Keynote lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this keynote, I will consider the role of students as partners in learning with reference to what current research can tell us about how people learn, what students have to say about what supports their learning, and where technology can help.
A Pecha Kucha presentation (20 slides, 20 seconds per slide) given as part of UBC's Celebrate Learning Week, detailing our project to use student-generated learning content in our introductory Physics course.
Personalized Learning: Implications for curricula, staff and students Simon Bates
Invited keynote given at the Universitas 21 Education Innovation conference at UNSW, Australia, Oct 2014.
http://www.universitas21.com/event/details/178/u21-educational-innovation-conference
A Pecha Kucha presentation (20 slides, 20 seconds per slide) given as part of UBC's Celebrate Learning Week, detailing our project to use student-generated learning content in our introductory Physics course.
Personalized Learning: Implications for curricula, staff and students Simon Bates
Invited keynote given at the Universitas 21 Education Innovation conference at UNSW, Australia, Oct 2014.
http://www.universitas21.com/event/details/178/u21-educational-innovation-conference
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
Students in the sandbox - developing professionals?Alan Cann
Presentation for solo10: http://www.scienceonlinelondon.org/programme.php
Science education remains largely stuck in a didactic mode, where information is transmitted from qualified professionals to aspiring students. Ironically, because social tool adoption by practicing scientists has been slow, many people involved in delivering science education are visitors rather than residents in social spaces, and their expertise with these tools is outstripped by the students they teach. This session will start with a whistle-stop tour of the pedagogies of online education. Participants will then discuss the barriers to tool adoption, examples of best practice, and suggestions for institutional and individual advances.
Students as Partners: Three Leicester vignettesChris Willmott
Slides from my talk prepared for the Working as Partners conference, November 2013. The event was held at the Students' Union of the University of Leicester and looked at a variety of models of collaboration between students and staff in educational developments.
My talk picks up on three areas of my work - in the development of a Code of Practice for Student-Staff Committees, and two different assessed activities in which students produce resources about bioethics. The best examples of the latter are made available online for the benefit of the wider community, and hence the students are bona fide developers of new teaching materials.
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Treasure or Trash? Helping students distinguish online gold from online guffChris Willmott
These are the slides for a short talk to be given at the Higher Education Academy STEM conference in Birmingham (UK) on 18th April 2013. They describe a blended-learning activity in which students evaluate a series of online sources prior to a group tutorial. Reflections on the merit of the task are given, including data derived during three years of usage.
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partn...Simon Bates
Plenary lecture at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this plenary session, I will present some practical exemplars of how student partnerships in learning and teaching, using a range of course examples from across UBC.
Skills Development Through Authentic AssessmentAlan Cann
"Authentic assessment" is relevant to real world outcomes and engaging for students. Much of the treadmill activity of conventional assessment (essays and exams) has little to do with what goes on in the workplace. Faced with the task of developing a "research skills" module for 300 biological sciences students, I attempted to apply the principles of authentic assessment. The practical problems in achieving this with a large number of students involve the staffing demands of this approach, and there are problems with applying performance-based outcomes to large groups of students. Team-based learning enhances student engagement and represents a shift from a teacher-based strategy to a student-centred approach.
Students in the sandbox - developing professionals?Alan Cann
Presentation for solo10: http://www.scienceonlinelondon.org/programme.php
Science education remains largely stuck in a didactic mode, where information is transmitted from qualified professionals to aspiring students. Ironically, because social tool adoption by practicing scientists has been slow, many people involved in delivering science education are visitors rather than residents in social spaces, and their expertise with these tools is outstripped by the students they teach. This session will start with a whistle-stop tour of the pedagogies of online education. Participants will then discuss the barriers to tool adoption, examples of best practice, and suggestions for institutional and individual advances.
Students as Partners: Three Leicester vignettesChris Willmott
Slides from my talk prepared for the Working as Partners conference, November 2013. The event was held at the Students' Union of the University of Leicester and looked at a variety of models of collaboration between students and staff in educational developments.
My talk picks up on three areas of my work - in the development of a Code of Practice for Student-Staff Committees, and two different assessed activities in which students produce resources about bioethics. The best examples of the latter are made available online for the benefit of the wider community, and hence the students are bona fide developers of new teaching materials.
5R Open Course Design Framework, Fall 2015 versionDavid Wiley
A drastically simplified course design framework for use with faculty as they transition from using commercial textbooks in their courses to using open educational resources (OER).
Treasure or Trash? Helping students distinguish online gold from online guffChris Willmott
These are the slides for a short talk to be given at the Higher Education Academy STEM conference in Birmingham (UK) on 18th April 2013. They describe a blended-learning activity in which students evaluate a series of online sources prior to a group tutorial. Reflections on the merit of the task are given, including data derived during three years of usage.
Michigan’s top economic leaders today issued a series of findings that forecast the state’s readiness to fill high-paying, high-demand jobs with educated and skilled workers.
And, while data show the state is generally prepared to meet the demand for high-wage jobs over the next three years, the ability to meet demand over the long-term is less certain.
La mode s'évapore, la tendance s'érode… Seul le style reste.
Je vous présente les évolutions graphiques et digitales. Un point sur les tendances webdesign et autour du web. Une étude pour y voir plus clair.
Bonus : un guide des couleurs se trouve à la fin du document !
[Dernière mise à jour : 2 septembre 2016]
Article Tendances Web Design 2016 rédigé pour Alsacréations :
http://www.alsacreations.com/article/lire/1696-tendances-web-design-2016.html
Article "Comment les géants de la Silicon Valley standardisent le web… et le reste" basé sur mon entretien pour Maddyness :
https://www.maddyness.com/innovation/2016/09/05/design-les-geants-de-la-silicon-valley-standardisent-le-web/
Article de Frenchweb :
http://www.frenchweb.fr/web-design-quelles-seront-les-grandes-tendances-en-2016/221440
Présentation antérieure : Tendances Web Design 2015
http://fr.slideshare.net/philipperondepierre37/web-designtendances2015-38916551
Autre présentation : Apple, Branding Story
http://fr.slideshare.net/philipperondepierre37/apple-une-question-dimage
Philippe Rondepierrre - Directeur Artistique
http://philipperondepierre.com
Educational Technologies: What should you be thinking about next?Jason Zagami
Zagami, J. (2013). Educational Technologies: What should you be thinking about next? [Presentation slides]. Retrieved from http://www.slideshare.net/j.zagami/educational-technologies-what-should-you-be-thinking-about-next?
Presentation for Teacher Education Industry Advisory Group (TEIAG) by Dr Jason Zagami, 6 August 2013, at the Queensland Academy for Health Sciences, Queensland, Australia.
A presentation to the Learning Technologies Advisory Group at Edith Cowan University, that considers some recent innovations and the what allowed those innovations, AI generated teaching content, The metaverse,
Assessment now and the next big ideas
This Innovative Practice session introduces learners on the PGCert at Edge Hill to notions of technology enhanced learning, and encourages participants to reflect and action plan to enhance their future practice.
Personal learning environments brenton dass 201225820Brenton Dass
I was truly inspired by the works of many if the collaborators when we were asked to compile this presentation in one of the modules for first semester I didnt hesitate to make use of their excellent depictions of a personal learning network
Sankey, M. 2023. Embracing student innovation in the age of Generative AI (Keynote Presentations). The 2023 WATTLE forum: InspirEd Horizons: Embracing Educational Innovation and Generative AI. University of Wollongong. 25 September.
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
● Principles of PBL Online Facilitation (Savin-Baden, 2007)
Getting started with your course re/designTanya Joosten
A workshop presented at St. Norbert College in De Pere, WI. Participants were re/designing tech-enhanced, blended, hybrid, flipped, and online courses.
See more at http://snc2015.wikispaces.com.
#t3atsnc
Many institutions see technology as a strategy to increase revenues and decrease campus-bases classrooms and resources. However, as emerging technologies shift the course from teaching-centered to learning-centered, historically effective strategies may no longer provide the same return on investment. This session examines how we can maximize the return on value of technology to increase learner engagement, add instructional options, and improve faculty efficacy.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Future evolution of the learning technology ecosystemSimon Bates
Keynote presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"
Development & trends in teaching and learning Simon Bates
Forum talk presented at National Taiwan Normal University (NTNU) June 2017 as part of the 2017 International Conference "Ecological Restoration and Innovation of Teaching and Learning in Higher Education"
Expanding horizons of technology enhanced learning
Keynote given as part of the Liverpool John Moores University (LJMU) learning and teaching conference 2017
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in ...Simon Bates
Workshop at 2016 NTU Learning and Teaching Seminar - Students as Partners in Learning and Teaching. In this interactive workshop session, we will look in more detail at case studies of how students as learning partners may be built into course and learning design.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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
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?
A Strategic Approach: GenAI in EducationPeter 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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
28. “I have learned so much in this course!”
A preliminary glimpse into students’ perceptions
of their learning in a fourth year biology course.
Pam Kalas and Sylvia McLellan
Science Supper Series
January 26, 2016
kalas@zoology.ubc.ca
29. RESEARCH QUESTIONS
1. What do students in my Biology 463 course think they
are learning, and how does this align with the course
learning objectives?
2. What kinds of evidence do students rely on to
determine that they have learned something, and how
does that align with the evidence used by the
instructor?
31. METHODOLOGY
Factual knowledge
Brief description of one or
two new pieces of
knowledge developed since
your last learning journal
How do you know that you
have acquired this
knowledge? Please describe,
or refer to and attach,
evidence
Code
Code
45. Image / Icon credits
• Figures from How Learning Works, Ambrose et al. Chaps 2 and
3
• Icons:
– Stack of Books designed by Jeremy J Bristol from The Noun Project
– Mesh Network designed by Lance Weisser from The Noun Project
– Excited designed by Austin Condiff from The Noun Project
– Components designed by Iris Q. Li from The Noun Project
– Group designed by Alexandra Coscovelnita from The Noun Project
– Brain designed by Martha Ormiston from The Noun Project