Mobile learning, blended learning and digital strategy in HENeil Morris
This document discusses digital learning at the University of Leeds. It summarizes the university's digital strategy, which includes developing a blended learning strategy, policies on audio/video recordings and open educational resources, and creating MOOCs. It also discusses how students use mobile devices, the benefits of blended and mobile learning, and initiatives like lecture capture and a university app. The university aims to harness digital tools to provide flexible, accessible, high-quality education.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
Moving Higher Education forward in the digital age: realising a digital strat...Neil Morris
The document discusses the University of Leeds' efforts to develop a digital strategy for higher education. It provides data on students' use of technology, including that 97% own laptops, 86% own smartphones, and tablets are increasingly popular. It then outlines the university's digital learning initiatives, which include lecture capture, online courses, MOOCs, and blended learning approaches. Evaluation found high student satisfaction and engagement with these initiatives, as well as academic benefits like improved performance for students who view lecture recordings. The university aims to continue expanding digital learning opportunities on campus and online.
Use of audio and video to enhance student educationNeil Morris
This document discusses enhancing student education through the use of video and audio learning materials. It provides an overview of how the University of Leeds uses lecture capture recordings, including podcasts and videos, to supplement in-person lectures. Surveys of students found that lecture recordings helped concentration, note-taking, and understanding for both native and non-native English speakers. The university has a large digital learning infrastructure supporting over 13,000 recordings and 240 recording-equipped classrooms. Feedback from both students and faculty was positive about the lecture capture system and its benefits for learning.
‘Digital learning’ is gaining traction as more organisations begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? This session provides an opportunity to learn more about digital learning pedagogy, and digital learning design.
Mobile learning, blended learning and digital strategy in HENeil Morris
This document discusses digital learning at the University of Leeds. It summarizes the university's digital strategy, which includes developing a blended learning strategy, policies on audio/video recordings and open educational resources, and creating MOOCs. It also discusses how students use mobile devices, the benefits of blended and mobile learning, and initiatives like lecture capture and a university app. The university aims to harness digital tools to provide flexible, accessible, high-quality education.
Embracing digital technologies to enhance student education in Higher Education Neil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology at the University of Leeds. The document discusses how digital technologies are changing higher education, including increased student expectations, lack of digital skills, and the prevalence of mobile devices. It also summarizes strategies that the University of Leeds is taking to embrace digital learning, such as developing online courses, using lecture capture technologies, and creating MOOCs. Student surveys show benefits of these technologies include increased access to materials and engagement with the topics.
Moving Higher Education forward in the digital age: realising a digital strat...Neil Morris
The document discusses the University of Leeds' efforts to develop a digital strategy for higher education. It provides data on students' use of technology, including that 97% own laptops, 86% own smartphones, and tablets are increasingly popular. It then outlines the university's digital learning initiatives, which include lecture capture, online courses, MOOCs, and blended learning approaches. Evaluation found high student satisfaction and engagement with these initiatives, as well as academic benefits like improved performance for students who view lecture recordings. The university aims to continue expanding digital learning opportunities on campus and online.
Use of audio and video to enhance student educationNeil Morris
This document discusses enhancing student education through the use of video and audio learning materials. It provides an overview of how the University of Leeds uses lecture capture recordings, including podcasts and videos, to supplement in-person lectures. Surveys of students found that lecture recordings helped concentration, note-taking, and understanding for both native and non-native English speakers. The university has a large digital learning infrastructure supporting over 13,000 recordings and 240 recording-equipped classrooms. Feedback from both students and faculty was positive about the lecture capture system and its benefits for learning.
‘Digital learning’ is gaining traction as more organisations begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? This session provides an opportunity to learn more about digital learning pedagogy, and digital learning design.
To Analyze the Potential of e-Learning in Indian Education System
e-Learning is defined as acquisition of knowledge and skill using electronic technologies such as computer, Internet, local and wide area networks.
e-Learning may also be referred as the use of Information and Communication Technology to deliver learning and training programs to enhance and support the tertiary education.
For more details please visit
www.iicecollege.com
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
Web-based learning: An overview of factors affecting students\' motivation an...mohdazrulazlan
The document discusses web-based learning, focusing on how student characteristics and behaviors impact their motivation and learning experience. It aims to identify how instruction over the web can motivate students and how students learn in a web environment. Some research has found web-based courses can be as effective as traditional courses, while other studies found students prefer face-to-face learning. Successful web-based learning requires engagement from both instructors and students, with students regulating their own learning and instructors facilitating.
Video based virtual learning tools Usage by the University students: An OverviewMuhammad Yousuf Ali
This is collaborative work under the guidance of Dr. Salman Bin Naeem and Professor Dr Rubina Bhatti and presented at “1st International conference Interdisciplinary approach in social sciences” 12 November 2021
Challenges faced by administrators, faculty and learners in E-LearningRamesh C. Sharma
This is of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. Online learning involves various skills on the part of the instructor and learner. These include social and communication skills, social networking, independent learning strategies, critical and higher order thinking skills, creativity, and effective online and face-to-face facilitation. In addition, there are may challenges that the educators, administrators, students, and community members face. (..CO11)
This document discusses e-learning and its advantages. It defines e-learning as the delivery of learning through electronic means using computers and the internet. Some key advantages of e-learning discussed are that it is flexible, accessible, and convenient as learners can learn anywhere and at their own pace. E-learning also improves retention rates through the use of multimedia, is platform independent, helps create lifelong learners, can increase literacy rates, and is more eco-friendly than traditional learning.
Learning in Desktop Video-Conferencing EnvironmentsVideoguy
The document discusses challenges with using desktop video-conferencing tools for learning. It finds that non-robust technology and poor pedagogical approaches can limit communication and interaction between students. Specifically, network issues and incorrectly configured hardware often prevented students from effectively using synchronous tools. Additionally, simply distributing lectures via these tools did not enhance learning as much as facilitating discussion and collaboration. The study suggests integrating both synchronous and asynchronous tools to better support communicative learning across distances.
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
This document discusses mobile learning and online learning. It defines mobile learning as education accessed through mobile devices like smartphones and tablets using apps, social interactions, and online educational platforms. Mobile learning allows students to access materials and complete assignments anywhere, anytime through flexible cloud-based teaching. It has advantages like easy access to open educational resources and developing communities of learners who can tutor each other. The future of mobile learning will involve learning from multiple smart systems ubiquitously through virtual inputs and outputs.
COVID-19 pandemic has impacted the educational institutions in Australia and New Zealand, thus online learning was a significant option for education to be smoothly continued. This could possibly enhance the Computer-based exams (CBEs) to be used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they are applying the computer based exams. The purpose of the paper was to discuss online learning during Covid19 and the possibility of adopting (CBEs), then to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects. Computer test which could cause negative effects on students due to various levels of skills to use a computer and some technical problems was examined. The design of the computer examination system requires careful planning and study from several aspects before becoming officially accepted, the computer-based exams still have a few problems which may lead to difficulties in using computer exams. Then the many benefits which could be gained by using computer-based exams, such as the student will be more independent with computer test were described. In addition, the students have access to the exams through the internet network. Finally, the effectiveness of certain strategy to solve the negative effects of computer-based exams were argued. Developing the solutions of the technical problems are required for computer test, where improving the input methods questions and corrections. It was resulted that online learning has considered as a better option during COVID-19 pandemic, and the computer exam, with adjustments, is more suitable for students.
The document discusses three articles about the use of technology in classrooms. It describes how students use the internet for homework and research. It also discusses how technology allows classes to be offered online to students in rural areas who lack access. The document also reflects on the challenges teachers face in maintaining focus and discipline when students have access to WiFi and laptops in classrooms.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
The document discusses electronic learning or e-learning in India, noting its growth from traditional education to incorporating more technology. It provides an overview of e-learning developments in India, including examples of e-learning programs at universities and online initiatives at institutions like IGNOU. The presentation ends by acknowledging issues with e-learning in India as well as providing suggestions to further develop e-learning in the country.
Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
This document discusses e-learning in medical education. It begins with an introduction to how education has evolved from teacher-centered to learner-centered models and the role of interactivity in e-learning. It then provides a brief history of e-learning, from early uses of computers in the 1960s to modern learning management systems. The objectives and sequence of the presentation are outlined. Key points include the scopes of e-learning in medical fields, types of e-learning models, components of an e-learning system including content, administration, assessment, and support staff. Advantages and challenges of e-assessment in e-learning are also mentioned.
The document discusses e-learning and its benefits for education. It notes that e-learning can increase access to learning opportunities and flexibility for students while helping to meet the growing demand for education with fewer teachers. The study aims to promote e-learning for information management students at a college and notes some of the system requirements and sources of related literature on the topic.
According to the newest concepts, thanks to the Internet, our work and social life have been radically transformed, as well as have changed our instruction scheme. Technology is now a guiding principle in modern education. Do we forget about the human touch?
Moreover, this progress in technology not only puts an emotional impact on the users who directly have access to information, but also generates countless access to education around the world.
Teaching resources are now reachable virtually to everyone very often for no fee.
Does existing know-how use the human touch or education has just become a technical structure?
Leeds MOOC presentation at eMOOC summit 2014Neil Morris
The document summarizes the key learnings from the University of Leeds' experience with its first MOOC on the FutureLearn platform. It found that MOOCs can: increase access to higher education globally by making high-quality educational resources available online; act as an effective recruitment tool by raising the university's international profile; and enhance blended learning for existing students by setting a standard for open educational resources. Over 5,000 learners from more than 100 countries enrolled in the first MOOC, and the majority of participants and staff agreed that MOOCs provide opportunities for flexible learning when combined with face-to-face instruction.
This document provides an overview of technology trends and outlook for African higher education. It discusses key drivers and constraints to integrating technology, including motivators like access to resources and constraints like low digital fluency of faculty. Current trends include growing social media usage, blended learning, and data-driven assessment. The document outlines different modes of educational provision from fully offline to fully online. It provides an outlook on emerging technologies like flipped classrooms, learning analytics, and 3D printing and their potential impact on higher education in both the short and long term. The talk concludes by emphasizing that technology should support, not replace, good teaching practices.
Higher Education Technology Outlook in AfricaGreig Krull
Higher Education Technology Outlook in Africa. Presentation for Linking Student Satisfaction, Quality Assurance and Peer Review in Higher Education Conference, 13 March 2014.
To Analyze the Potential of e-Learning in Indian Education System
e-Learning is defined as acquisition of knowledge and skill using electronic technologies such as computer, Internet, local and wide area networks.
e-Learning may also be referred as the use of Information and Communication Technology to deliver learning and training programs to enhance and support the tertiary education.
For more details please visit
www.iicecollege.com
1) The COVID-19 pandemic accelerated the transition to online learning, with many universities closing campuses and moving classes online.
2) The future of education is uncertain, with 3 possibilities for how the pandemic may continue to impact schools: campuses reopening in 2021, continued online classes through 2021, or a mix of in-person and online instruction depending on virus conditions.
3) Long-term, online learning is likely to become more integrated into education as students and universities recognize benefits like flexibility, lower costs, and accessibility regardless of location.
Web-based learning: An overview of factors affecting students\' motivation an...mohdazrulazlan
The document discusses web-based learning, focusing on how student characteristics and behaviors impact their motivation and learning experience. It aims to identify how instruction over the web can motivate students and how students learn in a web environment. Some research has found web-based courses can be as effective as traditional courses, while other studies found students prefer face-to-face learning. Successful web-based learning requires engagement from both instructors and students, with students regulating their own learning and instructors facilitating.
Video based virtual learning tools Usage by the University students: An OverviewMuhammad Yousuf Ali
This is collaborative work under the guidance of Dr. Salman Bin Naeem and Professor Dr Rubina Bhatti and presented at “1st International conference Interdisciplinary approach in social sciences” 12 November 2021
Challenges faced by administrators, faculty and learners in E-LearningRamesh C. Sharma
This is of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. Online learning involves various skills on the part of the instructor and learner. These include social and communication skills, social networking, independent learning strategies, critical and higher order thinking skills, creativity, and effective online and face-to-face facilitation. In addition, there are may challenges that the educators, administrators, students, and community members face. (..CO11)
This document discusses e-learning and its advantages. It defines e-learning as the delivery of learning through electronic means using computers and the internet. Some key advantages of e-learning discussed are that it is flexible, accessible, and convenient as learners can learn anywhere and at their own pace. E-learning also improves retention rates through the use of multimedia, is platform independent, helps create lifelong learners, can increase literacy rates, and is more eco-friendly than traditional learning.
Learning in Desktop Video-Conferencing EnvironmentsVideoguy
The document discusses challenges with using desktop video-conferencing tools for learning. It finds that non-robust technology and poor pedagogical approaches can limit communication and interaction between students. Specifically, network issues and incorrectly configured hardware often prevented students from effectively using synchronous tools. Additionally, simply distributing lectures via these tools did not enhance learning as much as facilitating discussion and collaboration. The study suggests integrating both synchronous and asynchronous tools to better support communicative learning across distances.
The document discusses issues in online and distance education. It addresses how online education has grown significantly over the last 10 years in the United States, with over 70% of academic leaders believing it is critical to their institution's strategy. However, there are still concerns that not all students have the discipline needed to succeed in online courses. The document also explores how to help students manage the transition to digital learning and developing their digital literacy skills to be successful in online education.
This document discusses mobile learning and online learning. It defines mobile learning as education accessed through mobile devices like smartphones and tablets using apps, social interactions, and online educational platforms. Mobile learning allows students to access materials and complete assignments anywhere, anytime through flexible cloud-based teaching. It has advantages like easy access to open educational resources and developing communities of learners who can tutor each other. The future of mobile learning will involve learning from multiple smart systems ubiquitously through virtual inputs and outputs.
COVID-19 pandemic has impacted the educational institutions in Australia and New Zealand, thus online learning was a significant option for education to be smoothly continued. This could possibly enhance the Computer-based exams (CBEs) to be used in various courses, such as schools, universities and other training centres. As there are many educational institutions which have chosen to convert from paper test system to computer- based exam. However, adopting computer tests may lead to some difficulties for the students, which relates to technical defects and lake of computer skills of some students when they are applying the computer based exams. The purpose of the paper was to discuss online learning during Covid19 and the possibility of adopting (CBEs), then to determine negative and positive effects on the students of using computer-based exams and focus on some of suggesting solutions to the negative effects. Computer test which could cause negative effects on students due to various levels of skills to use a computer and some technical problems was examined. The design of the computer examination system requires careful planning and study from several aspects before becoming officially accepted, the computer-based exams still have a few problems which may lead to difficulties in using computer exams. Then the many benefits which could be gained by using computer-based exams, such as the student will be more independent with computer test were described. In addition, the students have access to the exams through the internet network. Finally, the effectiveness of certain strategy to solve the negative effects of computer-based exams were argued. Developing the solutions of the technical problems are required for computer test, where improving the input methods questions and corrections. It was resulted that online learning has considered as a better option during COVID-19 pandemic, and the computer exam, with adjustments, is more suitable for students.
The document discusses three articles about the use of technology in classrooms. It describes how students use the internet for homework and research. It also discusses how technology allows classes to be offered online to students in rural areas who lack access. The document also reflects on the challenges teachers face in maintaining focus and discipline when students have access to WiFi and laptops in classrooms.
The document discusses e-learning and its increased importance and usage due to the COVID-19 pandemic. It provides statistics on the transition to online learning in Jordanian universities, with over 20,000 courses being moved online reaching 94.5% in public universities and 98.28% in private universities. Student satisfaction with e-learning was found to be 54.4% overall. The crisis has highlighted e-learning's benefits like accommodating all students' needs, offering repeated access to updated content, and reducing costs. Instructors now face challenges in moving courses online but can overcome obstacles through planning.
The document discusses electronic learning or e-learning in India, noting its growth from traditional education to incorporating more technology. It provides an overview of e-learning developments in India, including examples of e-learning programs at universities and online initiatives at institutions like IGNOU. The presentation ends by acknowledging issues with e-learning in India as well as providing suggestions to further develop e-learning in the country.
Challenges and Experiences of Students in the Virtual Classroom World: A Lite...Dr. Amarjeet Singh
The study aims to discuss the experience students face in the virtual classroom mode. The limitations and challenges which students face while enrolling in online modes to learning from MOOC Courses to Distance Learning. The community of the people undertaking online education has increased significantly in the past few years. The paper reviews the literature on the topic of online classes, asynchronous and synchronous modes of delivery, the perception of students in the virtual learning and the experiences and challenges faced.
This document discusses e-learning in medical education. It begins with an introduction to how education has evolved from teacher-centered to learner-centered models and the role of interactivity in e-learning. It then provides a brief history of e-learning, from early uses of computers in the 1960s to modern learning management systems. The objectives and sequence of the presentation are outlined. Key points include the scopes of e-learning in medical fields, types of e-learning models, components of an e-learning system including content, administration, assessment, and support staff. Advantages and challenges of e-assessment in e-learning are also mentioned.
The document discusses e-learning and its benefits for education. It notes that e-learning can increase access to learning opportunities and flexibility for students while helping to meet the growing demand for education with fewer teachers. The study aims to promote e-learning for information management students at a college and notes some of the system requirements and sources of related literature on the topic.
According to the newest concepts, thanks to the Internet, our work and social life have been radically transformed, as well as have changed our instruction scheme. Technology is now a guiding principle in modern education. Do we forget about the human touch?
Moreover, this progress in technology not only puts an emotional impact on the users who directly have access to information, but also generates countless access to education around the world.
Teaching resources are now reachable virtually to everyone very often for no fee.
Does existing know-how use the human touch or education has just become a technical structure?
Leeds MOOC presentation at eMOOC summit 2014Neil Morris
The document summarizes the key learnings from the University of Leeds' experience with its first MOOC on the FutureLearn platform. It found that MOOCs can: increase access to higher education globally by making high-quality educational resources available online; act as an effective recruitment tool by raising the university's international profile; and enhance blended learning for existing students by setting a standard for open educational resources. Over 5,000 learners from more than 100 countries enrolled in the first MOOC, and the majority of participants and staff agreed that MOOCs provide opportunities for flexible learning when combined with face-to-face instruction.
This document provides an overview of technology trends and outlook for African higher education. It discusses key drivers and constraints to integrating technology, including motivators like access to resources and constraints like low digital fluency of faculty. Current trends include growing social media usage, blended learning, and data-driven assessment. The document outlines different modes of educational provision from fully offline to fully online. It provides an outlook on emerging technologies like flipped classrooms, learning analytics, and 3D printing and their potential impact on higher education in both the short and long term. The talk concludes by emphasizing that technology should support, not replace, good teaching practices.
Higher Education Technology Outlook in AfricaGreig Krull
Higher Education Technology Outlook in Africa. Presentation for Linking Student Satisfaction, Quality Assurance and Peer Review in Higher Education Conference, 13 March 2014.
Online Education As Ecommerce
Presented By Shubham Tikkiwal & Nikhil Pareek (IIT Roorkee)
The document discusses problems with the current state of education in India and proposes online education as a solution. It outlines issues like a lack of college and faculty reviews, limited access to study materials, and no platform for direct interaction between educational institutions and students. The document then describes various models of online education including distance learning, blended learning, e-learning and m-learning. It argues that online education can increase access to expertise, provide more up-to-date content at lower cost, and better prepare students for 21st century business.
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
Continuous Learning for HR Enrichment through MOOC’s – A Global Perspective ...RUDRA BUSINESS SOLUTIONS
The document discusses Massive Open Online Courses (MOOCs) and the changing landscape of education. It notes that MOOCs provide free online courses from universities worldwide and can include videos, readings, and student forums. While MOOCs currently have low completion rates, they offer unprecedented access to international education and opportunities for research on learning. The document also reviews the growth of MOOCs globally and in different regions, as well as methods of assessment and limitations compared to traditional degrees.
This document discusses MOOCs and their relevance to higher education in India with respect to the National Education Policy 2020. It begins with defining MOOCs and their characteristics such as being massive, open, online and course-based. It then covers the evolution of MOOCs, different types of MOOCs, and common myths about MOOCs. It discusses why MOOCs are needed to address the growing demand for higher education in India and help achieve the goals of NEP 2020 related to online and digital education. It also outlines some advantages and limitations of MOOCs, and important aspects to consider in developing high-quality MOOCs.
Social learning at massive scale LWMOOCs 2015 slideshareMike Sharples
FutureLearn is a massive open online course (MOOC) platform with over 2 million learners and 4 million course sign-ups. It was formed by The Open University and launched in 2013. FutureLearn partners with universities, organizations, and content providers to offer over 190 courses in various subjects. Analytics from FutureLearn courses show that while most learners view content, around 40% actively engage and a quarter of learners access courses via mobile devices. FutureLearn aims to design pedagogically informed MOOCs through approaches like social learning, visible teaching, and narrative-based learning to support open learning at massive scale.
Melbourne Polytechnic presentation Neil MorrisNeil Morris
Using blended learning to enhance learning, engagement and outcomes
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Melbourne Polytechnic, Melbourne, June 2022
This document summarizes a presentation on integrating Massive Open Online Courses (MOOCs) into higher education teaching and learning. It discusses sector priorities around quality, competition, and skills development. It also covers learners' expectations of networked and blended learning. Research findings show that the majority of students found MOOCs improved their learning through flexibility, deeper understanding, and interaction. However, some students remained unconvinced of MOOCs' benefits. The presentation concludes that MOOC integration can help address sector priorities while enhancing most learners' experiences.
Contemporary trends in teaching and learning - Iain DohertyLearningandTeaching
Education is trending towards greatly increased openness, flexibility and personalisation. So what are the implications of this?
Associate Professor Iain Doherty will examine contemporary trends in teaching and learning that are set to impact our environment including the changing role of teachers and burgeoning field of providing and recognising life-long learning.
Based upon the premise that innovations in teaching and learning should be “learning led and technology enabled” the presentation will first focus on approaches to teaching and learning before considering technologies as enablers of innovation.
This document discusses how instructional technology has changed teaching and learning in colleges and universities. It notes that today's students are accustomed to using technology and expect it to be incorporated into their education. While technology can enhance learning when used effectively, simply adding technology does not guarantee improved outcomes. The document advocates applying principles of good teaching practice and using technology to support student-faculty interaction, collaboration, and active learning.
The document discusses pedagogical challenges in the digital environment. It notes that today's students are accustomed to digital devices and have short attention spans. This presents challenges for teachers who must compete with technology for students' attention. The digital environment also allows students more control over their learning in terms of time, place, path, and pace. Teachers now have a role as facilitators helping students convert knowledge into practice. They must use a variety of strategies and be digitally competent to engage Gen Y students. While technology provides opportunities, it also poses challenges as multiple modes of learning are now possible beyond just classroom teaching.
Blending, Flipping and Personalized: How Online Learning is Transforming Teac...Julie Evans
This document provides an overview of a presentation on online learning and how it is transforming teacher practice. It discusses key findings from the Speak Up 2012 national research project on views of K-12 students, parents, teachers, librarians and administrators. The presentation addresses administrator and teacher views on online learning, how teachers are using blended, flipped and virtual learning, and the impact of online learning on student success and teacher effectiveness. It also introduces the panel of experts and gives background on Project Tomorrow and the goals and methodology of the Speak Up research project.
The document discusses how emerging technologies like tablets, mobile apps, and voice recognition tools are transforming education by making information more accessible, shifting focus from memorization to application of knowledge, and challenging traditional education models and roles of teachers and students. It also examines issues around how these technologies could impact learning, evaluation of new forms of scholarship, and preparation for jobs of the future in a knowledge-based economy.
Trends in Online Learning: Blended, Flipped and Virtual ClassroomsJulie Evans
This document summarizes key findings from a report by Project Tomorrow on trends in online learning, including virtual, blended, and flipped classrooms. Some of the main findings are:
- Students are increasingly taking online classes for benefits like controlling their own learning and working at their own pace. Around 7-8% of students are enrolled in fully online schools.
- Parents and administrators see benefits like keeping students engaged and providing flexible scheduling. However, interactions between students and teachers is a top concern among administrators.
- Teachers using blended, flipped, and fully online models tend to have more advanced tech skills and participate in online professional development. They also make greater use of digital content and tools in their classrooms.
- Teachers
This document discusses India's initiatives in e-learning and provides details on:
1) The growth of e-learning in India, including the development of early e-learning platforms in the 1990s and increased internet penetration over time.
2) The types of e-learning including synchronous, asynchronous, blended learning and various e-learning tools like blogs, podcasts and social media.
3) The advantages of e-learning including reduced costs, flexibility, scalability and the ability to access expert knowledge from around the world.
Concepto clave por qué es importante la enseñanza en líneawilly arzadum
This document provides an overview of an online module that examines how the increasingly digital world is changing education and how higher education is adapting. It discusses both the benefits and challenges of online teaching. The key benefits highlighted are increased flexibility, access to more resources, and developing digital skills. However, access to technology, isolation, and information overload are some of the limitations. The document concludes that online education can be effective if integrated properly and teachers are supported with time, training, and resources to develop their skills.
Working with students to make the most of digital - Jisc Digifest 2016Jisc
We know how important it is to engage learners in designing their digital learning experience, but how can universities and colleges make this work in practice, and at scale?
Participants will have the opportunity of hearing from two institutional case studies on student digital partnerships.
The session will help you reflect on where you are with your students’ digital experience, and plan your next steps.
Similar to Keynote at 4th International Conference for e-Learning and Distance Learning, Riyadh, Saudi Arabia (March 2015) (20)
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
Illuminate Forum - Blended Learning in the VET sector - workshop - Neil MorrisNeil Morris
Blended Learning and Technology in the VET sector - workshop
Professor Neil Morris and Melanie Kyle
Workshop at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
Learning and Technology in the VET Sector Illuminate session presentation by ...Neil Morris
Blended Learning and Technology in the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Illuminate Forum VET Blended Learning event, Melbourne, June 2022
Victorian TAFE Association Neil Morris presentationNeil Morris
The document discusses creating an educational continuum across all educational sectors. It notes the traditional school-college-university pathway is being disrupted by growing employer-led pathways and online learning opportunities. This could see employers curating accredited learning for employees. Universities and colleges may face increased competition and need to offer more flexible options. Collaboration between educational sectors is important to provide clear pathways for learners and avoid competition. Barriers include a fragmented curriculum and ensuring quality, while benefits include access, flexibility and inclusiveness.
Models for unbundling university learning and teaching provisionNeil Morris
The document discusses the concept of "unbundling" in higher education, where educational services are disaggregated and potentially delivered by multiple providers. It examines how unbundling is occurring through online education models in the UK and South Africa. Key findings include private companies prioritizing university rankings and building partnerships focused on new markets, while students prefer on-campus learning for social and networking benefits. The research aims to understand different stakeholder perspectives on unbundling and how it intersects with digital technologies and potential inequalities in provision.
Reimagining Higher Education in the digital ageNeil Morris
Digital education is growing rapidly globally and transforming higher education. The University of Leeds supports students through campus-based, hybrid and fully online learning. It offers courses, modules and programs through various digital channels to provide a flexible experience. While online learning offers opportunities, there are also risks of inequality and exclusion if its growth is unequal. The prevalence of "unbundling" educational content is increasing partnerships between universities and private companies in higher education.
Neil Morris is the Director of Digital Learning at the University of Leeds. The document discusses how the University of Leeds is unbundling and rebundling its higher education provision through digital technologies. It offers online courses, modules, and programs through its Digital Education Service to provide more flexible learning opportunities for both campus-based and online students. Some of its initiatives include MOOCs on FutureLearn, online credit-bearing courses, and online CPD courses developed with industry partners. The goal is to enhance student education and support multiple delivery modes through an unbundled approach.
Benefits to student experience through institutional use of digital technologiesNeil Morris
Neil Morris is the Director of Digital Learning and Professor of Educational Technology, Innovation and Change at the University of Leeds. The document discusses the growth of digital learning globally and opportunities provided by digital technologies for student learning, flexibility, interaction, and skills development. It provides examples of how the University of Leeds has integrated digital technologies into its campus including lecture recording, interactive learning spaces, online teaching, and developing students' digital literacies. MOOCs and online courses are discussed as part of developing flexible learning opportunities.
Blended Learning Essentials: getting started online courseNeil Morris
The document outlines a MOOC project funded by Ufi Charitable Trust that aims to enable members of the vocational education workforce to become professional digital practitioners. It seeks to engage teachers through a course focusing on quality teaching standards while helping prepare learners for work. The course syllabus, materials, activities and college partners are described, and accreditation through CMALT and mapping to professional standards frameworks are mentioned.
This document discusses research conducted at the University of Leeds on integrating tablet devices to enhance flexible learning. It provides an overview of the changing higher education landscape and increasing student expectations. Several case studies are described that investigated the impact of providing students with tablet devices. Studies found students spent over 3.5 hours per day using their device for studying and perceived them as useful tools that improved organization and access to resources. Additional studies looked at the benefits of tablets for practical classes and using multimedia eBooks. Overall, the research demonstrated tablets positively influenced student study habits and learning.
Neil Morris is the Director of Digital Learning at the University of Leeds. He gave a presentation on the changing landscape of higher education and the University's strategies for digital learning. Key points included increased student expectations, greater need for distinctiveness, and lack of digital skills. The presentation covered the University's blended learning strategy, policies on audio/video recordings and OERs, and plans for MOOCs and iTunes U. Student mobile device usage data was presented. The benefits of a digital learning strategy and external resources were discussed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
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3. Internet of Everything
“We are currently experiencing the biggest fundamental
change the world has seen since the initial development
of the Internet as people, processes, data, and things
become increasingly connected. We call this the Internet
of Everything (IoE), and it is having a profound impact on
individuals, businesses, communities, and countries.”
John Chambers, CEO, Cisco Systems
http://www3.weforum.org/docs/WEF_GlobalInformationTechnology_Report_2014.pdf
8. Learning is changing
Teacher as
content provider
Face to
face
teaching
Other
learning
materials
Online
materials
Teacher as
content advisor
or curator
Learning
support
Learning
materials
Learning
activities
Student centred
learning
Student produced
content
Peer
support
Learning
materials
Student
learning
12. N=1363 (Nov 2012; Middleton and Caperon, 2013)
50% use a mobile device
frequently for research or assignments
23% use a mobile device
frequently to read e-books
86% own a smartphone
97%own a laptop.
20% own a tablet device
35% are planning to purchase a
tablet device for academic and social
reasons
70% likely to use a mobile
device to read articles or books online
87% use a mobile device
frequently to use a search engine
University of Leeds students’ use of mobile devices
16. 78% found tablet device in class
beneficial to learning(3 years)
79% found using tablet devices in class
enjoyable(3 years)
Morris et al (2015)
83% found tablet devices easy to
use (3 years)
19. Unified Theory of Acceptance and use of
Technology (UTAUT)
Venkatesh 2003; https://csdl-techreports.googlecode.com/svn/trunk/techreports/2005/05-06/doc/Venkatesh2003.pdf
20. Driving change in Higher
Education
Leadership Infrastructure Support
Champions Skills Policy
22. The future of digital learning
Analytics-based
personalisation
Hybrid
courses
Adoption of
digital
literacy
Game-
based
learning
Flexibility
Validated
electronic
assessment
Integrate
d mobile
learning
Student
centred
learning
Widespread
blended
learning
25. University strategies for
Digital Learning
Digital strategy for Student Education
Blended Learning Strategy
Policy on Audio and
Video Recordings for
Educational
Purposes
MOOC vision and
strategy
Open Educational
Resources policy
27. Blended learning strategy
Face to
face
classes
Learning
resources
Event
capture
Interaction
collaboration
Social media
channels
Mobile
devices
Online
assessment
Research-
based
learning
29. Capturing video for education
• Ubiquitous capture
• Seamless and
automated capture
• Controlled publication
• Widespread delivery
• Multimodal playback
• Wide variety of
applications
“The new Lecture-Capture system is
BRILLIANT. Cheers, guys.” Student
30. Uses of video in education
Image CC by Jenko, FlickR
31. Digital learning channel portfolio
Only available to
Registered Students Available to all learners
Online Courses
Individual Learning Objects
Learning Objects complementing face-to-face provision (Blended Learning)
33. Pedagogy of Futurelearn
Based on Laurillard’s Conversational Framework:
“a continuing iterative dialogue between teacher and student,
which reveals the participants’ conceptions and the variations
between them… There is no escape from the need for
dialogue, no room for mere telling, nor for practice without
description, nor for experimentation without reflection, nor for
student action without feedback”. (Laurillard, 2002)
37. Futurelearn MOOC portfolio
FREE
ONLINE
COURSE
Sign up at futurelearn.com
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
38. Innovation: A global audience
37% United Kingdom
Significant cohorts from North / South America, India, Pakistan,
Europe, Australia, Nigeria and Malaysia*
*Based on data from pre-course survey (n=1975)
39. Innovation: Learner aspirations
Interact with other people
Prepare for future studies
Supplement existing studies
*Based on data from pre-course survey (n=1975)
40. Post course survey data for first three MOOCs (n= When Worlds Collide: Fairness and Nature (n=241); Exploring Anatomy: the human abdomen
(n=424); Introduction to Physical Actor Training (n=83).
90-97% satisfied with
video as a learning tool
37-53% satisfied with
discussion as a learning tool
72%spend between 30 mins
and 2 hours online per visit.
MOOC learning elements
86-92% satisfied with
quizzes as a learning tool
Value of MOOC elements
41. 12% engaged with
peer assessment exercise
Average of 269 words
submitted for assignment
1.5
reviews per
assignment
submitted
0
20
40
60
80
100
120
140
1
3
5
7
9
11
13
15
17
19
21
23
25
27
Numberofparticipants
Videos watched
No assignment
Assignment
completed
Active, social
learners most
likely to do peer
learning
activities
42. Who are MOOC completers?
Older learners more
likely to complete our courses
No gender differences in completing
learners, but there are course-level differences
Experienced
online learners more likely to
complete our courses
Better qualified
learners more likely to complete
our courses
Non working
learners more likely to complete
our courses
Morris et al., 2015
44. MOOCs on campus
FREE
ONLIN
E
COURSE
Sign
up
at
futurelearn.co
m
https://futurelearn.com/courses/when-worlds-collide
Sign up to ‘Exploring anatomy:
the human abdomen’
http://futurelearn.com
Coursestartson 10 February2014
For 3 weeks, 4 hoursper week
Explore the inner workings of the human abdomen with experienced anatomy lecturer Dr James Pickering
http://twitter.com/accessanatomy #FLanatomy
Learn about the structure and function of vital organs, and through discussion relate this
to common surgical scenarios and current research.
Interested in the anatomy of the human body?This course is for you.
https://www.futurelearn.com/courses/anatomy
MOOC content embedded
into module and
programmes
New MOOC style blended
modules created
MOOC content used to
create new distance
learning programmes
45. Studying in a Digital Age
module
Digital skills
Digital
scholarship
Digital
practice
Digital
presence
Online
module
Credit
bearing
Interactive
Assessed
online
Discipline
focused
Research
based
47. At-desk recording
REC
Open desktop software and press record.
Screen, audio and video captured.
Automatic upload to system for review, edit
and approve.
Make available to
colleague, VLE or
public.
Problem-solving
Discussion
Creativity
Conceptual
understanding
Active learning
Towards a Flipped Learning
vision
48. The future of digital learning
Analytics-based
personalised learning
Flexible Adaptive
Outcome
focused
Scalable Authentic Social Personal