Learn PAd Business Process Organizational LearningProjectLearnPAd
The document discusses the Learn PAd project, which aims to create an e-learning platform for public administrations that enables process-driven learning and fosters cooperation. It highlights several key dimensions of the Learn PAd solution, including model-based learning, collaborative content management, automatic assessment of content and models, and simulation-based learning support. The platform is designed to help public administrations address the challenges of increasing complexity, volatility of processes, and demands for quality with reduced resources.
The document discusses learning object (LO) management for eLearning systems. It proposes using the CIPP model (Context, Input, Process, Product) to design, implement, and evaluate LOs in four stages. It introduces the HEODAR instrument for evaluating LOs in Moodle based on pedagogical and technical criteria. HEODAR allows users to immediately identify areas for improvement. The model aims to ensure LOs meet standards for interoperability and reusability, and that evaluation during and after teaching can improve initial quality assessments.
Track 2. Engineering Education and Technological / Professional Learning
Authors: Paula Escudeiro, Bertil Marques, Piedade Carvalho, Ana Barata, Patricia Queiros, Ana Sousa, Carlos Dias, Emanuel Rocha and João Ulisses.
This document discusses the use of Project Sites on the Vula learning management system for student ePortfolios in the Postgraduate Diploma in Educational Technology program at the University of Cape Town. It provides context on the definition and purpose of ePortfolios, outlines previous ePortfolio initiatives at UCT, and describes how Project Sites have been implemented for the PG Diploma students. The document also discusses challenges with ePortfolio initiatives and considerations for designing effective ePortfolio processes and platforms.
ePortfolio Support Staff at LaGuardia Community Collegemaking_connections
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
ePortfolio student support June 22, 2010Jiyeon Lee
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
presentation by Tapio Koskinen in EC DG EAC Conference on Design and Learning in Brussels, November 25-26, 2010 - Conference Website:
http://design-learning.teamwork.fr/index.php
Slides Emooc 2016 European MOOC Stakeholders SummitOlivier Bernaert
SLIDES - Presentation by Lucie Dhorne
The past few years have seen an exponential growth of the number of MOOCs worldwide. However, it is proven by the avaivalable completion rate data that motivation can quickly fade even for students who are highly motivated at the beginning of the courses. Faced with this realty, it seems crucial for the future of MOOCs to adress this motivational issue and to find ways to improve the completion rates.
IFP School launched two MOOCs – “Sustainable Mobility” and “Oil&Gas” – which saw unusally high completion rates.
In this paper we analyze the results obtained within these two MOOCs. Our goal is to identify the factors that made such completion rates possible and to understand how these key issues help to produce a succesful MOOC. By this analysis, we are able to give some tips in terms of video recording, interactive assignment design such as Serious Game or Mini-games and participant mentoring to promote motivation. Applying these tips when designing a MOOC will minimize the chance of participant withdrawal and thus lead to high completion rates.
Learn PAd Business Process Organizational LearningProjectLearnPAd
The document discusses the Learn PAd project, which aims to create an e-learning platform for public administrations that enables process-driven learning and fosters cooperation. It highlights several key dimensions of the Learn PAd solution, including model-based learning, collaborative content management, automatic assessment of content and models, and simulation-based learning support. The platform is designed to help public administrations address the challenges of increasing complexity, volatility of processes, and demands for quality with reduced resources.
The document discusses learning object (LO) management for eLearning systems. It proposes using the CIPP model (Context, Input, Process, Product) to design, implement, and evaluate LOs in four stages. It introduces the HEODAR instrument for evaluating LOs in Moodle based on pedagogical and technical criteria. HEODAR allows users to immediately identify areas for improvement. The model aims to ensure LOs meet standards for interoperability and reusability, and that evaluation during and after teaching can improve initial quality assessments.
Track 2. Engineering Education and Technological / Professional Learning
Authors: Paula Escudeiro, Bertil Marques, Piedade Carvalho, Ana Barata, Patricia Queiros, Ana Sousa, Carlos Dias, Emanuel Rocha and João Ulisses.
This document discusses the use of Project Sites on the Vula learning management system for student ePortfolios in the Postgraduate Diploma in Educational Technology program at the University of Cape Town. It provides context on the definition and purpose of ePortfolios, outlines previous ePortfolio initiatives at UCT, and describes how Project Sites have been implemented for the PG Diploma students. The document also discusses challenges with ePortfolio initiatives and considerations for designing effective ePortfolio processes and platforms.
ePortfolio Support Staff at LaGuardia Community Collegemaking_connections
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
ePortfolio student support June 22, 2010Jiyeon Lee
This document discusses student support resources for ePortfolios at LaGuardia Community College, including ePortfolio Consultants, the Student Technology Mentor (STM) Program, and Studio Hour sessions. EPortfolio Consultants and STMs provide training and one-on-one assistance to students and faculty on developing ePortfolios. They conduct workshops and staff open computer labs. The STM Program trains students in instructional technologies and multimedia skills over two semesters, with the goal of them becoming Instructional Design Assistants or EPortfolio Consultants.
presentation by Tapio Koskinen in EC DG EAC Conference on Design and Learning in Brussels, November 25-26, 2010 - Conference Website:
http://design-learning.teamwork.fr/index.php
Slides Emooc 2016 European MOOC Stakeholders SummitOlivier Bernaert
SLIDES - Presentation by Lucie Dhorne
The past few years have seen an exponential growth of the number of MOOCs worldwide. However, it is proven by the avaivalable completion rate data that motivation can quickly fade even for students who are highly motivated at the beginning of the courses. Faced with this realty, it seems crucial for the future of MOOCs to adress this motivational issue and to find ways to improve the completion rates.
IFP School launched two MOOCs – “Sustainable Mobility” and “Oil&Gas” – which saw unusally high completion rates.
In this paper we analyze the results obtained within these two MOOCs. Our goal is to identify the factors that made such completion rates possible and to understand how these key issues help to produce a succesful MOOC. By this analysis, we are able to give some tips in terms of video recording, interactive assignment design such as Serious Game or Mini-games and participant mentoring to promote motivation. Applying these tips when designing a MOOC will minimize the chance of participant withdrawal and thus lead to high completion rates.
E-learning in Spain has grown but still lags behind some EU averages. Reports from 2004-2010 analyzed e-learning practices in Spain and identified advantages like flexibility but also challenges like lack of computer skills and high dropout rates. Tutoring is seen as key to success. While e-learning is used more in large companies and public administration, a national standard was introduced in 2008 to define and promote quality e-learning practices.
Key note "Developing MOOCs for continuous professional training and developm...Olivier Bernaert
Can MOOCs become a long-term answer to the challenges of employment and productivity ?
How can the pedagogical challenges be addressed in terms of efficiency?
How can one ensure the accreditation of the skills acquired?
How can MOOCs address the shortage of highly-qualified professionals in the digital sector (IT, data management, etc.)?
Are MOOCs and/or SPOCs (Small Private Online Courses) an effective answer for training staff within an organization?
The document summarizes an e-learning seminar that took place in Copenhagen from April 23-24, 2007. It discusses several e-learning projects from 2001-2006 focused on embedding ICT and multimedia standards into vocational training strategies in Europe. It also outlines the project partners and work conducted on developing job descriptions and qualifications/curricula according to the European Qualifications Framework and European Credit system for Vocational Education and Training. Transnational e-learning training was carried out using the Sirius e-learning platform to pilot the EQF and create "Zones of Mutual Trust" between national qualification systems.
This presentation discusses research lines and results from GRIAL at the University of Salamanca. It covers projects on adapting content for mobile devices, developing a content adaptation system, and initiatives for mobile learning including Moodle and Moodle4iPhone. It also discusses personal learning environments which integrate various Web 2.0 tools and move beyond learning management systems to be more student-centered. The presentation concludes that GRIAL has produced various results from different developments across mobile learning, adaptation systems, and personal learning environments.
Emooc 2015 conference: IFP School - Learning by doing integration of a Seriou...Olivier Bernaert
Playing is associated to pleasure and fun whereas academic learning is associated to effort and hard work. Many research has shown the benefits of introducing games in academic teaching as a way to improve learning. Curiosity is also important when learning. Indeed, when curiosity is awakened, people learn without resistance. In order to improve the learning experience, a serious game was integrated in a MOOC. The use of a serious game as a form of evaluation in a MOOC is a true innovation in education: students would play a video game where different situations were presented and they would solve problems related to the courses.
Innovating in education is certainly a challenge. Although integrating a serious game in the MOOC platform needed a considerable amount of technical effort, it was an absolute success: the completion rate was high (31%) with a great percentage of young students (49%) following the courses.
Competence gap in digital media and art – iProfessional projectTELECENTRE EUROPE
The iPro project aims to build a framework to help education institutions match their curriculum to the needs of media and arts businesses. The Institute of Art, Design and Technology (IADT) is involved in the project to close the skills gap in digital media and art. IADT runs various degree programs in areas like audiovisual media technology. The iPro project involves nine partners from eight countries and will develop surveys to identify skills needs, create a competency framework, develop sample curriculum modules, and pilot the model with feedback from students and industry.
Providing remote workplace services in emergency situations (staff support)EADTU
This document discusses the University Oberta de Catalunya's (UOC) response to providing remote work for staff during the COVID-19 pandemic. Prior to the crisis, the UOC allowed partial and voluntary telework. When the state of emergency was declared, all staff suddenly had to work remotely. The UOC reinforced remote access to applications, provided workplace equipment to staff for home use, and will continue remote work until at least July 2021. The future of work is uncertain, but many companies plan to incorporate more long-term remote options. The UOC recommends designing a smart telework model that considers technology, workspace, and culture.
The document discusses course ePortfolios, which are student portfolios that demonstrate achievement of course-specific learning objectives. Course ePortfolios include artifacts and reflections from students. They provide benefits like authentic assessment over time, opportunities for meaningful learning and assessment, and encouraging personal reflection and critical thinking skills. The document also provides examples of tools and systems that can be used to create electronic course ePortfolios, including standard software, online ePortfolio builders, and open source ePortfolio systems. It discusses how incorporating emerging Web 2.0 tools can make ePortfolios more engaging for students.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
Presentation of the European Framework for the Digital Competence for Educators at CESI (The European Confederation of Independent Trade Unions) online event on 24 September 2020
Open resources for implementing e portfolios in HE by UOCEPNET-Europortfolio
“Open Resources for Implementing ePortfolios in Higher Education” by UOC. Communication presented at the 1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Professor Eric Tsui will be speaking about cloud computing for service innovation. He will discuss how the cloud, combined with users, connections, and embedded intelligence, can enable a paradigm shift in business models, knowledge work, and service innovation. Specifically, he will outline various knowledge services in the cloud and how they can collectively support collaborative problem solving, crowdsourcing, learning, and innovations.
Dr. Vorravee Pattaravongvisut will compare innovation creativities between Asia and Europe. He will illustrate both simple and sophisticated innovations from each region. Participants will discover similarities and differences in innovations between Asia and Europe by examining case studies, photos, videos, and other examples. The goal is for participants to gain
The e-LIVES project aimed to support universities in developing e-engineering trainings through several key objectives: 1) Supporting universities in moving through different course design stages, 2) Developing reliable remote laboratories, and 3) Developing e-engineering trainings. The project resulted in an e-engineering best practice reference guide, implementation of remote laboratories for testing op-amps and RLC circuits, and an e-engineering virtual conference to disseminate results.
This document discusses e-engineering, which involves applying e-learning strategies to engineering education. It provides an overview of key topics to consider for developing e-engineering programs, including educational platforms, remote laboratories, organizing e-learning trainings, handling legal aspects between different countries, and assessing quality. The document emphasizes the importance of instructional design, providing support for students and faculty, and using evaluation tools to measure the effectiveness of e-learning engineering programs.
This document discusses online professional training and provides details about some professional training courses offered in 2005 and 2006. It begins by outlining some benefits of online professional training such as increasing access for different groups. It then provides specifics about the structure and content of some air conditioning, plumbing, and electrical maintenance courses. The document also describes the methodology used to develop the online courseware, including instructional design guidelines and standards for multimedia content and integration with learning management systems.
Model Based Learning - the Learn PAd wayAndrea Polini
The document discusses model-based learning as implemented in the Learn PAd project. It describes Learn PAd's approach of using models to organize knowledge and learning activities for public administrators. Key points include:
- Learn PAd defines mechanisms to transform models into a collaborative infrastructure that keeps model structures and organizes learning around shared models.
- Models cover different perspectives like business processes, cases, data, competencies and organizations.
- A conceptual metamodel captures major concepts and relations, which are then refined in separate metamodels for different perspectives.
- The approach aims to make knowledge more accessible and help administrators perform, cooperate and reason about their activities.
The SupSys project aims to develop an alternative system to traditional education and training models that supports continuous professional development. The system seeks to flexibly provide competency development solutions for companies and organizations. It will use contemporary media and online learning communities to continuously strengthen individuals' qualifications. The project involves researching and developing personal learning environments and collaborative networks to implement a progressive assessment of participants' skill development through a combination of formal and informal learning approaches.
E-learning in Spain has grown but still lags behind some EU averages. Reports from 2004-2010 analyzed e-learning practices in Spain and identified advantages like flexibility but also challenges like lack of computer skills and high dropout rates. Tutoring is seen as key to success. While e-learning is used more in large companies and public administration, a national standard was introduced in 2008 to define and promote quality e-learning practices.
Key note "Developing MOOCs for continuous professional training and developm...Olivier Bernaert
Can MOOCs become a long-term answer to the challenges of employment and productivity ?
How can the pedagogical challenges be addressed in terms of efficiency?
How can one ensure the accreditation of the skills acquired?
How can MOOCs address the shortage of highly-qualified professionals in the digital sector (IT, data management, etc.)?
Are MOOCs and/or SPOCs (Small Private Online Courses) an effective answer for training staff within an organization?
The document summarizes an e-learning seminar that took place in Copenhagen from April 23-24, 2007. It discusses several e-learning projects from 2001-2006 focused on embedding ICT and multimedia standards into vocational training strategies in Europe. It also outlines the project partners and work conducted on developing job descriptions and qualifications/curricula according to the European Qualifications Framework and European Credit system for Vocational Education and Training. Transnational e-learning training was carried out using the Sirius e-learning platform to pilot the EQF and create "Zones of Mutual Trust" between national qualification systems.
This presentation discusses research lines and results from GRIAL at the University of Salamanca. It covers projects on adapting content for mobile devices, developing a content adaptation system, and initiatives for mobile learning including Moodle and Moodle4iPhone. It also discusses personal learning environments which integrate various Web 2.0 tools and move beyond learning management systems to be more student-centered. The presentation concludes that GRIAL has produced various results from different developments across mobile learning, adaptation systems, and personal learning environments.
Emooc 2015 conference: IFP School - Learning by doing integration of a Seriou...Olivier Bernaert
Playing is associated to pleasure and fun whereas academic learning is associated to effort and hard work. Many research has shown the benefits of introducing games in academic teaching as a way to improve learning. Curiosity is also important when learning. Indeed, when curiosity is awakened, people learn without resistance. In order to improve the learning experience, a serious game was integrated in a MOOC. The use of a serious game as a form of evaluation in a MOOC is a true innovation in education: students would play a video game where different situations were presented and they would solve problems related to the courses.
Innovating in education is certainly a challenge. Although integrating a serious game in the MOOC platform needed a considerable amount of technical effort, it was an absolute success: the completion rate was high (31%) with a great percentage of young students (49%) following the courses.
Competence gap in digital media and art – iProfessional projectTELECENTRE EUROPE
The iPro project aims to build a framework to help education institutions match their curriculum to the needs of media and arts businesses. The Institute of Art, Design and Technology (IADT) is involved in the project to close the skills gap in digital media and art. IADT runs various degree programs in areas like audiovisual media technology. The iPro project involves nine partners from eight countries and will develop surveys to identify skills needs, create a competency framework, develop sample curriculum modules, and pilot the model with feedback from students and industry.
Providing remote workplace services in emergency situations (staff support)EADTU
This document discusses the University Oberta de Catalunya's (UOC) response to providing remote work for staff during the COVID-19 pandemic. Prior to the crisis, the UOC allowed partial and voluntary telework. When the state of emergency was declared, all staff suddenly had to work remotely. The UOC reinforced remote access to applications, provided workplace equipment to staff for home use, and will continue remote work until at least July 2021. The future of work is uncertain, but many companies plan to incorporate more long-term remote options. The UOC recommends designing a smart telework model that considers technology, workspace, and culture.
The document discusses course ePortfolios, which are student portfolios that demonstrate achievement of course-specific learning objectives. Course ePortfolios include artifacts and reflections from students. They provide benefits like authentic assessment over time, opportunities for meaningful learning and assessment, and encouraging personal reflection and critical thinking skills. The document also provides examples of tools and systems that can be used to create electronic course ePortfolios, including standard software, online ePortfolio builders, and open source ePortfolio systems. It discusses how incorporating emerging Web 2.0 tools can make ePortfolios more engaging for students.
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
Presentation of the European Framework for the Digital Competence for Educators at CESI (The European Confederation of Independent Trade Unions) online event on 24 September 2020
Open resources for implementing e portfolios in HE by UOCEPNET-Europortfolio
“Open Resources for Implementing ePortfolios in Higher Education” by UOC. Communication presented at the 1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Professor Eric Tsui will be speaking about cloud computing for service innovation. He will discuss how the cloud, combined with users, connections, and embedded intelligence, can enable a paradigm shift in business models, knowledge work, and service innovation. Specifically, he will outline various knowledge services in the cloud and how they can collectively support collaborative problem solving, crowdsourcing, learning, and innovations.
Dr. Vorravee Pattaravongvisut will compare innovation creativities between Asia and Europe. He will illustrate both simple and sophisticated innovations from each region. Participants will discover similarities and differences in innovations between Asia and Europe by examining case studies, photos, videos, and other examples. The goal is for participants to gain
The e-LIVES project aimed to support universities in developing e-engineering trainings through several key objectives: 1) Supporting universities in moving through different course design stages, 2) Developing reliable remote laboratories, and 3) Developing e-engineering trainings. The project resulted in an e-engineering best practice reference guide, implementation of remote laboratories for testing op-amps and RLC circuits, and an e-engineering virtual conference to disseminate results.
This document discusses e-engineering, which involves applying e-learning strategies to engineering education. It provides an overview of key topics to consider for developing e-engineering programs, including educational platforms, remote laboratories, organizing e-learning trainings, handling legal aspects between different countries, and assessing quality. The document emphasizes the importance of instructional design, providing support for students and faculty, and using evaluation tools to measure the effectiveness of e-learning engineering programs.
This document discusses online professional training and provides details about some professional training courses offered in 2005 and 2006. It begins by outlining some benefits of online professional training such as increasing access for different groups. It then provides specifics about the structure and content of some air conditioning, plumbing, and electrical maintenance courses. The document also describes the methodology used to develop the online courseware, including instructional design guidelines and standards for multimedia content and integration with learning management systems.
Model Based Learning - the Learn PAd wayAndrea Polini
The document discusses model-based learning as implemented in the Learn PAd project. It describes Learn PAd's approach of using models to organize knowledge and learning activities for public administrators. Key points include:
- Learn PAd defines mechanisms to transform models into a collaborative infrastructure that keeps model structures and organizes learning around shared models.
- Models cover different perspectives like business processes, cases, data, competencies and organizations.
- A conceptual metamodel captures major concepts and relations, which are then refined in separate metamodels for different perspectives.
- The approach aims to make knowledge more accessible and help administrators perform, cooperate and reason about their activities.
The SupSys project aims to develop an alternative system to traditional education and training models that supports continuous professional development. The system seeks to flexibly provide competency development solutions for companies and organizations. It will use contemporary media and online learning communities to continuously strengthen individuals' qualifications. The project involves researching and developing personal learning environments and collaborative networks to implement a progressive assessment of participants' skill development through a combination of formal and informal learning approaches.
The SupSys project aims to develop an alternative system to traditional education and training models that supports continuous professional development. The system seeks to flexibly provide competency development solutions to meet organizational needs. It will use contemporary media and online learning communities to strengthen individuals' qualifications over time. The project involves researching and developing personal learning environments and collaborative learning networks to foster cross-organizational learning and help small and medium-sized enterprises adopt effective lifelong learning approaches.
The document describes the Learn PAd project, which aims to develop holistic learning solutions for public administrations. It discusses trends in public administration learning and proposes a model-based learning approach. Learn PAd defines modeling methods across various perspectives (e.g. business process, competency) and develops mechanisms to transform models into a collaborative infrastructure. This infrastructure organizes learning and collaboration activities around shared models. The architecture includes components for modeling, model transformations to generate the infrastructure, and additional tools like simulation and feedback mechanisms.
The project aimed to build on previous AFLF research on embedding e-learning innovation and investigate models for overcoming barriers to e-learning implementation. The barriers identified were lack of time, poor alignment with work priorities, insufficient management support and a lack of organizational strategic focus on e-learning. The project involved staff from TNQ TAFE reflecting on e-learning competencies, refining resources and strategies, and reinvigorating their professional learning approach through collaborative action learning projects using an online platform. A review found both enablers and barriers to the professional development model used.
Presentation for the Book Chapter - The Social ClassroomVanessa Camilleri
The document discusses MOOCs (Massive Open Online Courses) and their potential impact on higher education. It provides background on the rise of MOOCs and online education. Completion rates for MOOCs are typically low, around 10%. However, MOOCs have grown rapidly since 2012 and now include hundreds of courses from major universities. While MOOCs could increase access to education, concerns include whether they can maintain quality at scale, their high dropout rates, and challenges integrating campus and online students. Ensuring support for self-organized learning and peer-to-peer interactions may help address quality challenges for MOOCs.
The document discusses the REVIVE project and its goal of transferring an innovative technological methodology called iCamp from higher education to vocational education and training (VET). It notes several issues with current VET curriculum and tools, including a lack of autonomy for learners. The iCamp approach aims to move from instructional design to learning environment design and promote personal learning environments. It also discusses implementing iCamp through various trials, tools to support the approach, and findings from case studies.
2015-11-19 Venia Legendi: Vladimir Tombergifi8106tlu
Dr. Vladimir Tomberg gave a lecture on his experience with universal design. He discussed his educational and professional background, including receiving a bachelor's and master's in informatics and a PhD focusing on blog-based learning. Currently, he teaches courses on universal design and accessibility. He is involved in projects applying universal design principles to develop tools for informal learning. His future plans include further teaching and research on universal design, as well as applying universal design to wearable technologies and supporting well-being.
Strengthening the Institutional Capacity of the PVTD within the Vocational T...Timo Rainio
Strengthening the Institutional Capacity of the PVTD within the Vocational Training System in Egypt - Mission 5, CONCEPTUALIZATION OF THE 21ST CENTURY LEARNING DEVELOPMENT SHOWCASES
Licence to teach slp e-learning tools and my tu-tor - november 2012 Marius Pienaar (Dr.)
The document discusses e-learning tools and the myTUTor learning management system. It provides an overview of the role of instructional designers at TUT in developing technology-enhanced courses, providing training and support to staff, and conducting research. It also describes features of myTUTor like designing courses, assessments, and communication tools. The key responsibilities of instructional designers are outlined as instructional design, research, empowerment and support. Contact details are provided for getting assistance with myTUTor.
Barriers to Adoption for Learning Analytics at a Dutch UniversityEduworks Network
This document summarizes a presentation about barriers to adopting learning analytics at a Dutch university. It describes the establishment of a focus group on learning analytics and an initial process to define pilot projects. Seven small pilots were organized into three clusters, including using student data to provide feedback and using other data to recommend systems. Organization of the projects presented challenges in clarifying requirements, exploiting synergies, and data ownership. Lessons learned include the need for organizational awareness, documenting failures and agreements, and addressing legal and ethical concerns. A center for data governance and innovation was proposed to help researchers comply with standards.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
The document presents the European Reference Framework for Digitally-competent Educational Organisations (DigCompOrg). It aims to provide a conceptual framework to help educational organizations review their strategies for integrating digital technologies. The framework was developed based on a meta-analysis of 15 existing tools and identifies 7 core elements and 74 descriptors. It is intended to be comprehensive, generic and adaptable to different contexts while complementing existing tools. Next steps include developing a self-assessment questionnaire for organizations to evaluate themselves based on the framework's descriptors.
Elisabeth Hall’en: PLE -supporting personal STEM learningBrussels, Belgium
The document discusses the IMAILE project, which aims to develop personalized learning environments (PLEs) for students in STEM fields through a pre-commercial procurement (PCP) process. The PCP involves 10 partners across Europe and represents the first such project in education at the EU level. It seeks innovative ICT tools that reduce teachers' planning time and support all students in reaching their goals through personalized, creative learning methods. The PCP will proceed in three stages to standardize and deploy effective PLE solutions.
The StartUP project is a 32-month, EU-funded consortium of 7 partners from Italy, UK, Austria, Spain and Malta. It aims to develop an innovative approach for assessing learning needs and providing open educational resources to support entrepreneurship competencies. This will be accomplished through an expert system that profiles users, assesses skills, and provides a tailored training path based on open resources. A community will enable peer review and quality control of resources. The project will conduct testing of its system and community in late 2014-early 2015.
Learning Futures: Project Inception Event 4 November 2014
Rainmaking Loft, International House,
1 St Katharine’s Way, London, E1W 1UN
Prof A. Armellini, University of Northampton
This document summarizes a presentation about enhancing undergraduate learning with digital media at Munich University of Applied Sciences. It discusses their large-scale implementation approach, including establishing an e-learning strategy and center to provide support. It also examines the instructional technologies used, including their learning management system Moodle and tools like audio/video recordings. Barriers and enablers to adoption are analyzed from instructor and student perspectives, such as usability issues, technical problems, and concerns about intellectual property rights and data tracking. The conclusion emphasizes that educational design is key, and both technical and organizational support must address the needs and perspectives of all stakeholders.
Similar to Modeling for Learning in Public Administrations (20)
A Guide to AI for Smarter Nonprofits - Dr. Cori Faklaris, UNC CharlotteCori Faklaris
Working with data is a challenge for many organizations. Nonprofits in particular may need to collect and analyze sensitive, incomplete, and/or biased historical data about people. In this talk, Dr. Cori Faklaris of UNC Charlotte provides an overview of current AI capabilities and weaknesses to consider when integrating current AI technologies into the data workflow. The talk is organized around three takeaways: (1) For better or sometimes worse, AI provides you with “infinite interns.” (2) Give people permission & guardrails to learn what works with these “interns” and what doesn’t. (3) Create a roadmap for adding in more AI to assist nonprofit work, along with strategies for bias mitigation.
RFP for Reno's Community Assistance CenterThis Is Reno
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.Christina Parmionova
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
AHMR is an interdisciplinary peer-reviewed online journal created to encourage and facilitate the study of all aspects (socio-economic, political, legislative and developmental) of Human Mobility in Africa. Through the publication of original research, policy discussions and evidence research papers AHMR provides a comprehensive forum devoted exclusively to the analysis of contemporaneous trends, migration patterns and some of the most important migration-related issues.
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
2024: The FAR - Federal Acquisition Regulations, Part 41
Modeling for Learning in Public Administrations
1. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Learn PAd: Modeling for Learning in Public
Administrations
Andrea Polini
University of Camerino
Italy
2. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
What's Learn Pad?
Learn PAd is a EU commission financed project
Call: FP7-ICT-2013-11
Objective: ICT-2013.8.2
Technology-Enhanced Learning
Target: Holistic learning solutions for
managing, reaching and engaging
learners in the public
administrations
Kick-off: February 1st, 2014 (30Months)
3. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Issues and challenges for the future PA
The PA needs to react fast to frequent changes in its
organization and supported processes
- changes in the business flows,
- relocation of people
BP supported by PAs are typically extremely complex
- many exceptional and seldom executed paths
- typically involve many different offices/organizations
- are strongly interrelated
Current approaches to learning are not suitable to this
dynamic and fast changing context
4. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Learning in PA
Learning and sharing of knowledge
(state of the practice):
- Informative and off-line
- Difficulties in sharing
- Difficulties in competence identification
- Difficulties in relating activities “in the small” with
the overall objective
- Difficulties in relating information with action
5. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
The Learn PAd proposal
Learn PAd intends to build a platform fostering an approach
based on 4 different pillars:
- Model based
- Collaborative
- Competence identification and assessment
- Support for different learning paradigm
6. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Modeling for Learning
Learn PAd supports the definition of models
for representing activities to learn and
the working context (D3.1):
- BP Modeling for Learning
- Case Management Modeling
- Organizational Modeling
- Business Motivation Modeling
- Competency Modeling
- Data Modeling
Huge Meta-modeling effort
7. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Modeling for Cooperating
Defined models are exported in a collaborative based
infrastructure including a Wiki platform
- Wiki pages permits collaboration on contents
- Civil servants can suggest modifications to models
- Activities can be monitored to highlight and possibly reward
cooperation
8. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Modeling for Assessing
Defined models are used by suitable transformers to derive
process simulations for learning
- Transformation from models can be defined to automatically
derive questionnaire (possibly collaboratively refined)
9. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Learn PAd wiki page mock
11. Session 6a, 30th
October 2014 eChallenges e-2014 Copyright 2014 Learn Pad project
Thanks for your attention
Andrea Polini
Computer Science Division
University of Camerino
andrea.polini@unicam.it
http://www.learnpad.eu
The Learn PAd consortium: