Institutional Pragmatics meeting wrap-up
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The document discusses a higher education program aimed at supporting innovation and change through various activities like project visits, documentation, and meetings. It notes there is a lot of data being collected from these projects but it needs organizing into a database to better analyze work in progress and view emerging themes. The program will have a meeting to discuss aligning institutional innovation with sector changes, sharing project outputs, and building communities around benefits realization and dissemination.
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1. Funding bodies look for evidence of impact, use, and dissemination when evaluating digitization projects, as well as strong leadership, consideration of risks, and standards-compliant workflows.
2. Hidden costs in digitization projects often come from issues like licensing, copyright clearance, metadata creation and manipulation, and quality control, which can take up more time and resources than anticipated.
3. Developing partnerships, economies of scale, good resource discovery, and avoiding isolated resources can help digitization projects maximize value and impact.
JISC Create
The document outlines the plans and activities of the JISC Create Community Resources project. It will add value by facilitating community interactions and sharing between projects, the programme, and the wider educational community. It will do this through a programme of activities supported by appropriate technologies. The project aims to foster sustainable development, continuous transformation in institutions, and growth of social capital by bridging connections within and between organizations. The Create team will organize events to determine needs, harvest synthesis themes, facilitate community formation and dissemination of knowledge. They will support projects through clusters, seminars, workshops and online conferences and spaces.
9 wietse hermanns
The Vital Rural Area project aims to develop best practices for sustainable rural development. It involves 13 partner regions from 6 North Sea countries. The key element is the cooperative agreement approach, which involves stakeholders from different sectors developing agreements to work together towards shared goals. The project has 3 work packages focusing on empowering SMEs, branding regions, and improving services. The outcome will be an interactive Rural Power Pack tool containing case studies, methodology, and tools for tackling common rural problems. It will provide an integrated approach for application in other regions.
eLearning Approach to Increase Enrollment, Retention, & Graduation Rates
The University of Southern Mississippi embarked on an initiative to ensure quality and success in their online programs.
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Ch10 (1)
The document discusses project communications management. It identifies the key processes as identifying stakeholders, planning communications, distributing information, managing stakeholder expectations, and reporting performance. Effective communication involves getting the right information to the right people at the right time. It is important to understand different stakeholder communication preferences and overcome challenges like geographic distances and language barriers. Performance reports like status and progress reports are used to update stakeholders on project progress.
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This document provides information about a funding seminar hosted by the Global Poverty Action Fund (GPAF) regarding their Community Partnership Window funding opportunity. The seminar aims to clarify GPAF funding guidelines and the key factors considered in assessing concept notes. Eligible projects must fit GPAF objectives of poverty reduction, empowerment, and accountability. Applicants submit a concept note that undergoes a review process before selection of full proposals. The concept note is evaluated on potential poverty impact, implementation arrangements, value for money, and inclusion of women and girls. Full proposals require additional documentation and are appraised on criteria like context analysis, poverty impact, and sustainability.
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The following presentation was given by Daniel Bachlechner (Fraunhofer ISI & e-SIDES) during the BDVe webinar "New challenges for data regulation beyond the GDPR: how to assess risks and develop tools in an era of AI?" held on January 31, 2020.
BDVe Webinar Series - Why are privacy-preserving technologies not used more w...
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What approaches are being taken to tackle the policy challenges within the big data landscape, and how are these solutions coping in reality? This webinar will address these issues through the perspective of two projects: e-SIDES and SMOOTH. Daniel Bachlechner, of e-SIDES, will discuss the organizational and technical challenges that privacy-preserving big data technologies present, and how an increased level of dialogue between stakeholders can pave the way for appropriate and fair solutions. Rosa M. Araujo Rivero will delve into the main challenges experienced by SMEs and startups in dealing with GDPR compliance. Rosa’s work with the SMOOTH project will demonstrate how the proposed solutions are experienced in practice. Guest lecture snm esteem
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- ESTEEM involves analyzing a case study project, articulating the visions and expectations of stakeholders, identifying conflicting issues, developing options to address issues, and making recommendations to enable collaboration.
- The case study examined is a carbon capture and storage experiment in the Netherlands to demonstrate how ESTEEM can be applied to analyze a specific transition experiment.
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Transformational Learning Design for Open and Blended Learning
#Design4Learning 2014 Conference: From blended learning to learning analytics in HE: Theme 2 - State of the art?
The new blended learning
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Technology Enhanced Learning
The document outlines an agenda for a workshop on technology enhanced learning (TEL) at Cranfield University. The workshop aims to help participants plan and develop short learning activities using online multimedia tools that integrate two or more web services. Participants will identify a relevant activity, select appropriate TEL tools, develop components of the activity, integrate elements, and present and evaluate the activities. The document provides examples of public web-based tools and proposed learning activities. It also discusses key considerations for designing effective online learning activities.
Technology Enhanced Learning Workshop
This document outlines an agenda for a Technology Enhanced Learning (TEL) workshop at Cranfield University. The workshop aims to help participants plan and develop short learning activities using multimedia tools to address common student support issues. The agenda includes identifying a learning activity and intended outcomes, exploring available TEL tools from Cranfield and public websites, selecting appropriate tools, developing activity components, and presenting and evaluating the activities. Participants will learn about incorporating multimedia, online collaboration and active learning approaches according to principles of good practice and learning theories including Kolb's learning cycle.
Eportfolios for employment
This document discusses eportfolios and their use for employment purposes. It defines an eportfolio as a digital collection of items such as presentations and reflections that demonstrate a user's skills and experiences. Eportfolios can be presented online through systems like PebblePad or Mahara, or offline through printouts. The document examines how social media, software, and apps can support the eportfolio processes of collection, selection, presentation, and reflection. It emphasizes that eportfolios should showcase learning through evidence and reflection, rather than just listing accomplishments.
Talk about moocs 2013-05-15
This document summarizes a presentation about MOOCs given in May 2015. It discusses the history and evolution of MOOCs from early connectivist MOOCs (cMOOCs) in 2008 to larger xMOOCs led by prestigious universities in 2011. It also covers research on MOOC pedagogies and learner experiences, finding that navigation, transformation, and community building were important threshold concepts for MOOC participants. Finally, it discusses business models for MOOCs, including opportunities for accreditation, tuition, and selling supporting platforms and services.
OOCs for Minerva
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from various countries. Research is continuing on how people learned in the MOOC and on differential participation patterns. The document discusses issues around MOOC design, experiences, and potential uses including accreditation, tuition, and recruitment. It considers expert participant roles and challenges for universities in developing open online courses.
MOOCs, OOCs, OOPs
This document summarizes a MOOC on learning and teaching in higher education run by Oxford Brookes University. Over 200 people signed up for the course, with 60 participating throughout and 14 completing assessments to receive a certificate. Participants came from over 24 countries. Research is continuing on how people learned in the MOOC, patterns of participation, and design principles. There is ongoing discussion around the future of MOOCs, including whether they are a passing trend or how their business models may develop, with options like accreditation, tuition fees, or selling supporting resources and platforms. The experience of participants in MOOCs is also being studied.
OOCs for the rest of us
This document discusses open online courses (OOCs) as an alternative to massive open online courses (MOOCs). It argues that OOCs can better fulfill universities' social and educational missions by improving the global learner experience through open academic practices like expert participation, distributed collaboration, and flipped teaching. Developing OOCs could showcase universities' expertise, increase their reach and reputation, better serve existing clients, and attract new clients or revenue. However, MOOCs are rapidly hybridizing in various forms, and universities risk developing "cowboy economics" models that focus on monetization over education if they are not careful.
Not just moocin' about
This document summarizes an open online course (MOOC) on open academic practice delivered via a distributed open platform. Over 200 people signed up for the 6-week course, with 60 participating throughout and 14 completing the optional assessment to receive a certificate. Participants were from over 20 countries. Feedback indicated that while some found the multi-channel format challenging initially, interactions in live online classrooms helped and many found the course illuminating on topics like continuing professional development and professionalism. The document discusses open questions around openness, epistemology, distributed collaboration, academic multimedia and assessment in open online environments and implies that adopting open academic practices on open platforms can help higher education institutions become world leaders.
Philosophy and policy in higher education
This document discusses theories of learning and higher education. It begins by outlining objectives around developing a theory of theory, explaining its uses for understanding educational development, locating higher education in the context of wider societal institutions, and applying the concept of a hidden curriculum. It then discusses reflective practice and the role of formal theory versus experience. Different orientations and functions of theory are presented, including inductive/deductive, holistic/generative, and predictive/explanatory/generative/typifying/falsifiable. Institutions of society and production versus reproduction are contrasted. The hidden curriculum and critical theory are also discussed.
What is necessary and what is contingent in MOOC design
This document summarizes a MOOC on learning and teaching in higher education called FSLT12. It discusses the design of old and new MOOCs, provides an overview of FSLT12, and evaluates the course based on participant feedback. FSLT12 used a combination of platforms including WordPress and Moodle. It covered topics like the curriculum for new lecturers and open academic practice. Participants engaged in asynchronous discussions and synchronous sessions. Evaluation found the organization worked well but could be improved, and assessments created focus while exemplifying openness. Feedback suggested guidance is needed on navigating multi-platform MOOCs to support inclusive learning.
The limits of university teaching
Among the practices which have emerged through the New Lecturers Programme in 2011-12, there are three that test the limits to online learning:
massive open on-line courses (moocs),
virtual conferences as a means of assessment, and
distributed collaboration as a means of working in learning sets.
Taken together, these practices allow us to examine the role of the university and to re-imagine a place for institutions in a world where openness, access and community have come to underpin academic knowledge.
http://www.brookes.ac.uk/services/ocsld/resources/learn_teach_conf/2012/abstracts/roberts.html
Digital Literacies: Opening the Frontier
George Roberts discusses the pedagogy of e-learning. He argues that there is a pedagogy of e-learning that is grounded in two broad themes: digital literacy and open academic practice. This pedagogy aims to further openness, acknowledge multiple knowledge cultures, and promote novelty and change through alternative modes of organizing knowledge. However, digital literacy cannot be separated from other educational, social, political and economic developments, and open online academic practice poses a challenge to traditional power structures in higher education.
Academic open practice
The document discusses the role that openness can play in transforming academics' teaching and learning practices. It explores how openness through activities like listening to stories, trips, art, international classrooms, and work placements can provide a window to the world for students and new perspectives for instructors. The document also addresses potential risks of open academic practice and how participation in the #fslt12 discussion is impacting personal networks.
Welcome to FSLT12
This document provides an agenda for an online meeting to introduce participants to the First Steps into Learning and Teaching in Higher Education course. The agenda includes introductions from course leaders, an overview of the course topics and approach, and information on reflective practice. Participants will also be shown how to use the online collaboration platform and invited to join breakout rooms for discussion.
Enabling Flexible Distributed Learning (FDL) at Oxford Brookes University
The document discusses enabling flexible distributed learning (FDL) at Oxford Brookes University. It provides background on FDL, defines strategic concepts of flexibility, and discusses the Brookes context. It also covers frameworks, standards, and quality considerations for FDL. Key points addressed include widening participation, learning technology affordances, definitions of FDL, and a blended learning model.
Enabling Flexible Distributed Learning (FDL) at Oxford Brookes University
The document discusses enabling flexible distributed learning at Oxford Brookes University. It defines flexibility as educational provision delivered through means that do not require students to attend particular classes or events at particular times and locations. The university aims to provide blended learning opportunities using a variety of technologies to increase flexibility while maintaining high levels of support and developing independent learners. Quality is ensured through frameworks and standards while allowing for different pedagogical approaches.
Extending your online course
This document provides an agenda for an online course on extending online courses. It discusses using profiles to share resources, focusing the course on audiographics, distributed collaboration, social citation and other topics. Week 1 activities include discussing identity, privacy and disclosure, as well as sharing social citation practices. Participants are asked to reflect on collaboratively developing appropriate social citation practices for the course.
Personal identity Management
This document discusses managing personal identity online through tools for personal identity projects. It covers how identity is shaped by digital technologies like algorithms, data collection, and social media. Key topics discussed include weak vs strong identity constructs; identity as shaped by economic and social forces; and the concept of habitus. The document also addresses managing hybrid and multiple identities for different audiences, and tools like portfolios and mentoring systems that could help with personal identity management and professional development online.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Article: https://pecb.com/article
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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● Types of event processing models in Mule 4
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Institutional Pragmatics meeting wrap-up
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- 11. Thank you! Feedback form please