Lawrence Welkowitz & Mike Goudzwaard, Keene State College
InstructureCon 2014
Take a look under the hood of OpenPsych, a multi-credit option, wrapped SOOC (small open online course) offered by Keene State College on Canvas Network. Presenters will provide data about course interactions between Keene’s on-campus students and participants from off-campus. They’ll also provide a case example of a shift from “outsider” to “insider” status.
Handout for my Teaching Outside the "Box" invited presentation for the professional development event "going beyond google" at Monroe Community College by the division of science, health, and business on January 21, 2010.
http://prezi.com/cjmoerciiegp/
Step out of the CMS box with me for a presentation on how freely available web2.0 tools such as twitter are used in my online course and could be used to enhance instruction in general. Tools will be demonstrated, uses will be discussed, and examples shown.
Online social networking, social computing, folksonomy/ social/ collaborative tagging, data mashups, ubiquitous broadband, wireless, hand-held and mobile computing, mobile broadband, and the cultural shift from passive consumers of content to engaged user-generators of content, have brought about a grassroots revolution: we have experienced a global democratization of access to tools, information, experts, content, professional development, and education as evinced by the open courseware and open source software initiatives that have changed how education is delivered, conducted, and defined.
It is important for those of us in the field of online education, as responsible netizens and educators in this moment, to participate, to evaluate, to document, and to expose our students to and engage them in this process. Effective online pedagogical/andragogical practices require that we use the online medium to achieve specific learning objectives and leverage the options and limitations of the online teaching and learning environment to make teaching and learning better, faster, safer, easier, and cheaper. It is not about immigrants vs. natives; it is about enhancing instruction with appropriate technologies that promote student engagement, interaction, and learning.
I incorporated these various web2.0 tools into the course for various reasons, but primarily to open the course boundaries beyond the CMS box to provide students with authentic social learning experiences. I also wanted student access to content they created and contributed to the class to persist beyond the end of the term. I will share with participants the lessons learned as I experimented with ways to enhance online instruction. Student survey results and comments will be presented.
Chile 2009 - US State Department Speaker program and INACAP "Best Practices i...Alexandra M. Pickett
Handout for presentations on my US state department and INACAP invited tour of Chile. September 26-October 10, 2009. Presentations made at:
la Universidad de Artes, Ciencias, y Communicación - UNIACC - Santiago
Universidad Tecnológica de Chile - INACAP - Santiago
INACAP - Concepción
Unerversidad del Bío-Bío - Concepción
INACAP - Valparaíso
Pontificia Universidad Católica de Valparaíso
-PUCV
Universidad Católica de Chile (PUC) - Santiago
Connecting Learning2gether with events like the Fall Blog FestivalVance Stevens
These slides discuss how Learning2gether, http://learning2gether.net/about
- Builds on decades-long experience with learners and colleagues in virtual spaces
- Helps coalesce a plethora of connectivist learning opportunities
- Reshapes our notions of engaging with students by modeling success in online and blended contexts
- Encourages all educators who enjoy connecting with peers to contribute their voices
- Works, and how you can contribute and participate
Handouts for the Campus Technology 2009 workshop: "Web 2.0 in the Classroom" aka Teaching outside the "box"
http://campustechnology.com/microsites/campus-technlogy-09/conference-program/workshops.aspx#M07
http://prezi.com/69454/
July 27, 2009, Boston, MA
Handout for my Teaching Outside the "Box" invited presentation for the professional development event "going beyond google" at Monroe Community College by the division of science, health, and business on January 21, 2010.
http://prezi.com/cjmoerciiegp/
Step out of the CMS box with me for a presentation on how freely available web2.0 tools such as twitter are used in my online course and could be used to enhance instruction in general. Tools will be demonstrated, uses will be discussed, and examples shown.
Online social networking, social computing, folksonomy/ social/ collaborative tagging, data mashups, ubiquitous broadband, wireless, hand-held and mobile computing, mobile broadband, and the cultural shift from passive consumers of content to engaged user-generators of content, have brought about a grassroots revolution: we have experienced a global democratization of access to tools, information, experts, content, professional development, and education as evinced by the open courseware and open source software initiatives that have changed how education is delivered, conducted, and defined.
It is important for those of us in the field of online education, as responsible netizens and educators in this moment, to participate, to evaluate, to document, and to expose our students to and engage them in this process. Effective online pedagogical/andragogical practices require that we use the online medium to achieve specific learning objectives and leverage the options and limitations of the online teaching and learning environment to make teaching and learning better, faster, safer, easier, and cheaper. It is not about immigrants vs. natives; it is about enhancing instruction with appropriate technologies that promote student engagement, interaction, and learning.
I incorporated these various web2.0 tools into the course for various reasons, but primarily to open the course boundaries beyond the CMS box to provide students with authentic social learning experiences. I also wanted student access to content they created and contributed to the class to persist beyond the end of the term. I will share with participants the lessons learned as I experimented with ways to enhance online instruction. Student survey results and comments will be presented.
Chile 2009 - US State Department Speaker program and INACAP "Best Practices i...Alexandra M. Pickett
Handout for presentations on my US state department and INACAP invited tour of Chile. September 26-October 10, 2009. Presentations made at:
la Universidad de Artes, Ciencias, y Communicación - UNIACC - Santiago
Universidad Tecnológica de Chile - INACAP - Santiago
INACAP - Concepción
Unerversidad del Bío-Bío - Concepción
INACAP - Valparaíso
Pontificia Universidad Católica de Valparaíso
-PUCV
Universidad Católica de Chile (PUC) - Santiago
Connecting Learning2gether with events like the Fall Blog FestivalVance Stevens
These slides discuss how Learning2gether, http://learning2gether.net/about
- Builds on decades-long experience with learners and colleagues in virtual spaces
- Helps coalesce a plethora of connectivist learning opportunities
- Reshapes our notions of engaging with students by modeling success in online and blended contexts
- Encourages all educators who enjoy connecting with peers to contribute their voices
- Works, and how you can contribute and participate
Handouts for the Campus Technology 2009 workshop: "Web 2.0 in the Classroom" aka Teaching outside the "box"
http://campustechnology.com/microsites/campus-technlogy-09/conference-program/workshops.aspx#M07
http://prezi.com/69454/
July 27, 2009, Boston, MA
Surfacing, Sharing and Valuing Tacit Knowledge in Open Learning EnvironmentsJenny Mackness
On Wednesday 17 September, Roy Williams and I presented these slides as the keynote presentation for the annual e-Learning Conference at FH Joanneum in Graz, Austria.
The conference theme was Evaluating Open Learning Scenarios.
A series of blog posts relating to this presentation can be found on my blog - Jenny Connected - at http://jennymackness.wordpress.com/2014/09/07/future-directions-for-the-footprints-of-emergence-framework/
Learning2gether at the Spring Blog Festival 2015 - Blogging and Logging Conve...Vance Stevens
Learning2gether is an initiative of Vance Stevens evolving from synchronous meetings with Webheads in Action taking place weekly since 1998 and more directly from three WiAOC (WiA Online Convergences) in 2005, 2007, and 2009. L2g started in 2010 and has hosted conversations most weeks since, usually on Sundays (but for this occasion, on a Saturday). L2g encourages all educators who enjoy connecting with peers to volunteer to contribute their voices to perpetuating weekly conversations at our L2g venues. This presentation explains how L2g works and how you can contribute and participate.
App Smashing to YouTube (Miami Device 2015)Wesley Fryer
One of the most powerful ways to use mobile devices in the classroom is to help students share their voices online on a classroom YouTube channel. In app smashing to YouTube, we will explore and demonstrate how to go from a planning storyboard, to a video creation iPad app, to the teacher iPad with AirDrop or InstaShare, to the classroom YouTube channel with YouTube Capture, and finally to a YouTube video playlist. Session resources are available on http://showwithmedia.com/resources/appsmash/
Student Activities and Social Media: Twitter and FoursquarePaul Brown
This presentation provides an overview of Twitter and Foursquare and examines ways that Student Activities offices on college campuses can utilize. Originally presented to the Office of Student Programs at Boston College upon invitation.
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
Surfacing, Sharing and Valuing Tacit Knowledge in Open Learning EnvironmentsJenny Mackness
On Wednesday 17 September, Roy Williams and I presented these slides as the keynote presentation for the annual e-Learning Conference at FH Joanneum in Graz, Austria.
The conference theme was Evaluating Open Learning Scenarios.
A series of blog posts relating to this presentation can be found on my blog - Jenny Connected - at http://jennymackness.wordpress.com/2014/09/07/future-directions-for-the-footprints-of-emergence-framework/
Learning2gether at the Spring Blog Festival 2015 - Blogging and Logging Conve...Vance Stevens
Learning2gether is an initiative of Vance Stevens evolving from synchronous meetings with Webheads in Action taking place weekly since 1998 and more directly from three WiAOC (WiA Online Convergences) in 2005, 2007, and 2009. L2g started in 2010 and has hosted conversations most weeks since, usually on Sundays (but for this occasion, on a Saturday). L2g encourages all educators who enjoy connecting with peers to volunteer to contribute their voices to perpetuating weekly conversations at our L2g venues. This presentation explains how L2g works and how you can contribute and participate.
App Smashing to YouTube (Miami Device 2015)Wesley Fryer
One of the most powerful ways to use mobile devices in the classroom is to help students share their voices online on a classroom YouTube channel. In app smashing to YouTube, we will explore and demonstrate how to go from a planning storyboard, to a video creation iPad app, to the teacher iPad with AirDrop or InstaShare, to the classroom YouTube channel with YouTube Capture, and finally to a YouTube video playlist. Session resources are available on http://showwithmedia.com/resources/appsmash/
Student Activities and Social Media: Twitter and FoursquarePaul Brown
This presentation provides an overview of Twitter and Foursquare and examines ways that Student Activities offices on college campuses can utilize. Originally presented to the Office of Student Programs at Boston College upon invitation.
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
Twitter in Education: Interactively exploring the conversation with TAGS and ...Martin Hawksey
There has been much research in the use of social media to support learning and teaching. In many instances it is argued that it enables a decentralization of learning moving towards a distributed model which has many benefits including supporting a stronger foundation for lifelong learning.
Twitter is one service that has been widely used within this context. The introduction of hashtags as a mechanism to allow communities to form and contribute to a topic is now a well established model within both formal and informal education as well as in society in general. The use of Twitter in this way removes boundaries extending the opportunities for co-learning, in particular, discussions can become less siloed, every contribution to a hashtag community is potentially another opportunity for someone else to join the conversation. The thinning of the walls in this way is not without it implications and the vulnerability of being a learner should never be underestimated. Another consideration is that Twitter has been adopted as a tool to support learning in this way rather than being designed for this purpose. As a result exploring and finding understanding within hashtag communities can be problematic and with many open learning contexts individuals can end up feeling lost.
This conversation will explore approaches to help learners and educators gain more insight and a feeling of place within hashtag communities. As part of this we will look at TAGS and TAGSExplorer tools (https://tags.hawksey.info) which have been developed with educators and learners in mind to help support the collection, analysis and exploration of Twitter hashtag communities. These free tools provide a means to collect data from Twitter searches and analysis the results either in Google Sheets, where the data is collected, or visualized in the companion TAGSExplorer web interface. As part of this conversation we will touch upon the limitation of data collection from Twitter and issues around data protection and privacy. We will also provide some examples of where TAGS/TAGSExplorer has been used within an educational context.
Mooc 2.0: Shorter, faster, deeper - edX Global Forum, Paris 2016Dartmouth College
Prepare for the MOOCs 2.0, which will be shorter, faster and deeper pop-up courses. What do your course teams, faculty, and institutions need to be future ready? My lightning talk with Julie Goff, Davidson College
Portfolios and Open Badges: A curated learning journeyDartmouth College
Designing open and digital badges for evidence presented in curated learning ePortfolios, endorses and verifies the claims that a learner makes in this digital narrative—these claims are made against badge criteria and standards that have been co-designed by key stakeholders in the learning journey. Dartmouth College designed and developed badging to track the portion of a course that focused on digital scholarship skills where students could receive both a grade and a badge for each assignment, which would earn a progress badge, and completion of an entire training sequence or practice sequence would earn a completion badge.
In this session, you will learn how the University of Notre Dame and Thompson Rivers University are now using ePortfolios and digital badges to allow learners to chart their own pathway through their learning career. You will learn about three case studies that explore badges, and ePortfolios that show evidence for a range of competencies and capabilities through artifacts.
In this session, you will learn:
To examine, through case studies, how open and digital badge practice can build and leverage off ePortfolio research
To investigate what badge claims look like in evidence-based ePortfolios
To share and present the opportunities for open and digital badge researchers and practitioners
MediaKron Meet Badges: Building Learning Narratives through Digital ProjectsDartmouth College
Deck from a presentation on MediaKron and Digital Badges in a film and sociology course at Dartmouth College. This was presented at the AAEEBL 2015 national conference in Boston by MS Evans & M Goudzwaard (Dartmouth) and T. Lindgren (Boston College).
Slides used for a talk by Andy Friedland and Mike Goudzwaard for a talk at Dartmouth College on March 5, 2015. Andy and Mike share insights and experiences building and running Introduction to Environmental Science (ENVX) on edx.org.
Badging Economies in the Classroom: A Course Badging WorkshopDartmouth College
Deck from "Badging Economies in the Classroom: A Course Badging Workshop"
Deakin University 14 November 2014
Mike Goudzwaard and Michael Evans
For workshop content and notes see: http://bit.ly/Mel_Badge_Workshop
CC-BY-SA 3.0
Grow Your Tech-Teach Ecosystem: What can you plug into Canvas?Dartmouth College
Dartmouth’s Fab-Four Canvas team shows how we’re using Piazza, Zaption, Lecture Tools, our custom Photo Roster, and other apps across the curriculum. This is not a sit-down session! Be prepared to bring your triumphs and challenges. Participate in an ed-tech ecosystem share-a-thon. Together we’ll develop an ed-tech ecosystem map.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
INSIDER/OUTSIDER DILEMMA: MIXING MOOC WITH CAMPUS ONLINE COURSE
1. INSIDER/OUTSIDER
DILEMMA: MIXING MOOC
WITH CAMPUS ONLINE
COURSE
Lawrence Welkowitz, Professor, Keene State College @lwelkowi
Mike Goudzwaard, Instructional Designer, Dartmouth College @mgoudz
#OpenPsych #instcon
11. Recommendations
• Targeted subject shorter courses: Autism
• More learning outcome assessment: What did
people who took only part of the course learn in the
course?
• Consider MOOCs as recruitment or path to other
learning opportunities?
@lwelkowi @mgoudz #OpenPsych
12. Our Questions
• Who is the expert? “Collaborative Teaming”
• What do MOOCs teach us about learning?
• Professor / team as local scientists about their
course.
@lwelkowi @mgoudz #OpenPsych
13. Ed Cultures
• The Professor
• The Instructional / Learning Designer
• Do you experience role clashes in your work /
institution? What is the answer for education?
@lwelkowi @mgoudz #OpenPsych
14. Social Capital
• Face-to-face vs. online connection? What is gained
and what is lost?
• As a MOOC learner do you have the same social
capital as the enrolled KSC student? Are there ways
to introduce social capital into MOOCs?
@lwelkowi @mgoudz #OpenPsych
15. Resources
• Slides
• The Course: https://learn.canvas.net/courses/65
• Contact Mike (@mgouz) for the course export.
@lwelkowi @mgoudz #OpenPsych
Editor's Notes
Online pilot & Canvas pilot
Cost to students - 25% of students take Intro Psych
Summer session - online convenient - average course size 7-10 students - larger course, diversity, offer to the world, more data
Walking tour of course
Module home page
Welcome video - (pitch, Google hangout, & Paul Bloom)
The team - Michael Caulfield, Ivy Roberts, Kat Wood, Larry, Mike G, Canvas (Maria Anderson, Carrie S, ID)
Lectures, Text, Assessments (quizzes)
Backwards design outcomes (Understanding by Design)
Assemble, assemble, assemble then QA with Canvas !!!!
Keene State 7, then 8
~500 MOOCers
Activity? - slow to generate
Discussion interaction
Comparison of KSC to MOOC.
Was there greater interaction?
Comparison of KSC to MOOC.
Was there greater interaction?