This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
This document discusses how new technologies are impacting learning and pedagogies. It notes that rapid technological changes require new digital literacy skills for both learners and teachers. Emerging open practices and new forms of online communities and interactivity are discussed. Trends in educational technology like mobile learning, personalized learning, and cloud computing are presented. The impacts of social and participatory media on learning are explored, as are different learning theories like associative, constructivist, situated, connectivist, and inquiry-based approaches. Mobile learning applications and an example virtual genetics lab are described. Design principles for new learning spaces are outlined, and how new digital literacies involve social and collaborative skills are discussed.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Can we afford CSCL? And do we have the time? This document discusses three premises related to considering the affordances of CSCL: 1) Artifacts and our perception of them influence our behavior. 2) Behavior is determined by culture, material, and technology. 3) Education is always a combination of technological, social, and pedagogical affordances. It also examines how time impacts social awareness, trust, belonging and other factors in collaborative learning. Technological opportunities and constraints like platform features, synchronicity and bandwidth also shape the learning affordances. The document calls for analyzing the combination of educational, social and technological affordances to optimize CSCL environments and tools.
Webinar: Enterprise Social Networking to Foster Employee Engagement tibbr
Join us to hear KPMG explain, how a social computing platform has accelerated the circulation of intelligence, enhanced productivity, and, empowered better solutions for its clients.
Marcia Conner from the Altimeter Group also sheds light on the top global trends driving the adoption of enterprise social computing.
For more information, please visit http://www.tibbr.com/
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
The document discusses SIVECO Romania's efforts to improve education through innovative 3D and augmented reality technologies. It describes their AeL educational content which uses glasses-less 3D displays to bring learning objects to life. SIVECO is also applying multi-touch and augmented reality technologies in the classroom to enhance collaboration and make theoretical concepts more interactive and practical for students. The document outlines several awards the company has received for its educational solutions and technologies.
This document discusses new approaches to learning, including learning trajectories, e-pedagogies, mobile learning, inquiry-based learning, role play, learning spaces, digital literacies, the learner experience, teacher practices, open practices, MOOCs, open accreditation, open dialogue, open research, the future of learning, online communities, interactivity, and community indicators. It argues that new technologies are enabling more open, social, participatory, and connected approaches to teaching and learning.
This document discusses how new technologies are impacting learning and pedagogies. It notes that rapid technological changes require new digital literacy skills for both learners and teachers. Emerging open practices and new forms of online communities and interactivity are discussed. Trends in educational technology like mobile learning, personalized learning, and cloud computing are presented. The impacts of social and participatory media on learning are explored, as are different learning theories like associative, constructivist, situated, connectivist, and inquiry-based approaches. Mobile learning applications and an example virtual genetics lab are described. Design principles for new learning spaces are outlined, and how new digital literacies involve social and collaborative skills are discussed.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Can we afford CSCL? And do we have the time? This document discusses three premises related to considering the affordances of CSCL: 1) Artifacts and our perception of them influence our behavior. 2) Behavior is determined by culture, material, and technology. 3) Education is always a combination of technological, social, and pedagogical affordances. It also examines how time impacts social awareness, trust, belonging and other factors in collaborative learning. Technological opportunities and constraints like platform features, synchronicity and bandwidth also shape the learning affordances. The document calls for analyzing the combination of educational, social and technological affordances to optimize CSCL environments and tools.
Webinar: Enterprise Social Networking to Foster Employee Engagement tibbr
Join us to hear KPMG explain, how a social computing platform has accelerated the circulation of intelligence, enhanced productivity, and, empowered better solutions for its clients.
Marcia Conner from the Altimeter Group also sheds light on the top global trends driving the adoption of enterprise social computing.
For more information, please visit http://www.tibbr.com/
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
A Site Redesign - shock therapy for school webmastersJason Hando
This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
The document discusses SIVECO Romania's efforts to improve education through innovative 3D and augmented reality technologies. It describes their AeL educational content which uses glasses-less 3D displays to bring learning objects to life. SIVECO is also applying multi-touch and augmented reality technologies in the classroom to enhance collaboration and make theoretical concepts more interactive and practical for students. The document outlines several awards the company has received for its educational solutions and technologies.
LEGO(r) SERIOUS PLAY(r) - why and how does it workPer_Kristiansen
This document introduces LEGO SERIOUS PLAY, a facilitated technique using LEGO bricks to help teams solve complex challenges. It taps into creativity by having participants build 3D models to represent ideas. The method is grounded in research showing hands-on learning produces deeper understanding. It works by accessing unconscious knowledge, fostering new insights through metaphor and discussion. Workshops follow a process to develop shared understanding and solutions. The method was developed through a collaboration between LEGO and experts to address limitations of traditional strategy techniques.
The document discusses using intelligent recommendation systems to foster metacognition and independent inquiry in education. It proposes creating student profiles using data from school, web-based, and mobile sources and using those profiles to provide personalized recommendations within students' zones of proximal development. This is intended to provide metacognitive scaffolding and support inquiry-based learning.
The document discusses Campus Channel Networks (CCN) 2.0, a web-based knowledge management system at the Bandung Institute of Technology (ITB) that aims to facilitate knowledge sharing and participation within the ITB community. CCN 2.0 follows a Web 2.0 approach using principles like collaboration, participation and empowering local creative communities at ITB. It provides features like a Creative Warehouse wiki to connect creative actors and contents, digital galleries of video and audio, and a record label to market creative productions.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
The document discusses opportunities for enhancing situated learning through the convergence of corporate, research, and educational institutions. New interactive technologies allow for real-time capturing and editing of learning content, making educational environments more supportive. Specifically, the emergence of interactive surfaces, easy information capture, and spaces with memory provide innovative solutions for design education but require careful design of environments and tools. The research aims to understand how situated learning and other emergent interaction models can be co-designed to enrich the learning process through the relationship between design and educational spaces.
'Finding Baby Bear's Bed: a tale of two spaces' Jon Dron #ECSFCondiminds
This document summarizes Jon Dron's presentation on social software for learning at the ElggCamp conference in San Francisco in 2012. It discusses how social software can enable sharing of content, discovery of connections, and empowerment for both consuming and creating information. It also examines challenges faced by Athabasca University in facilitating dialogue and collaboration due to its fully online nature and highly structured systems. The document advocates for a social learning commons like Landing to give more control to individuals and groups to make what they need without strict permissions or reliance on purpose-built technologies.
The document outlines a learning design initiative that involves students collaborating on research projects in small groups. Key aspects of the design include:
- Students are split into groups and each selects three countries to research. They find and retrieve data about the selected countries from resources like the internet.
- Students post their research to a group wiki for others to see. A group member is nominated to consolidate entries and resolve any disputes.
- Each student then comments on their experience achieving the learning outcomes by posting to an online forum. The tutor reads these comments and provides feedback to the group.
- The goal is for students to develop skills in collaborating with others, searching for and assessing the quality of information from online
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
The document discusses how social and participatory media are enabling new forms of open practices in education. It notes that today's educational context features a rapidly changing technological environment where new digital literacy skills are needed for both learners and teachers. Social and participatory media like social networking, blogging, and collaborative editing are being used to enable more open practices in areas like peer critiquing, user-generated content, and open dialogue. The document advocates for more adoption of open practices in areas like open design, open delivery, open research, and open evaluation to transform teaching practices.
Engage 2013 at SXSWedu, Nada Dabbagh PhD, Strategically Designed Personal Lea...Cengage Learning
Personal Learning Environments or PLEs enable the creation of personal and social learning spaces
to support learner-centered and personalized learning experiences empowering students to direct
their own learning and develop self-regulated learning skills. PLEs are built bottom-up, by the student,
starting with personal goals, information management, and individual knowledge construction, and
progressing to socially mediated knowledge and networked learning. A PLE can be entirely controlled
and adapted by a student providing an engaged learning experience, however students must acquire
and apply a set of personal knowledge management and self-regulatory skills to create effective PLEs.
This talk will address this critical issue focusing on the use of social media as an educational platform
for scaffolding the strategic design of PLEs.
The document summarizes Gráinne Conole's presentation on the role of creativity in digital literacy skills for participatory media. It discusses how new digital literacy skills are needed for learners, teachers, and the workplace in today's fast-changing technological environment. It emphasizes the importance of creativity and mechanisms for fostering creativity through social and participatory media like blogging, messaging, collaborative editing, social networking, and virtual worlds. The presentation examines definitions of creativity and how technologies can promote creativity in new ways by enabling new forms of discourse, collaboration, and accessing/repurposing knowledge.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
Structure for Collective Intelligent Organizations2Jaap van Till
The document proposes a new organizational structure called a "Weavelet" to harness collective intelligence online. A Weavelet is modeled after living systems and uses distributed sensing, processing, and acting to allow for rapid decision making at scale. It operates through open sharing of information and feedback loops. Weavelets have the potential to help organizations and societies better cope with complexity, diversity, and dynamic environments in the modern world. Further research is needed to explore how Weavelet structures could create new jobs and work by leveraging people's unique skills and contributions.
EdMedia 2012: A Reality Check - Taking Authentic e-Learning from design to im...Marko Teräs
Full paper presentation "A Reality Check
- Taking Authentic e-Learning
from design to implementation" at EdMedia 2012 conference with Hanna Teräs, Jan Herrington.
Teräs, H., Teräs, M. & Herrington, J. (2012). A reality check: Taking authentic e-learning from design to implementation. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2219-2228). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/41058
Things you should_know_about_future_trendsCheryl Todd
This document summarizes emerging technology trends in higher education, as presented at a Stone Soup Seminar on May 11, 2010. It outlines several virtual technologies used in education, including Second Life for virtual worlds and VoIP, visual understanding environments, IBM's Many Eyes for data visualization, and e-readers for digital textbooks. Potential benefits include increased accessibility, collaboration, and customizable course materials. Challenges include the need to modify lesson plans and issues around content ownership and distribution.
What the Shrink Can Teach the Community ManagerBen Mason
This document discusses how behavioral psychology can inform community management practices. It explains that actions are more powerful than thoughts or feelings in influencing behavior change. Some key insights from psychology that are relevant for community management include: (1) forcing small actions can help align people's thoughts and feelings, (2) focusing on motivational and ease factors like collectivism, framing, and eliminating complexity can spur behavior change, (3) modern tools allow communities to involve millions of people in small actions. The document advocates applying these behavioral insights through tactics that motivate community members and make desired actions easy.
Este documento describe las propiedades de los materiales rígidos, deformables, elásticos y plásticos. Los materiales rígidos no se deforman fácilmente y se rompen antes de deformarse, mientras que los materiales deformables se deforman pero no se rompen. Dentro de los materiales deformables están los elásticos, que recuperan su forma original, y los plásticos, que permanecen deformados.
LEGO(r) SERIOUS PLAY(r) - why and how does it workPer_Kristiansen
This document introduces LEGO SERIOUS PLAY, a facilitated technique using LEGO bricks to help teams solve complex challenges. It taps into creativity by having participants build 3D models to represent ideas. The method is grounded in research showing hands-on learning produces deeper understanding. It works by accessing unconscious knowledge, fostering new insights through metaphor and discussion. Workshops follow a process to develop shared understanding and solutions. The method was developed through a collaboration between LEGO and experts to address limitations of traditional strategy techniques.
The document discusses using intelligent recommendation systems to foster metacognition and independent inquiry in education. It proposes creating student profiles using data from school, web-based, and mobile sources and using those profiles to provide personalized recommendations within students' zones of proximal development. This is intended to provide metacognitive scaffolding and support inquiry-based learning.
The document discusses Campus Channel Networks (CCN) 2.0, a web-based knowledge management system at the Bandung Institute of Technology (ITB) that aims to facilitate knowledge sharing and participation within the ITB community. CCN 2.0 follows a Web 2.0 approach using principles like collaboration, participation and empowering local creative communities at ITB. It provides features like a Creative Warehouse wiki to connect creative actors and contents, digital galleries of video and audio, and a record label to market creative productions.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
The document discusses opportunities for enhancing situated learning through the convergence of corporate, research, and educational institutions. New interactive technologies allow for real-time capturing and editing of learning content, making educational environments more supportive. Specifically, the emergence of interactive surfaces, easy information capture, and spaces with memory provide innovative solutions for design education but require careful design of environments and tools. The research aims to understand how situated learning and other emergent interaction models can be co-designed to enrich the learning process through the relationship between design and educational spaces.
'Finding Baby Bear's Bed: a tale of two spaces' Jon Dron #ECSFCondiminds
This document summarizes Jon Dron's presentation on social software for learning at the ElggCamp conference in San Francisco in 2012. It discusses how social software can enable sharing of content, discovery of connections, and empowerment for both consuming and creating information. It also examines challenges faced by Athabasca University in facilitating dialogue and collaboration due to its fully online nature and highly structured systems. The document advocates for a social learning commons like Landing to give more control to individuals and groups to make what they need without strict permissions or reliance on purpose-built technologies.
The document outlines a learning design initiative that involves students collaborating on research projects in small groups. Key aspects of the design include:
- Students are split into groups and each selects three countries to research. They find and retrieve data about the selected countries from resources like the internet.
- Students post their research to a group wiki for others to see. A group member is nominated to consolidate entries and resolve any disputes.
- Each student then comments on their experience achieving the learning outcomes by posting to an online forum. The tutor reads these comments and provides feedback to the group.
- The goal is for students to develop skills in collaborating with others, searching for and assessing the quality of information from online
Network Learning: AI-driven Connectivist Framework for E-Learning 3.0Neil Rubens
This document discusses the evolution of eLearning and introduces a connectivist framework for eLearning 3.0. It summarizes eLearning 1.0 which focused on reading content and behaviorism/cognitivism theories. eLearning 2.0 allowed writing and social interaction and incorporated constructivism and social learning theories. However, most created content is unused, redundant, or results in information overload. The document proposes connectivism which views knowledge as distributed across networks and learning as constructing/navigating these networks. It introduces a conceptual framework using AI to connect content, people, and models through different layers and modules.
The document discusses how social and participatory media are enabling new forms of open practices in education. It notes that today's educational context features a rapidly changing technological environment where new digital literacy skills are needed for both learners and teachers. Social and participatory media like social networking, blogging, and collaborative editing are being used to enable more open practices in areas like peer critiquing, user-generated content, and open dialogue. The document advocates for more adoption of open practices in areas like open design, open delivery, open research, and open evaluation to transform teaching practices.
Engage 2013 at SXSWedu, Nada Dabbagh PhD, Strategically Designed Personal Lea...Cengage Learning
Personal Learning Environments or PLEs enable the creation of personal and social learning spaces
to support learner-centered and personalized learning experiences empowering students to direct
their own learning and develop self-regulated learning skills. PLEs are built bottom-up, by the student,
starting with personal goals, information management, and individual knowledge construction, and
progressing to socially mediated knowledge and networked learning. A PLE can be entirely controlled
and adapted by a student providing an engaged learning experience, however students must acquire
and apply a set of personal knowledge management and self-regulatory skills to create effective PLEs.
This talk will address this critical issue focusing on the use of social media as an educational platform
for scaffolding the strategic design of PLEs.
The document summarizes Gráinne Conole's presentation on the role of creativity in digital literacy skills for participatory media. It discusses how new digital literacy skills are needed for learners, teachers, and the workplace in today's fast-changing technological environment. It emphasizes the importance of creativity and mechanisms for fostering creativity through social and participatory media like blogging, messaging, collaborative editing, social networking, and virtual worlds. The presentation examines definitions of creativity and how technologies can promote creativity in new ways by enabling new forms of discourse, collaboration, and accessing/repurposing knowledge.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
Structure for Collective Intelligent Organizations2Jaap van Till
The document proposes a new organizational structure called a "Weavelet" to harness collective intelligence online. A Weavelet is modeled after living systems and uses distributed sensing, processing, and acting to allow for rapid decision making at scale. It operates through open sharing of information and feedback loops. Weavelets have the potential to help organizations and societies better cope with complexity, diversity, and dynamic environments in the modern world. Further research is needed to explore how Weavelet structures could create new jobs and work by leveraging people's unique skills and contributions.
EdMedia 2012: A Reality Check - Taking Authentic e-Learning from design to im...Marko Teräs
Full paper presentation "A Reality Check
- Taking Authentic e-Learning
from design to implementation" at EdMedia 2012 conference with Hanna Teräs, Jan Herrington.
Teräs, H., Teräs, M. & Herrington, J. (2012). A reality check: Taking authentic e-learning from design to implementation. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2012 (pp. 2219-2228). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/41058
Things you should_know_about_future_trendsCheryl Todd
This document summarizes emerging technology trends in higher education, as presented at a Stone Soup Seminar on May 11, 2010. It outlines several virtual technologies used in education, including Second Life for virtual worlds and VoIP, visual understanding environments, IBM's Many Eyes for data visualization, and e-readers for digital textbooks. Potential benefits include increased accessibility, collaboration, and customizable course materials. Challenges include the need to modify lesson plans and issues around content ownership and distribution.
What the Shrink Can Teach the Community ManagerBen Mason
This document discusses how behavioral psychology can inform community management practices. It explains that actions are more powerful than thoughts or feelings in influencing behavior change. Some key insights from psychology that are relevant for community management include: (1) forcing small actions can help align people's thoughts and feelings, (2) focusing on motivational and ease factors like collectivism, framing, and eliminating complexity can spur behavior change, (3) modern tools allow communities to involve millions of people in small actions. The document advocates applying these behavioral insights through tactics that motivate community members and make desired actions easy.
Este documento describe las propiedades de los materiales rígidos, deformables, elásticos y plásticos. Los materiales rígidos no se deforman fácilmente y se rompen antes de deformarse, mientras que los materiales deformables se deforman pero no se rompen. Dentro de los materiales deformables están los elásticos, que recuperan su forma original, y los plásticos, que permanecen deformados.
Muskan city homes is a real estate consultantbajrangilal10
Muskan City Homes is a real estate consultant that understands real estate is about building relationships between new home investors, families, and their communities. They help clients realize their dreams of home ownership by researching developers and properties, analyzing financial parameters, and ensuring projects are of high quality and delivered on time. As the real estate market in India recovers from recession, Muskan City Homes can guide clients on current market trends and suitable investment options in areas like Gurgaon, Noida, Ghaziabad, and Faridabad, as well as recommend appropriate home loans. Their goal is to earn clients' trust through excellent customer service.
The document outlines the requirements for a group project which includes producing a poster, magazine review page, short film, weekly blog, and evaluation. It assigns the roles of Producer, Director, Editor, and Camera/Sound technician to group members Cheryl, Topaz, Orianne, and Deborah respectively. It then briefly describes the responsibilities of each role. The group chooses to adapt the classic Aesop's fable "The Boy Who Cried Wolf" as their short film. They will modernize the narrative and apply generic film conventions. An overview of the original fable is also provided.
A agência Comvital estabeleceu uma parceria com a Escola Estadual Carlos Maximiliano para fornecer serviços gráficos e de comunicação, como a criação de logotipos, banners, convites e material promocional para eventos escolares, a fim de apoiar o desenvolvimento de projetos dos alunos, professores e voluntários.
(1) La Universidad Veracruzana ha implementado un nuevo modelo educativo centrado en el aprendizaje del estudiante. (2) Sin embargo, los profesores continúan impartiendo clases de forma tradicional, lo que genera desventajas como el poco aprovechamiento de las tecnologías. (3) Este proyecto propone utilizar podcasts como una herramienta de aprendizaje alternativa que podría beneficiar a estudiantes y profesores en la experiencia educativa de "Gestión y Evaluación de Proyectos".
El documento presenta una estrategia de mediación para que estudiantes de sexto grado desarrollen y apliquen sus conocimientos sobre las partes de un libro a través de trabajo colaborativo en línea. La estrategia implica que los estudiantes realicen búsquedas en internet sobre el tema, creen una presentación en PowerPoint mostrando las partes del libro, y publiquen su presentación en slideshare para comentarios y retroalimentación de sus compañeros.
Este documento fornece instruções para assistir a um desenho animado premiado, pedindo para esperar a música começar, analisar as ilustrações e apreciar a melodia.
The physical therapists at OrthoTexas in McKinney, TX provide hands-on treatment for joint and muscle disorders including various rehabilitation techniques, dry needling, and modalities like ultrasound and electrical stimulation to improve mobility, regain capabilities, and shorten recovery times. They specialize in sports injuries, women's health issues, and offer various therapies at their location on 1444 North Central Expressway in McKinney.
El documento describe las etapas clave en el proceso de creación de un guion cinematográfico, incluyendo: 1) La idea inicial, 2) El guion literario que desarrolla la historia en secuencias y escenas, 3) La plasmación escrita del guion literario con detalles como la ubicación y los diálogos, y 4) El guion técnico. Explica que una sólida idea es la base y que el guion literario establece las bases para el equipo antes del rodaje.
El documento presenta una encuesta sobre por qué los jóvenes universitarios no asisten a los museos. La encuesta contiene preguntas sobre la asistencia diaria y mensual al museo, cuántos son jóvenes, si vienen por gusto u obligación, cuánto interés muestran, y cuán satisfechos quedan después de su visita.
La historia del arte moderno desde mediados del siglo XVIII hasta la actualidad ha sido la búsqueda de equilibrar la individualidad del artista con la colectividad social sin diluir lo uno en lo otro. Los movimientos artísticos como el Rococó, Ilustración, Neoclasicismo, Romanticismo y Realismo reflejaron esta tensión en respuesta a cambios como la Revolución Industrial, Revolución Francesa y las ideas de la burguesía.
Problems and error’s encountered on final cut proori3
The document summarizes 5 problems encountered while editing a film project in Final Cut Pro. The first problem was inconsistencies between actor outfits. The second problem involved dragging sounds between scenes. The third problem was increasing the duration of a cross dissolve transition. The fourth problem dealt with non-continuous shots not corresponding. And the fifth problem involved adding a fade out and fade in effect between clips.
The document compares two magazine front covers, noting that one uses bolder, more eye-catching colors and a more modern, relaxed picture suited to its target audience. It also has a bold, memorable masthead. The other cover is more traditional with a royal-style logo. Feedback on the author's draft magazine cover suggested changing the color scheme for clarity, using two to three colors, and improving the eye flow in a backward S-shape.
China has a rich classical music tradition. One example is the erhu, a two-stringed bowed musical instrument. This video features a performance of the piece "Flowerdrum" played beautifully on the erhu.
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.
This document discusses social learning and how incorporating social media and online tools can enhance learning. It defines "mutant learners" who frequently use social media for learning versus "zombie learners" who are more skeptical. Top social learning tools like Twitter, YouTube, and Google Docs are highlighted. The presentation emphasizes designing learning with a bottom-up approach that harnesses tools learners already use and encourages collaboration over top-down control. The future of learning is predicted to incorporate 3D virtual worlds like Second Life to foster experiential learning.
Constructivism is a learning theory based on the idea that learning occurs through active construction of knowledge rather than passive reception of information. According to constructivism, learners build new knowledge upon the foundation of previous learning. Key aspects of constructivism include collaborative learning, scaffolding of instruction, and the zone of proximal development. Major theorists who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. Constructivist classrooms emphasize active learning, collaboration, exploration of real-world problems, and use of technology to facilitate learning.
This document discusses transformative teaching methods and lesson plans. It defines a transformative lesson as one where students explore various social, cultural, and ecological contexts in connection with content. The goal is for students to understand how skills and concepts are present in their community and to become more democratic participants. Assessments focus on connections to personal experiences and the real world rather than arriving at predetermined destinations. Methods emphasize divergent thinking and thick descriptions of community.
This document describes Kwantlen Polytechnic University's Blended Learning BSN program. The program uses online learning enhanced with interactive technologies and apps, combined with intensive on-campus residencies and simulations labs. Students complete their courses online, with theory concentrated in the online portions. Residencies in semesters 1, 3, and 7 provide intensive hands-on practice in labs and clinical placements. Nursing skills are first taught online, then practiced in labs and applied during residencies. The blended model aims to provide rich, engaging content online while maintaining connections through visits, mentors, and face-to-face components.
1) The document discusses social learning in organizations and how a culture of learning can be nurtured. It emphasizes that learning now occurs through social interactions across organizations rather than just formal or individual learning.
2) Building blocks for social learning include intervention-based approaches, social platforms like blogs and portals, and peer learning through knowledge sharing. Understanding the existing learning culture, gaining leadership commitment, building consensus, and continuous measurement are important.
3) Case studies show how mentoring culture and a culture of innovation were developed through various social learning programs and platforms. A learning roadmap outlines phases and vehicles for continuous learning engagement at different job levels.
Blending the Social and the Serious for Individual and Organizational Perform...Human Capital Media
The convergence of the economic environment and corporate talent challenges has led to the need for highly flexible corporate learning strategies. Can we provide a learning environment that accelerates development within the organization through leveraging expertise outside its boundaries? We will share our work in blending asynchronous content, live events, personal learning curricula and value-added social networking to provide a comprehensive and sustainable learning environment.
Nancy Keeshan, Executive Director, Duke Corporate Education Inc.
Stephen Mahaley, Director, Learning Technology, Duke Corporate Education Inc.
This document provides an overview of integrating multimedia into the classroom. It discusses how multimedia can be used to create authentic learning experiences, foster relationships, and allow students to discover and take ownership of their learning. The document outlines several examples of how students can use multimedia, such as performing online research, communicating with other cultures, and creating presentations. It also discusses considerations for fair use of copyrighted material and implications of multimedia use, such as preparing students for an innovative world through rigorous learning strategies.
- Dr. Maria Fernanda Lopez
- Dr. Juan Carlos Gomez
- Dr. Anthropic team
Researchers:
- Dr. Jean-Marc Lavest
- Dr. Marie-Hélène Brousse
- Dr. Emmanuelle Volle
- Dr. Marie-France Marin
- Dr. Jean-Pierre Changeux
Students:
- 34 students educator
- 10 tutors
Administration:
- 5 people
Communication:
- 2 people
IT Department:
- 3 people
Foundation for research in Ethical Development - 2011
This document discusses strategies and frameworks for schools to effectively integrate digital technologies and prepare students for an increasingly digital future. It outlines a 4-stage e-Learning Planning Framework (Emerging, Engaging, Extending, Empowering) that schools can use to guide their progress. The document emphasizes the importance of strategic, collaborative leadership and aligning technology use with learning needs. It also stresses the role of communities in supporting students' development as lifelong learners in a digital world.
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
#learnfwd14 - Professional Learning w/Social MediaLyn Hilt
The document discusses using social media for professional learning. It describes how social media allows educators to connect with global learning networks, engage in collaborative learning communities, and share resources and knowledge. The document provides examples of social media tools like Twitter, Google+ communities, and blogs that educators can use to connect, engage in discussion, and expand their learning networks. It emphasizes that connecting and interacting with other educators online can help drive professional growth that benefits both teachers and students.
The document discusses how new social media and Web 2.0 technologies are impacting education by changing learner and teacher roles and requiring new digital literacies, and both positively enabling greater access to resources and participation, but also risking social exclusion for those without access or skills; it examines case studies of using technologies for social inclusion and combating exclusion; and promotes the open sharing of practices on the Cloudworks site to transfer knowledge and philosophies around open and accessible education for all.
Interactive white boards are a transformative technology for digital classrooms. They allow teachers to bring software to life for whole group learning in new innovative ways. While adopting new technology presents challenges, with visionary leadership, appropriate training, patience, and a cultural shift towards new ways of learning, interactive whiteboards can enhance teaching and improve student learning. Key aspects that make interactive whiteboards effective include dragability, layering of objects, saving screens, use of digital media, and access to online resource libraries.
This poster was presented at the 2015 Australian Association for Research in Education, in Freemantle, Australia, and was awarded the Australian Council of Deans of Education (ACDE) sponsored Postgraduate / ECR Researcher Poster Award for best poster.
This poster introduces theoretical frameworks with which to design meaningful gamification interventions. It also has augmented reality elements hidden on it!
1. The document discusses strategies for sustaining 1-to-1 laptop programs in schools, including addressing challenges, leveraging research findings, and ensuring technology enhances pedagogy.
2. Key research findings show that 1-to-1 programs can increase student engagement and motivation, improve writing and problem-solving skills, and lead to better academic outcomes when implemented successfully.
3. Sustaining innovative technology use requires addressing issues like professional development, infrastructure needs, and changing teacher mindsets and practices to fully realize the potential of technology to transform learning.
Explore the essential graphic design tools and software that can elevate your creative projects. Discover industry favorites and innovative solutions for stunning design results.
Discovering the Best Indian Architects A Spotlight on Design Forum Internatio...Designforuminternational
India’s architectural landscape is a vibrant tapestry that weaves together the country's rich cultural heritage and its modern aspirations. From majestic historical structures to cutting-edge contemporary designs, the work of Indian architects is celebrated worldwide. Among the many firms shaping this dynamic field, Design Forum International stands out as a leader in innovative and sustainable architecture. This blog explores some of the best Indian architects, highlighting their contributions and showcasing the most famous architects in India.
2. Consider the development of the InspirUS
programme to incorporate VLE based
materials for access away from the classroom.
The project will also conduct research into the
role of standard Web 2.0 technologies in
supporting learning
3. Inquiry revealed a dynamic space…
Extend the programme and learning Creates a sense of affinity between
opportunities online inhabitants
Create a thriving and active Track progress and a gauge success
community which reflects the on multiple levels
InspirUS ethos
A place for fun, friends, challenges
Support positive relationships during and quests
and after InspirUS
Potential
4. Part 1 : Social Space Yr 3 to 4
Use the Internet for play
This enables the child to develop their
Children begin to explore social media own critical and self management skills
and online content beyond set boundaries
The beneficial abilities from the ‘Hidden
Media diet should graduate away from Curriculum’
heavy control.
‘In educating children and young people we should empower them to learn how to
use digital technology responsibly (Byron Review 2010:1).
Young people should be helped to understand and learn ethical standards that will
shape their practices (Jenkins 2006: 13).
Engage in the safe use of digital technologies within the InspirUS space
5. Part 2 : Reflect InspirUS
Considers learners as individuals with Fun
wide ranging potential
Meaningful
Enables learners to take joint Achievable
responsibility and view themselves as Optimistic
active agents in their own learning
process Productive
Exciting
To be supported to take risks and
Challenging
develop understanding in unfamiliar
knowledge domains Entertaining
Motivating
Provide access to learning which will
prepare children well to be a member Engaging
of the adult population Rewarding
6. Concept formation
Support learning about
Dynamic social space the safe use of digital
which incorporates the technologies alongside
vision of stakeholders employing social
networking tools
Learning via imitation
Provide expectations of behaviour
Require active
responses for deeper learning
To develop critical and
Employ a mechanism
self management skills
that weaves a tight
alongside those
social fabric alongside
employed within the
reflecting the InspirUS
digital economy
programme
7. If you haven't done so yet,
Jill Says:
stop by my office so you can
help me with my latest I've finished this
quest! weeks challenge,
onto the quest!
15 Minutes ago
John Says:
Great Julianne Says:
idea! Can anyone help me
figure out how to
answer this problem?
35 Minutes ago
Tom Says:
Does anyone want to
join our new group?
Charlie:
You have 1 New message
27 Minutes ago
1 File waiting in your Dropbox
There are no news announcements
Secure system Visualises a thriving social community
Password protected login Encourages end users to dig deeper
Vetted members system Change aesthetics to meet weekly themes
Automatic content filtering
8. Charlie
Just finished this weeks Level
challenge!
2
What’s new? Dropbox Points Congratulations on
501 completing last weeks
challenge.
Mrs Page says
My Activity Info Messages Chat Friends Groups Settings “Well Done!”
Viewing messages 1 to 2 (of 5 messages)
This week challenge can
From: Kelly Last weeks class be found here
December 13th 2010 Hey Charlie, in last weeks session [...} x
Don’t forget to visit the
From: Helen Dinner on Monday group Apollo thinking!
December 11th 2010 Hi Charlie, Hope you are ok. Last [...} x
Profile Hub Level up through missions and positive social media use
Get familiar with Web 2.0 content Point rewards through recognition
Manage social tools and resources Challenges (Current)
Offer customisation Quests (Post)
9. All Members (508) My Friends (15)
Kelly
Sara
Level 4
Level 4
Last Active:
Last Active:
December 13th 2010
4 Hours 7 minutes ago
Rachel
Fred
Level 2
Level 2
Last Active:
Last Active:
December 14th 2010
1 Hour 7 minutes ago
Page Peter
Level 1 Level 1
Last Active: Last Active:
3 Hours 7 minutes ago 2 Hours 7 minutes ago
Members Hub
Build learning networks other community members
Find people to collaborate with
Use levels and points to build kudos
10. All Groups (70) My Groups (9) Create Order by: Last Active Search
Challenges 152 Leave
Come and share your ideas around the weekly challenges. Members
Last active 14 minutes ago.
Quests
The secret HQ for all things quest related!
301 Join
Members
Last active 19 minutes ago.
Make InspirUS better!
How can we make InspirUS online even better???
27 Join
Last active 25 minutes ago. Members
Apollo Thinking
Share your creations and join in with group projects.
17 Join
Members
Last active 55 minutes ago.
Learning Hubs Gain feedback around the InspirUS programme
Extend learning online Personalise around their own learning interests
Provide support for weekly challenges Opportunities for personalised interests to enhance InspirUS
11. Star Watch 53 members
Public Group The Mayor
Last Active:
Your ticket to unlocking the mysteries of the universe! 4 Hours 7 minutes ago
Threads: Posts Freshness
Mrs White
My telescope 7 1 day 7 hours
Last Active:
Travelling to the moon 4 21 Hours 7 minutes ago
The NASA website 15 17 Hours
Moon watch monthly 14 3 Hours
Members:
Dropbox Media
Tags: Moon Jupiter Red Gas
watch NASA Rockets Jet Fuel
Learning Hubs Find collaborators Active agents in their learning journeys
Access to qualitative data Employ social media in groups Take responsibility for own conduct
Provide access to media Submit challenges / homework Share their interests and affinities
12. Mayors Office
Administration
End User
Control panel
Hub for learning about social media
Settings
• Bullying • Provide announcements
• Sharing personal info • Shape the world aesthetically
• Inappropriate content
• Misuse of copyright E- Safety measures
• Safeguarding settings
• Strangers
• Trim and clip the ecology
• Organisations - CE-OP
Access to quantitative data
Receive levelling up missions • User statistics
• Extra tutorials and guides • Community statics
• Animations
• Hints and tips Manage user accounts
• Code of conduct • Approve new users
• Level up players
Point of direct contact with admin
• Gain help and advice
Content management
• Flag inappropriate content • Automation of tasks
• Homework management
13. Impact
For InspirUS:
Extends learning online
Unique presence on the web
Gauge the programmes success
Keep contact with the participants and a hub for affinity
Automation and streamlining of tasks
Bridge the home school divide
Support the personalisation of learning
Harness aspects of personalisation to enhance the programme
For Children:
A motivating space for learning
Learn about the safe use of digital technologies
Enhance and develop a new set of critical analysis and self management skills
Explore areas of learning that interests them
Build lasting networks for learning
Preparation for positive social citizenship in the new digital economy
The Participation Gap Co-design Realisation
Unequal access to technology Least input from children
Unequal skills, experiences and knowledge Process of development
levels