Hand-out for course teams and learner-facing institutional services to support thinking about learners' digital literacy needs. Backed up by findings from the JISC Learning Literacies in a Digital Age study.
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
This presentation discusses the following topics:
Teaching: definition and meaning
Characteristics of good teaching
Views of great thinkers and philosophers on teaching
Becoming a reflective teacher and his characteristics
My goals as a teacher
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Training Slides of COMPETENCY-BASED CURRICULUM DEVELOPMENT, discussing the importance of Coaching.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
Current Issues in Education - Meeting the Challenges of the 21st Century Todaypolchan
Current Issues in Education - Meeting the Challenges of the 21st Century Today, a Powerpoint presentation for the subject Current Issues in Education, Graduate Studies.
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
This presentation discusses the following topics:
Teaching: definition and meaning
Characteristics of good teaching
Views of great thinkers and philosophers on teaching
Becoming a reflective teacher and his characteristics
My goals as a teacher
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
Training Slides of COMPETENCY-BASED CURRICULUM DEVELOPMENT, discussing the importance of Coaching.
For further information regarding the course, please contact:
info@asia-masters.com
www.asia-masters.com
We need to change our teaching and assessment to respond actively to new challenges of higher education .emanating because of recent development in neurosciences, information and communication technology and globalisation.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Selection of teaching methods and strategiesHennaAnsari
Teaching Methods/ Strategies and their selection
Criteria of Teaching Methods/ Strategies
Factors that affect Teaching Methods/ Strategies and their selection
Continuing professional development - what, why, how?Emma Illingworth
A presentation that went with a workshop delivered as part of the programme for the New Professionals Day at the Chartered Institute of Library and Information Professionals (CILIP)
We need to change our teaching and assessment to respond actively to new challenges of higher education .emanating because of recent development in neurosciences, information and communication technology and globalisation.
Curriculum Change, Planning and Transactionvalarpink
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Selection of teaching methods and strategiesHennaAnsari
Teaching Methods/ Strategies and their selection
Criteria of Teaching Methods/ Strategies
Factors that affect Teaching Methods/ Strategies and their selection
Continuing professional development - what, why, how?Emma Illingworth
A presentation that went with a workshop delivered as part of the programme for the New Professionals Day at the Chartered Institute of Library and Information Professionals (CILIP)
Nursing education is the professional education for the preparation of nurses to enable them to render professional nursing care to people of all ages, in all phases of health and illness, in a variety of settings.
What the learners say: FE learners' expectations and experiences of technolog...Jisc
Is your college meeting your learners’ needs and expectations in relation to technology? This workshop shares current practice from providers who are engaging learners as active participants in the development of digital practices and strategies and will help equip you to develop best practice in your own college.
I was asked to present a presentation on "How cautious should we be when adopting digital technology in Education?" We should remain very cautious. Even the that which is presented as the best, remains nothing more than content replication.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
Ethical AI summit Dec 2023 notes from HB keynoteHelen Beetham
Somewhat extended and tidied up text of HB keynote at the ALT winter summit on AI and Ethics, December 2023. Slides draft quality for navigation only - a better quality set of slides is also available.
Student digital experience tracker expertsHelen Beetham
Slides from Jisc Student Experience Experts' meeting June 2016 introducing data from the Jisc Digital Student Experience Tracker pilot and findings about the Tracker process
My chapter in John Lea's edited book for Open University Press, Enhancing Teaching and Learning in HE, reproduced with kind permission of the publishers (thank you).
Outline of features of an educational organisation that might usefully be audited or assessed to determine its capacity to respond to digital opportunities and threats.
Wellbeing and responsibility: a new ethics for digital educatorsHelen Beetham
Slides for Jisc Learning and Teaching Experts' group June 2015 summarising work of Jisc Digital Student project and 'Framing digital capabilities' project. Summarises findings and draws out implications for 'digital wellbeing' as an emerging concern for staff and students.
Design principles for flipped classes prepared for a workshop at the University of Gloucester Learning and Teaching Fest 15. Inspired by University of Sydney's Teaching Insight no.9.
Neutral version (university references removed) of webinar designed and run for the University of Newcastle, April 2015. Dealing with outcomes from the Jisc-funded Digital Student project and my own findings from interviews with students and consultation with sector bodies.
Neutral version (university references removed) of a workshop designed and run for the University of Bristol, March 2015. Deals with issues of blended, flipped and borderless learning and tries to distil some key principles.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Learner needs v1
1. Meeting the needs of learners
Digital resources and networks offer many new opportunities for learners to engage in learning.
However, they also offer new challenges. In recent years it has widely been reported that learners'
capacity to use digital technologies for learning is falling behind their social and personal uses of
technology, and that they are failing to take advantage of many new learning opportunities that are
technically available. This hand-out summarises some of the needs that must be met if learners
are to become digitally capable, lifelong learners.
1. Read through the needs that have been identified from general research, decide which of these
are relevant to your learners, and add any other needs that you know are being felt by some or all
of your learners. Then consider how those needs are currently being met and if a new or different
response is needed.
Learners' needs Response
1.1 What access needs do your learners have ? Your response to learners' access needs:
(For example, we know from research that...) When are needs identified?
•Many learners do not have access to their own What help is there?
laptop or palmtop device How do learners access help?
•Many learner-owned devices are old, and Who is responsible?
unreliable, with out-of date software
•Learners rely on access to social networks for their
emotional well-being; many also use social networks
to support their study
•Most learners have access to a mobile phone but
not all have advanced features e.g. web
•Many learners need assistive technology to have
equal access to learning
•Learners benefit from access to third-party services
to support learning
•Learners really value anytime anywhere access to
learning materials and information
1.2 What ICT skills do learners need? What skills Your response to learners' need for ICT skills:
do they already have? When are needs identified? How are they
(For example, we know from research that...) benchmarked?
•Learners' ICT skills are generally less advanced What help is there?
than they or their educators think How do learners access help?
•Even confident learners rarely explore devices and Who is responsible?
software beyond basic functionality
•Learners' information skills are rarely tuned to the
demands of academic study
•Most learners need help translating skills from
social or workplace contexts to study
•Some learners have particular challenges in
acquiring ICT skills, including ESL learners and
older returners
•Learners with high levels of ICT expertise need
page 1
2. recognition and further progression
Learners' needs Response
1.3 What attitudes and preferences do your Your response to learners' diverse attitudes and
learners have around ICT? preferences:
(For example, we know from research that...) When do learners express their attitudes and
•Characterisation of young people as 'digital natives' preferences?
hides many contradictions in their experiences, What alternatives are available to them?
including failure and fear. How is the learning experience differentiated?
•Learners' engagement with digital media is rarely Who, apart from learners themselves, is responsible?
critical. Many are consumers, a few are creative
producers
•Some learners manage multiple online activities
with ease; others isolate themselves from digital
'noise' to concentrate on study.
•Many learners prefer to engage in some learning
activities without digital technology; a few are active
'digital refuseniks'
•Learners are poorly motivated by separate
provision of ICT/information/learning skills: they
need authentic tasks to engage them
•Learners really value having access to learning
materials in different media, to suit their preferences
1.4 What practices do you observe your learners Your response to learners' diverse practices and
engaging in with technologies? What values do values:
they express? When do learners practice their digital capabilities in
(For example, we know from research that...) authentic tasks?
•Learners may participate in many 'private' social When do learners practice collaborating digitally on
networks without realising that a public digital authentic tasks?
identity is being created What alternatives and choices are available?
•Learners may be unclear about how to present How do learners express their own identity and
themselves positively online values?
•Learners have very few models of how to act safely How are professional and academic values made
and ethically in virtual spaces explicit to learners?
•Learners need to engage in digital practices in Who, apart from learners themselves, is responsible?
contexts (e.g. professional) that are meaningful to
their long-term learning and life goals
•Many learners struggle to critically evaluate
information they find online
•Active knowledge - e.g. writing wikis, tagging,
reviewing, recommending, repurposing, participating
in virtual worlds - are minority practices still
•Some aspects of learners' everyday practice with
technology are at odds academic practice, e.g.
around plagiarism, referencing, 'authority'
page 2
3. 2. Known pinch points for learners
The following are areas of known difficulty for learners, drawing on literatures of the student
experience and of e-learning. It must be emphasised that most of the studies reviewed do not
provide evidence about the outcomes of different kinds of provision, but it is worth asking how
provision in your context is addressing these known challenges.
•Learners require support in making the transition to different ICT-based study practices in HE
and FE.
•Transferring learning and skills across different contexts e.g. leisure-work-study is challenging
for most learners.
•Learners benefit from being able to use their own technologies for learning, including software
and services: in some institutions this is still problematic
•Support for learners ICT skills needs to focus on the technologies learners choose or are
constrained to use through their personal circumstances.
•Even with their own technologies, most learners use only basic functionality and are reluctant to
explore advanced features or personalise technologies to suit their needs.
•Success in 'traditional' modes of learning may (controversially) make some learners more risk-
averse in using technologies for learning.
•Technologies can be used to begin the period of induction well before students actually arrive at
college/university, and help to ease social transition. This is also a critical window in which
expectations about study practice need to be communicated.
•Learners require support for online research skills and critical/evaluative approaches to
information; they tend to over-estimate their own capabilities and are naïve about the provenance
and purpose of messages in digital media.
•Many learners lack general research skills, and find moving to third year and postgraduate study
a source of difficulty: 'digital scholarship' should continue to be an element of the curriculum
throughout study
•Learners are still strongly led by tutors in using technologies for learning: course practices
become personal norms, therefore tutor skills and confidence are critical.
•Learners expect technologies in learning to be used consistently and with a clear rationale that
makes sense to them in terms of their own learning goals.
•Learners may struggle to understand the norms of academic culture, particularly around issues of
plagiarism and originality in their written work. Institutions should communicate values clearly.
•Students are often dissatisfied with the feedback and assessment process, but can respond
positively to technology-based solutions. There is still little evidence of feedback being used as a
mechanism for learning development i.e. linking performance with the need for particular study
skills.
•Young students in particular have often not thought about the implications of managing public
identities online.
page 3
4. 3. Recommendations on provision for learners
The LLiDA study recommended that institutional provision should encompass:
•a generic entitlement to access and skills, articulated in terms of ICT support, benchmark skills,
and personal development opportunities
•support for learners' use of personal technologies and social networks to support their studies
•review, feedback and recognition (e.g. through assessment) of learners' practices as they develop
•cross-modular support for developing and showcasing capability, for example using an e-portfolio
system
3.1 What needs to be done in your institution to ensure this provision is in place?
The LLiDA study also recommended that this general provision should be augmented by subject-
based provision, in which learners experience:
•authentic digital tasks, sharing and re-using digital content, using digital media for
academic/professional expression, and self-directed study using preferred tools
•teaching that is informed by the impact of digital technologies on scholarly and professional
practice
•clarity about what it means to know, to apply knowledge, to be critical and creative, in different
subjects and disciplines, including the impact of digital technologies
The study found indications that support was most effective when it was integrated into curriculum
tasks, and when it prompted learners to reflect on and interpret their own approaches to learning
and the use of technology. There was evidence that current support for digital literacies – broadly
interpreted – is poorly integrated, and that while individual services often do an excellent job there
is little coherence in how learners reach the support they need. Feedback, for example, is almost
never used as an opportunity to assess need and refer for support.
3.2 What support are curriculum teams being given to ensure that this level of provision is being
developed?
page 4