.
Visionary Education Delivery proposes an innovative model for online higher education that is interactive, accessible, and provides a meaningful learning experience for students. The model aims to transition traditional "brick and mortar" universities to a "brick and click" model by facilitating interactive online communities and virtual classrooms. This would enhance the student experience by allowing for anytime learning and a collaborative exchange of ideas, addressing criticisms that online learning lacks social interaction and face-to-face validation.
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
The document discusses the benefits of Moodle for students, teachers, and parents. For students, Moodle caters to different learning styles, provides opportunities for extension and revision, and appeals to digital natives. For teachers, Moodle provides tools to embed ICT across the curriculum, reduces workload over time, and places responsibility on students and parents. For parents, Moodle supports home-school links and provides a secure environment for information and communication. The document advises teachers to start small by choosing one topic to develop in Moodle rather than putting everything online at once.
This document discusses using educational technology to achieve a truly collaborative pedagogy in English classrooms. It defines key terms like educational technology and collaborative pedagogy. It also describes how tools like social media, blogs and videos can be used to create a blended collaborative model compared to the traditional broadcast model. The document outlines rotation blended course models and discusses the roles of instructors and students in blended delivery. It addresses benefits of collaborative blended delivery like creating an ethical classroom and considerations to address. Finally, it discusses developing digital literacy skills needed for educational technology.
This document provides guidance on developing a blended learning framework. It discusses key elements to consider such as learning outcomes, pedagogical approaches, who will be involved, learning spaces, digital tools, and devices. Users are prompted to think about these core components to create their own blended learning approach. Flexible online units of work are also mentioned as an example of a blended learning model. Guidance is offered on transitioning gradually to blended learning by starting with supplemental online materials before integrating more interactive elements.
The document discusses blended learning and its benefits. It defines blended learning as combining face-to-face learning with online learning. Blended learning provides benefits such as improved education through interactive learning, increased access and flexibility, and cost efficiency. It also discusses different levels of blended learning integration and factors that promote successful blended learning programs.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. The importance of learning
spaces in blended learning
Lynnae Rankine, e-Learning Manager
(l.rankine@uws.edu.au)
2. “The higher education sector is undergoing a
fundamental transformation in terms of its
role in society, mode of operation, and
economic structure and value”
Source: Ernst & Young “University of the Future” 2012
3. Blended learning
is a driver of
change for the
universities of the
future
Source: Ernst & Young “University of the Future” 2012
5. Blended learning at UWS refers to a strategic
and systematic approach to combining times
and modes of learning, integrating the best
aspects of face-to-face and online interactions
for each discipline, using appropriate ICTs.
6. The student experience
• Offers on campus experience
• Progressively prepares students for more blended
learning
• Is discipline context specific
• Provides different avenues for interaction
• Offers fully off-campus as an option
7. What does blended learning look
like?
Intensive on-campus learning
Online lectures & Site-based
on-campus learning
seminars
Creating and
Access to learning sharing content
anytime
Use UWS
Group assignments & technologies
online peer review of with my own
work
Flexible Social Study
for me networks groups
8. Blending it all
Formal, informal, virtual learning
Promoting engaged
enquiry, authentic and
discovery-based learning
Incorporates
student
Offering learning
collaboration preferences
anytime,
anywhere
Source: http://sydney.edu.au/elearning/learningSpace/ltSpace.shtml
9. Critical questions
1. What are the learning outcomes?
2. What, and where, are the learning activities?
3. What will students do online?
4. What will students do on campus, on-site?
5. What supports are required?
10. Conclusion
• Blended learning is the combination of times and modes
of learning, integrates the best aspects of face-to-face
and online interactions for each discipline, using
appropriate ICTs
• Examples of blended learning include authentic learning
contexts, problem solving, project based learning tasks
• Designing optimal learning spaces, virtual and physical,
will be a key success factor for blended learning