Kathryn Trinder - Virtual Worlds in Learning
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The document discusses Glasgow Caledonian University's (GCU) presence and activities in Second Life, including: 1) GCU initially created a 6-month project to develop a presence in Second Life for marketing purposes. 2) GCU now hosts weekly evening classes and competitions to explore using 3D virtual worlds for learning and teaching. 3) Activities include students and staff building virtual simulations, social hubs for networking, and informal skill-building classes. 4) Ongoing research is evaluating virtual learning communities and how to increase staff engagement with the platform.
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The document discusses an mCLASS reading assessment tool used in the UK to help teachers diagnose students' literacy strengths and weaknesses, guide instruction, and monitor student progress. A pilot program was conducted in 3 schools in Wolverhampton with 9 teachers assessing 15 students in each class. Teachers found the tool provided immediate results and visual feedback, improved literacy, and yielded assessment data more efficiently than traditional methods.
Gareth Frith
ALPS is a collaboration between 5 universities aiming to develop mobile learning and assessment tools for students in health and social care fields. It recognizes that learners need to be connected to information in practice settings and that mobile devices can enable learning experiences that are active, autonomous, flexible and collaborative. ALPS has created common competency maps in areas like communication, teamwork and ethics to guide assessment on mobile devices, which can then capture evidence and reflections from practice and integrate with ePortfolios. Initial feedback from students on the mobile assessment approach has been positive.
Mike Sharples
Professor Mike Sharples, Director, LSRI, University of Nottingham, presentation at Handheld Learning 2008, London
Laurie O'Donnell
The document discusses two philosophies of education:
Philosophy A views education as broken but fixable through technology and targets, while Philosophy B sees it as a long-term investment requiring teacher support. It provides examples of projects by Learning and Teaching Scotland that apply Philosophy B, such as the Glow national schools intranet and Scottish Learning Festival conference, and argues educational change requires long-haul development of teacher skills with technology as just one part of their work.
Geoff Foot
The document discusses how mobile technologies can benefit learners with disabilities and learning difficulties. It presents 12 case studies that show how mobile learning (m-learning) has enabled, motivated, and helped to maximize the capabilities of learners. The case studies feature examples of learners using smartphones, mobile DVRs, digital voice recorders, and games consoles to extend their skills and increase engagement in education. The document also provides resources for those looking to implement inclusive mobile learning programs.
Gavin Dykes
The document discusses emerging models of social learning and schooling in the 21st century. It proposes moving away from traditional age-based cohorts and teacher-led instruction toward demand-led, individually produced and co-produced learning. Learners would be personally motivated and skills would be assessed through emotional intelligence and applied knowledge rather than just recall. Networks and communities of practice are suggested as a way to engage learners and help a majority progress through changing existing conditions.
Alex Smith
This document discusses a mobile learning project for the Royal Navy. It aims to develop an e-learning library using rapid authoring software to supplement technical training for engineering technicians and provide pre-course, in-course, and post-course learning materials. The software allows subject matter experts to easily create multimedia lessons and tests that can be accessed on the Defence Learning Portal or using Sony PlayStation Portables for flexible, detached learning. An initial trial distributing PSPs to trainees yielded positive feedback and encouraged peer-to-peer interaction. The project aims to continue developing lessons and expanding the trial.
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🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
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💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
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2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
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