I present the idea of Social Semantic Information Sources (SSIS) and make a review of SSIS. I point out how important role SSIS play in e-Learning (informal sources of knowledge). I present a new idea of Learning Management System that derives from formal and informal sources of information.
Cyberlearning is very important for students today. It puts the world at their fingertips and allows them to be more active and independant learners and explorers.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
These slides don't really communicate much of the talk and may look suspiciously familiar to the 8 Competencies. The slides don't stand alone. This talk was videotaped and as soon as I have a URL I can add it. Please comment on the blog at http://australianoctober.blogspot.com as I don't come back here often enough!
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
I present the idea of Social Semantic Information Sources (SSIS) and make a review of SSIS. I point out how important role SSIS play in e-Learning (informal sources of knowledge). I present a new idea of Learning Management System that derives from formal and informal sources of information.
Cyberlearning is very important for students today. It puts the world at their fingertips and allows them to be more active and independant learners and explorers.
Using Web 2.0 Tools to Create a Professional Learning EnvironmentJulie Lindsay
Every professional educator needs online spaces for portfolio development and fostering interaction and collaboration. This presentation will look at online tools that can be used to collate and present resources, to invite community interaction and contributions and to use as a platform for personal expression. It will take the perspective of the educator who has needs for storage of ideas and tools, presentation of educational artefacts, collaboration and access to other educators online. Using freely available Web 2.0 tools every educator can develop a PLE to complement their educational objectives. This presentation is produced using established online resources including blogging, wiki development, social networking tools and podcasting.
For more information see: http://julielindsaylinks.pbwiki.com/
These slides don't really communicate much of the talk and may look suspiciously familiar to the 8 Competencies. The slides don't stand alone. This talk was videotaped and as soon as I have a URL I can add it. Please comment on the blog at http://australianoctober.blogspot.com as I don't come back here often enough!
Education of the 21st century MLIS student for technical agility.Steven MacCall
MLIS professors focused on health library education are continually faced with challenge of preparing their students for personal and social media technology use for entering an ever more sophisticated professional workforce. The objective of this paper is to describe identified barriers and the instructional strategies to overcome them in order to facilitate technological agility for the MLIS students taking a health librarianship course (LS534) at the University of Alabama School of Library and Information Studies (UA SLIS) between 2007 and 2012. "Technological agility" pertains to the capability of students to easily and invisibly ("without thinking about it") deploy networked personal and social technologies after course instruction on those technologies.
Since 2007, students enrolled the LS 534 Health Librarianship course at UA SLIS have received course instruction pertaining to the required adoption and use of networked personal and social technologies interwoven into the context of the pedagogical goals and various assignments of the course. Additionally, each student was required to compose an informal two page description of their impressions of the use of these technologies. This paper will report on the types of required networked personal and social technologies required for the course and how they changed during the period of the study (2007-2012). Additionally, results of a content analysis of the student impressions assignment over the time period will be presented with particular interest in evaluating comments related to agility defined as ease of use and invisibility.
Identified barriers to technological agility included the “why” question (why is this tool important?), reluctance in adopting technological innovation, and concerns relating to digital divide issues. Pedagogical methods included linking tool use to specific course communication needs, immersion after tool instruction, playful approach to interacting with technologies to minimize stress of adoption, and emphasis on importance of networked personal and social technologies in building distributed communities of colleagues. Also for those students who brought experience with personal technology and social media use to the course, stress was placed on the importance of understanding these technologies well enough to provide instruction on their use.
Preparing technologically agile MLIS graduates requires an understanding of barriers to adoption and pedagogical strategies for addressing these barriers.
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Great use of Moodle - Otago Polytechnic WorkshopDavid Sturrock
Slides supporting an introductory workshop on deciding how to use Moodle for blended learning. Includes levels of blends and a metaphor of Moodle as an airport
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Similar to Introduction to Electronic Learning (20)
This gives an overview of Natural Language Processing, and outlines the challenges in processing Tamil and Sinhala languages.
The material introduces language encoding, phonetics, phonology, morphology, syntax, discourse information for language processing.
Further, it also outlines how these linguistics information can be captured using various tools and resources.
Finally, it is also lists some important challenges of processing of Tamil and Sinhala.
Concept paper submitted to the conference on redeveloping Northern and Easter Provinces organized by the Canadian Tamil Congress held on 15th January 2017
Concept paper submitted to the conference on redeveloping Northern and Easter Provinces organized by the Canadian Tamil Congress held on 15th January 2017
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Introduction to Electronic Learning
1. Introduction to e-Learning &
Learning Management System
K. Sarveswaran
Department of Computer Science,
University of Jaffna.
iamsarves@gmail.com
2. Do not train a child to learn by
force or harshness; but
direct them to it by what amuses their minds,
so that you may be better able to
discover with accuracy the peculiar bent of the genius of
each.
3. Learning outcomes
• Define the term e-Learning
• Review different terms associated with eLearning
• Describe Web 2.0 technologies
• Use Web 2.0 technologies in Teaching and
Learning
• Analyse the importance of e-Learning
• Define the concept blended learning
• Define what is Learning Management System
11. Web 2.0 – Characteristics – 1/2
• User-centered Design:
– A web design created in a way that it fulfills every
possible need of the end user and empowers the user
to perform certain customizations within the design.
• Crowd-sourcing :
– Every small unit of contribution is important to a Web
2.0 service. Millions of such contributions eventually
lead the website to state of higher relevance
• Web as Platform:
– Web 2.0 services do not require a client download
condition, nor is the dependency on a particular OS
for accessing the web services
12. Web 2.0 – Characteristics – 2/2
• Collaboration :
– develop content by collaborative participating rather than
depending on the publisher
• Power Decentralisation :
– Web 2.0 services follow a self-service model rather than
being a administrator dependent
• Dynamic Content :
– Web 2.0 services have to be highly dynamic and proactive.
• Rich User Experience :
– Use of various technologies (e.g. XHTML,CSS 2.0,Ajax,flex
etc) have potentially helped making web services lighter,
faster, less cluttered and also more appealing to the end
user
14. E-Learning 1.0 -> E-Learning 2.0
-Paradigm Shift-
E-Learning 1.0
and
E-Learning 2.0
– Teacher becomes facilitator
– Learners need more commitments
– Social learning
15. Activity
• Choose THREE web 2.0 tools and explore how
those could be used in Teaching/Learning
• Please record your views here:
tinyurl.com/web2-tl
20. 4. Common Interests – 1/2
• 1.9 Billion mobile active users
• Every 60 seconds on Facebook:
– 510 comments are posted
– 293,000 statuses are updated
– 136,000 photos are uploaded
• 50% of 18-24 year-olds go on Facebook when
they wake up
22. 5. Digital natives – 1/2
-Hole in a wall-
http://en.wikipedia.org/wiki/Sugata_Mitra
23. 5. Digital natives – 2/2
-Self-Organised Learning-
• Tamil- speaking children in a remote Indian
village learn basic molecular biology in
English on their own using Computers
– Sugata Mitra and Ritu Dangwal, British Journal of
Educational Technology, Vol. 41 No 5, 2010.
24. 6. Personalized Learning – 1/2
-Benjamin Bloom’s the 2 Sigma problem-
• “The average tutored student was above 98% of the
students in the control class”
• “About 90% of the tutored students attained the level
of summative achievement reached by only the highest
20% of the control class”
• Personalization is defined as differentiating instruction
and providing regular corrective feedback based on the
needs of each student. This included personalizing
both path and pace
– identifying and addressing missing prerequisite
knowledge, and spending more time where necessary to
ensure students achieved mastery of topics before moving
on.
http://web.mit.edu/5.95/readings/bloom-two-sigma.pdf
29. Learning Management System
• LMS is a software application that automates
the administration, tracking, and reporting of
training events.
– course, content, learning facilitation, user, role
– assessment, feedback, class room management
– reporting
30. Learning Management System
• Main frame based LMS
• TV network based LMS
• CD based
• CD network based
• Web based!
• Web 2.0 based!
31. Moodle
• Web 2.0 and E-Learning 2.0
• Based on Social Constructionism:
– all of us are potential teachers as well as learners - in a true
collaborative environment we are both
– we learn particularly well from the act of creating or expressing
something for others to see
– we learn a lot by just observing the activity of our peers
– by understanding the contexts of others, we can teach in a more
transformational way
– a learning environment needs to be flexible and adaptable, so
that it can quickly respond to the needs of the participants
within it.
http://docs.moodle.org/23/en/Pedagogy
32. Activities in Moodle
• Assignments:
– Enable teachers to grade and give comments on uploaded files
and assignments created on and off line
• Chat:
– Allows participants to have a real-time synchronous discussion
• Choice:
– A teacher asks a question and specifies a choice of multiple
responses
• Database:
– Enables participants to create, maintain and search a bank of
record entries
• Feedback:
– For creating and conducting surveys to collect feedback
• Forum:
– Allows participants to have asynchronous discussions
33. Activities in Moodle
• Glossary:
– Enables participants to create and maintain a list of definitions, like a
dictionary
• Lesson:
– For delivering content in flexible ways
• Quiz:
– Allows the teacher to design and set quiz tests, which may be
automatically marked and feedback and/or to correct answers shown
• SCORM:
– Enables SCORM packages to be included as course content
• Survey:
– For gathering data from students to help teachers learn about their
class and reflect on their own teaching
• Wiki:
– A collection of web pages that anyone can add to or edit
• Workshop:
– Enables peer assessment