Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Standard-based instruction focuses on teaching students specific standards, while differentiating instruction adapts teaching methods based on student needs. Homogeneous grouping has pros of easier instruction but limits diversity, while heterogeneous grouping exposes students to different abilities but is harder to teach. Gardner later added Naturalistic intelligence to his theory of multiple intelligences. Response to Intervention has three tiers of increasingly intensive instruction based on student response. Demonstrations can show students how to perform skills or solve problems. Alternative assessments beyond tests include portfolios, performance assessments, student self-assessments, and projects.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Standard-based instruction focuses on teaching students specific standards, while differentiating instruction adapts teaching methods based on student needs. Homogeneous grouping has pros of easier instruction but limits diversity, while heterogeneous grouping exposes students to different abilities but is harder to teach. Gardner later added Naturalistic intelligence to his theory of multiple intelligences. Response to Intervention has three tiers of increasingly intensive instruction based on student response. Demonstrations can show students how to perform skills or solve problems. Alternative assessments beyond tests include portfolios, performance assessments, student self-assessments, and projects.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
An introduction to EDEN - The European Distance and E-Learning Network exists to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
EDEN is the largest professional community of open, distance and e-learning researchers and practitioners in Europe. It was established in 1991 as a non-profit, non-governmental association open to individuals and institutions in education and training. EDEN supports modernizing education in Europe, recognizes excellence through awards, and facilitates knowledge sharing between professionals in the field through conferences, publications, and EU-funded projects.
A Project-Based Learning activity on Astronomy at GIFT-EGUjdomen44
Poster presented at GIFT-EGU2016 Conference.
Mission to Stars: An Inquiry Project-Based Learning on Universe and astronomic research. Geophysical Research Abstracts, vol 18, EGU-2016. Domènech-Casal, J., Ruiz, N.
This didactic activity proposes students to design a Spatial Research Mission. As a part of their Mission, they choose the research goals, design experiments, select targets (different kinds of celestial bodies) and calculate astronomic distances. For their mission, students construct a 3D model of an Orbital Telescope, selecting the necessary detectors, programming by Scratch its informatic routines and calculating the budget. The activity aims to develop scientific skills and attitudes, make students understand how astronomic research is developed, and to know the main elements (Exoplanets, Galaxies, Supernovas...), and the basic geography of the known Universe beyond the Kuipper Belt.
Report on the Exploratory Research project on Online Learning in southwest MB, 9-12.
Presented to Southwest MB School Superintendents & Web-Based Contacts Meeting for MB Education. December, 2009.
Education across space and time (Sir John Daniel)ODLAA
This document summarizes a presentation by Sir John Daniel on the history and development of open and distance learning. It discusses key concepts like the iron triangle of open education balancing access, quality and cost. It outlines the development of distance learning technologies from correspondence courses to online learning and MOOCs. It also examines myths and paradoxes around MOOCs regarding quality, certification and business models. The summary emphasizes Sir John Daniel's role in pioneering open education and his vision of balancing openness with interaction and independence.
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Jim Groom is Director of the Division of Teaching and Learning Technologies and adjunct professor at the University of Mary Washington, USA. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel. Read about EDEN: http://www.eden-online.org
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching requires collaboration, networking within and outside of schools, and continuous learning through daily practice. Teachers must become "learning professionals."
3) Open practices that facilitate networked learning involve creating open networks of practice to collaboratively address real educational problems through open innovation. This helps transform organizational culture and leadership to better support informal learning networks.
This document discusses MOOCs and their potential impact on higher education. It begins by defining MOOCs as massive open online courses with large enrollments that provide course materials for free. While MOOCs have generated hype around disrupting traditional universities, the document notes they are on the Gartner Hype Cycle and it remains unclear what long term impact they will have. The rest of the document outlines TU Delft's experience with MOOCs, online education programs, and how they are exploring blended models to make the best use of open, online and campus-based education.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Audrey Watters is a Journalist specializing in Education Technology News and Analysis in the USA. See her slides for her presentation at the #EDEN15 Annual Conference in Barcelona here. Audrey also posted her comments to the presentation here: Learning Networks, Not Teaching Machines http://ow.ly/OakF0 Her talk is captured on video and will be published on the EDEN Youtube channel soon. Read about EDEN: http://www.eden-online.org
The document discusses paradigms of traditional education and potential disruptions. Traditional education is viewed as hard work from 9-5 in school buildings for 190 days a year, with the teacher as the sole expert. It is structured, controlled, and based on standardized curricula and testing. A potential disruption is described as personal, never-ending, collaborative, unexpected, productive, and social learning that is not confined to traditional school models. The author provides their contact information at the end.
Value Integration in Teaching and Learning - VITALRam Nath
This document discusses teachers' ethics and effective teaching approaches. It emphasizes developing skills and values in students through learner-centered and collaborative methods. These include cooperative learning, respecting diversity and human rights, and helping students make responsible choices. The document also outlines various learning theories, teaching models, and strategies to internalize values like self-regulation techniques. It stresses using a variety of engaging delivery styles to clearly communicate concepts while fostering fascination with the subject matter.
1. The document outlines the 5 phases of design thinking: define, ideate, prototype, test, and evaluate.
2. In the define phase, responses from group 3 discussed feelings of unheard opinions and invalidated suggestions.
3. In the ideate phase, suggestions were made to establish committees to handle paperwork, hire more non-teaching personnel to lessen workload, and give recognition to effective leadership.
An introduction to EDEN - The European Distance and E-Learning Network exists to share knowledge and improve understanding amongst professionals in distance and e-learning and to promote policy and practice across the whole of Europe and beyond.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
EDEN is the largest professional community of open, distance and e-learning researchers and practitioners in Europe. It was established in 1991 as a non-profit, non-governmental association open to individuals and institutions in education and training. EDEN supports modernizing education in Europe, recognizes excellence through awards, and facilitates knowledge sharing between professionals in the field through conferences, publications, and EU-funded projects.
A Project-Based Learning activity on Astronomy at GIFT-EGUjdomen44
Poster presented at GIFT-EGU2016 Conference.
Mission to Stars: An Inquiry Project-Based Learning on Universe and astronomic research. Geophysical Research Abstracts, vol 18, EGU-2016. Domènech-Casal, J., Ruiz, N.
This didactic activity proposes students to design a Spatial Research Mission. As a part of their Mission, they choose the research goals, design experiments, select targets (different kinds of celestial bodies) and calculate astronomic distances. For their mission, students construct a 3D model of an Orbital Telescope, selecting the necessary detectors, programming by Scratch its informatic routines and calculating the budget. The activity aims to develop scientific skills and attitudes, make students understand how astronomic research is developed, and to know the main elements (Exoplanets, Galaxies, Supernovas...), and the basic geography of the known Universe beyond the Kuipper Belt.
Report on the Exploratory Research project on Online Learning in southwest MB, 9-12.
Presented to Southwest MB School Superintendents & Web-Based Contacts Meeting for MB Education. December, 2009.
Education across space and time (Sir John Daniel)ODLAA
This document summarizes a presentation by Sir John Daniel on the history and development of open and distance learning. It discusses key concepts like the iron triangle of open education balancing access, quality and cost. It outlines the development of distance learning technologies from correspondence courses to online learning and MOOCs. It also examines myths and paradoxes around MOOCs regarding quality, certification and business models. The summary emphasizes Sir John Daniel's role in pioneering open education and his vision of balancing openness with interaction and independence.
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Jim Groom is Director of the Division of Teaching and Learning Technologies and adjunct professor at the University of Mary Washington, USA. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel. Read about EDEN: http://www.eden-online.org
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching requires collaboration, networking within and outside of schools, and continuous learning through daily practice. Teachers must become "learning professionals."
3) Open practices that facilitate networked learning involve creating open networks of practice to collaboratively address real educational problems through open innovation. This helps transform organizational culture and leadership to better support informal learning networks.
This document discusses MOOCs and their potential impact on higher education. It begins by defining MOOCs as massive open online courses with large enrollments that provide course materials for free. While MOOCs have generated hype around disrupting traditional universities, the document notes they are on the Gartner Hype Cycle and it remains unclear what long term impact they will have. The rest of the document outlines TU Delft's experience with MOOCs, online education programs, and how they are exploring blended models to make the best use of open, online and campus-based education.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Audrey Watters is a Journalist specializing in Education Technology News and Analysis in the USA. See her slides for her presentation at the #EDEN15 Annual Conference in Barcelona here. Audrey also posted her comments to the presentation here: Learning Networks, Not Teaching Machines http://ow.ly/OakF0 Her talk is captured on video and will be published on the EDEN Youtube channel soon. Read about EDEN: http://www.eden-online.org
The document discusses paradigms of traditional education and potential disruptions. Traditional education is viewed as hard work from 9-5 in school buildings for 190 days a year, with the teacher as the sole expert. It is structured, controlled, and based on standardized curricula and testing. A potential disruption is described as personal, never-ending, collaborative, unexpected, productive, and social learning that is not confined to traditional school models. The author provides their contact information at the end.
Value Integration in Teaching and Learning - VITALRam Nath
This document discusses teachers' ethics and effective teaching approaches. It emphasizes developing skills and values in students through learner-centered and collaborative methods. These include cooperative learning, respecting diversity and human rights, and helping students make responsible choices. The document also outlines various learning theories, teaching models, and strategies to internalize values like self-regulation techniques. It stresses using a variety of engaging delivery styles to clearly communicate concepts while fostering fascination with the subject matter.
1. The document outlines the 5 phases of design thinking: define, ideate, prototype, test, and evaluate.
2. In the define phase, responses from group 3 discussed feelings of unheard opinions and invalidated suggestions.
3. In the ideate phase, suggestions were made to establish committees to handle paperwork, hire more non-teaching personnel to lessen workload, and give recognition to effective leadership.
The document provides information about microteaching, which is a technique used to improve teaching skills. It involves practicing specific skills in short lessons that are video recorded and reviewed. The microteaching cycle includes planning a short lesson, presenting while recorded, viewing the recording with peers, discussing strengths and areas for improvement, summarizing suggestions, and re-planning the lesson based on the feedback. Ten specific teaching skills are identified that can be practiced through microteaching, including planning, questioning techniques, exemplifying content, and summarizing lessons.
This document discusses tools for organizational and individual effectiveness. It outlines 10 tools: gap analysis, collaboration, personal mastery, influence, facilitation, sensemaking, advocacy versus inquiry, mental maps, difficult conversations, and events of instruction. Each tool is designed to help address specific needs like knowing what to do, getting things done, developing relationships, developing oneself, and solving problems. The document provides an overview of each tool and how they can be applied to address performance gaps and foster learning.
The document discusses various debiasing strategies including motivational, cognitive, and technological strategies. Motivational strategies include using accountability and incentives to reduce biases. Cognitive strategies involve training people in rules, biases, and alternative representations to consider. Technological strategies can increase experience, add error-checking, and use statistical models to reduce errors in prediction. Adoption of debiasing strategies is also discussed, noting compliance due to rewards versus internalization of practices.
This document provides an overview of a conference session on educational roles and pedagogical approaches. It discusses moving away from more traditional teacher-driven approaches focused on memorization and compliance towards approaches emphasizing problem-solving, learning to learn, co-creation and risk-taking to better prepare students for the 21st century.
This document discusses computational modeling approaches to learning from an educational perspective. It touches on relationships between learning theory, pedagogical theory, developmental psychology, and models of learning and teaching. It also discusses differences between learning and development, and challenges in modeling mislearning. Notes from a special education classroom provide an example of using learner and teacher modeling to understand a student's challenges with counting and tailor instruction.
This document discusses training programs for adult learners. It contrasts andragogy, the teaching of adults, with pedagogy, the teaching of children. Andragogy focuses on the student and their experiences, while pedagogy is teacher-centered. The document also discusses Malcolm Knowles' theory of adult education, which states adults need involvement in planning instruction and that experience provides the basis for learning. Finally, it notes there are four basic learner types - perceiver, observer, feeler and thinker - and instructors must understand why adults are enrolled to develop a successful strategy.
This document outlines the principles and process of coaching. It discusses establishing rapport and confidentiality between the coach and coachee. The coach's role is to ask questions, listen without judgment, and empower the coachee to find their own solutions and take ownership. A variety of models and tools are presented to help set goals, evaluate options and progress, and ensure ongoing growth and results for the coachee.
Learning Theories for Customer Success ManagersJustin Pearson
This document provides an overview of six major learning theories that can help Customer Success Managers optimize training and education for their customers. It summarizes Behaviorism, Constructivism, Situated Cognition, Interactional Theories, Cognitive Development theory, and Schema theory. For each theory, it outlines the primary theorists, definition, examples of learning experiences, and teaching experiences that align with that theory. It concludes with a matrix mapping training techniques to the different learning theories.
This document discusses the importance of praising students for effort rather than intelligence in order to promote a growth mindset. It summarizes research showing that praising intelligence leads students to prefer easy tasks and avoid challenges, while praising effort and strategies leads to greater motivation, independence, and risk-taking. The document also discusses how focusing on learning over grades improves behavior and thinking. It provides examples of how different types of praise affect test performance and willingness to take on challenges.
Tiffany Barnes "Making a meaningful difference: Leveraging data to improve le...CITE
The document discusses the future of learning and how data can be leveraged to improve learning for most people. It outlines using data to recognize excellence in teaching and learning, provide real-time support, and identify effective collaborations. A case study is described that used an intelligent tutoring system to construct student models and provide feedback based on past student data. Guiding principles of respect, beneficence, and justice are presented for developing learning systems.
Learning analytics - what can we achieve together.pptxRebecca Ferguson
Keynote given on 7 June 2023 by Rebecca Ferguson of The Open University in the UK at the Learning Analytics Summer Institute (LASI) organised by the Society for Learning Analytics Research (SoLAR) in Singapore.
This document provides an overview of a presentation on how to create Common Core aligned curriculum using problem-based learning and the example of teaching haiku poetry. The presentation discusses the key elements and shifts of the Common Core standards, explores problem-based learning as a teaching approach, and shares ideas for lessons that develop skills like close reading, writing arguments based on evidence, and using technology strategically. Examples of performance tasks and problem-based scenarios are provided for both math and English language arts lessons focused on developing skills outlined in the Common Core.
Training Adult Learners PowerPoint PPT Content Modern SampleAndrew Schwartz
The document outlines objectives and concepts for a training program on adult learners. It discusses the differences between andragogy and pedagogy, with andragogy referring to adult-led learning that is student-centered, while pedagogy refers to child-led learning that is teacher-centered. Some key aspects of adult learning covered include that adults need involvement in planning instruction, experience provides the basis for learning, and there are four main learning styles among adult learners. The training program aims to understand adult learners and how to effectively design instruction for them.
Adult learning theory principles and practiceDianne Rees
Obtain an overview of adult learning theory (andragogy) and learn how Gagne's nine events of instruction can be modified with adult learning theory in mind. Some critiques of the theory are also presented.
The document discusses developing an effective instructional strategy. It outlines five key learning components: preinstructional activities, content presentation, learner participation, assessment, and follow through. The strategy should motivate learners using Keller's ARCS model and Gagne's nine events of instruction. Effective strategies use both deductive and inductive content presentation tailored for the learning objective and learner abilities. Assessment includes formative evaluation to improve instruction. The strategy transfers learning through real-world application and considers theoretical frameworks like constructivism.
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
This document summarizes the redesign of a social skills instruction curriculum based on two instructional design theories: Multiple Intelligences theory and Open Learning Environments theory. The original curriculum, called Skillstreaming, uses a formulaic approach of role-playing that may not engage all learners. The redesign suggests alternative activities aligned with different intelligences, like creating simulations, comics, or music. It also proposes giving students more autonomy through projects like creating apps or writing blog posts to practice skills in real-world contexts with peer support. The redesign aims to make the content more accessible, promote greater participation, and support self-directed learning.
Similar to Learning in the Age of Digital Culture - Danny Arati #eden16 (20)
Presentation of Igor Balaban, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Gustavo Alves, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Daina Gudoniene, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
This document summarizes Politehnica University Timisoara's efforts towards digital transformation since 2015. It discusses building competencies for digital education among academic and non-academic staff as well as students through training, support, mentoring and involvement of external stakeholders. It also describes the university's virtual campus, microcredentials program, participation in European projects like MODE-IT and ACADIGIA to develop online training and mentorship programs, and adoption of blended learning approaches. The goal is to develop life-long learning skills for students in the 21st century through open online resources and credentials.
Presentation of Sandra Lovrenčić, for EDEN's European Online and Distance Learning Week on 'Student Voice on the Opportunities and Benefits of Online and Distance Education during the Pandemic' - Thursday, November 4, 2021, 13:00-14:00
More info:
https://www.eden-online.org/eden_conference/student-voice-on-the-opportunities-and-benefits-of-online-and-distance-education-during-the-pandemic/
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Presentation of Anaïs Røed Malbrand, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Creating environments for learner-centered learning: Paving the way for hyflex
The document discusses creating learner-centered environments and paving the way for hyflex learning models. It summarizes Learnlife's values of prioritizing learner well-being and maintaining relationships during the pandemic. The goal of hyflex is to allow learners to seamlessly shift between in-person and online learning. Key ingredients for hyflex success include learner-centered environments based on empathy, trust and respect. Learnlife is well-positioned for hyflex due to its learner-centered approach and flexible technology choices based on pedagogical needs. The pathway ahead involves further developing hyflex models and scenarios.
Presentation of Kathrin Marie Otrel-Cass for EDEN's Time for Action in Shaping HE 4.0 webinar series on 'Learning Design in the Eye of the Storm #onlinetogether' - July 5, 2021, 17:00 CEST
More info:
http://www.eden-online.org/eden_conference/no-5-embracing-new-pedagogies-for-new-times-the-rainbow-after-the-storm/
Hybrid education has the potential to be more inclusive if developed well. It requires considering diverse student needs, backgrounds, and ensuring all students feel safe and have equal access to learn. However, increased use of online and hybrid approaches may exacerbate teacher workload without support. Assessing student learning and providing practical training also present challenges in online and hybrid environments. Moving forward, it is important to focus on privacy, ethics, and addressing biases when using learning analytics tools to understand student learning.
The document discusses barriers to transformation in higher education and proposes ways to challenge those barriers. The five main barriers are: viewing education as the role of specialists; a lack of demand crisis; technology being adopted to suit universities; high barriers to new competitors; and systemic inertia resisting change. The document suggests taking a learner-centered perspective, competing with existing approaches, and enabling changes within quality and funding systems to drive transformation through digital distance education.
The document discusses the evolution of education from distance/online learning through the pandemic. It covers many topics including how education is evolving with technology, the different generations, and practical competencies like laboratories. It also discusses standards for remote laboratories and how technology enhanced learning can contribute to open education and a smarter world. The main conclusion is that education is moving towards more adapted blended learning models.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
I have a passion for languages, culture and communication. I have some background in teaching languages, I still write some contributions on Italian niche media – my education and passion really lies within these areas of humanities.
And so I am naturally curious to see how modern technology has impact on our communication style and content. Some of the changes seem to happen in a natural way, they are not perceived as changes, perhaps as a natural progression, and not just by the younger generations.
The acronym ‘LOL’ refers to ‘laughing out loud’, and has been used in all chat programmes together with a number of other acronyms to express various status of emotions. From a linguistic point of view, what I find interesting is to hear the acronym ‘LOL’ actually being used in oral communications as a word: ‘Did you see that dress? Lol!’
I also find it fascinating how icons are playing an increasing role in our communications. If you look at the programmes that allow instant chat, like Skype or WhatsApp, there is an ever increasing amount smileys and emoticos etc. to allow us to express all our moods and feelings, as if we were lost for words to exactly express how we feel, what we want to do, etc.
Personally, I think that this generally contributes to enrich our communication skills, language being something very subtle and malleable that wants to be changed, decomposed and the re-composed again to express something in wonderful rythms and sounds. Sometimes I hear how txt messaging is having a negative impact on our language skills, and I tend to disagree because SMS requires to be concise and creative at the same time; but there are also other applications that perhaps devalue the whole process of human communication.
Whatever my personal opinion, I think it is obvious that technology has an impact on how we communicate. I don’t know whether the impact is at cognitive level – but then you are the psychologists, perhaps you could tells us!
So if technology does impact the way we communicate in all aspects of life, this must also be true for educational settings. But what are the actual impacts, and how can we analyse the potential impact in order to harness the best possible result?
When talking about technology in the classroom, I like to assume a standard education scenario, with the following actors taking part, more or less actively: the teacher, the learners and the technology itself. You may recognise this triangle, as it has essentially the same shape as the classical didactical triangle made up of teacher/learner/content. For the purpose of my analysis, I have just substituted ‘content’ with ‘technology’.
I am fully aware that there are many other actors who contribute to the above scenario. In fact, the classical didactical triangle also relates to assessment, evaluation, tools, instruction, etc. For technology deployment, we would also have to look at other external factors such as infrastructure, actual school buildings, financing models, etc. However, to include all this would go well beyond the scope of this presentation, but it is obvious to me that a more in-depth analysis is required.
For the purpose of this talk, I would like to focus mainly on the interaction between technology and the learners.
The SAMR model was proposed by Dr Ruben Puentedura in the USA in the early years of this century, to assess how ICT may impact learning and teaching. After studying at Harvard, Puentedura eventually became a teacher at Bennington College in Vermont, where he lead the ICT Department.
It is rather straightforward, but still detailed and in-depth – I have heavily summarised it here for brevity reasons. The framework purports to analyse whether a specific technology has the potential to substitute, augment, modify or even re-define learning and teaching practices, tasks, experiences.
If we keep in mind the amount of funds necessary for a wide deployment of technology, this kind of model is extremely important to help assess the return of the investment made.
As I will show in my workshop later today, not all technology needs to go to the deeper shape, in order to add proper value. Also, some technology may be of a lighter shade of blue in some situations, and then in a darker shade of blue in another situation.
In a way, the SAMR model relates to the usage model we want to have. A model where our pedagogical or methodological approach leads the technology, not where the technology dictates what we can or cannot do, according to its own limitations.
The picture on the right shows a collaborative approach in the classroom, with a focus on research, sharing, comparing, etc. The whole classroom has been redefined, and the teacher is barely visible.
On the other hand, the picture on the left shows some constraints of the technology that impacts the classroom activity. Learners have to work independently, all facing the same way, potentially all following the same task at the same time.
It is not just a question of what technology ALLOWS us to do, but also what we want to do with it.
This is a good example of how the periodic table can be reviewed, using QR codes and videos. However, the interesting part is not that learners can zap the QR code and watch the video about the specific element. Otherwise, this would just be a ‘S’ or at most an ‘A’ on the SAMR framework.
Learners are asked to work in groups, and each group will receive the task to create a video about a number of elements. All videos are then uploaded and shared with the whole class. The task is successful if fellow learners understand the explanations given in the videos. This approach is a ‘R’ in the SAMR framework, as it does re-define how the learning process takes place (collaborative, constructivist, peer review, etc.)
The SAMR model has proven to be a very useful tool for experienced teachers wanting to integrate technology into the classroom, and to assess its potential impact. However, in order to fully leverage the potential that technology can bring into the classroom, I believe we also need to pay closer attention to the main variable in the education equation, that is: the learner.
And for this purpose, I have looked at Robert Gagne’s ‘Conditions for learning’ , which the American psychologist first published in 1965.
What may be interesting to note is that Gagne was first known as a cognitive psychologist, and started working on training for the US military. He also explored the potential of computer aided learning.
Gagne identified 5 different domains of learning, although he did dwell mainly on the intellectual skills domain.
What is very important to retain, is that Gagne’s believed that the variables influencing the learning of tasks in one domain, may not influence the learning of tasks in other domains. Therefore, findings can be generalised for tasks of the same domain, but not for tasks of other domains.
As an example, repetition will help learning key telephone numbers; the same strategy can be applied to learning the declination of Latin nouns and adjectives. However, this strategy will not help with the learning of a new concept (e.g. a mathematical concept, or the understanding of when to use the ablative instead of the dative case).Each domain will therefore have its own, relevant conditions of learning.
So if we juxtapose the SAMR model, we can start looking in more detail at how technology interacts with learning, and start discerning which technology may be more useful in each domain.
Gagne also believe that there is a hierarchy of learning, listed in order of complexity. He believed that the basic skills must be learned before being able to advance to more complex skills. Problem Solving is at the top of the pyramid, which means it is the most difficult learning skill – but not the most important. All 9 skills are equally important, as each builds on the success of the previous one.
Here too we can juxtapose the SAMR model, and go into more detail to discover which technology can help each learning skill, and how.
Once the learning domains and the learning skills have been defined, Gagne identified 9 ‘instructional events’ that should be used as a more or less rigid framework for the instructional design, i.e. to plan and deliver the lessons. His idea of instructional design was to start with the goal in mind, and then to work backwards. (e.g. to stay with previous examples, know how to apply a mathematical concept, or understand the rules of grammar).
It starts with potentially small steps (e.g. Reception, this is about gaining attention, and can be something as simple as clapping your hands. Very didactical, very effective.
From the few anecdotal evidences I have seen, this approach seems to suit well when preparing lesson – with the exception were the learning outcome is meant to be the process itself. In other words, if the teacher is trying to establish how a learner is tackling a task, as opposed to the outcome of the task, then the framework appears to be too rigid.
In any case, we can again try to juxtapose Gagne’s framework with SAMR, to get a detailed understanding of how technology may be a help for each event.
Technology has been deployed across all sections of life, to various degrees of success. Health, transportation, energy, defense, etc.
I am particularly interested to see if we can produce a useful analysis of how technology is deployed and used in the consumer market. This is because I believe there are some similarities between the way the consumer market is driven, and the way some processes happen in education. Looking at some of Gagne’s instructional events, it seems to me that some parallels can be drawn.
Is there a way we can dig deep and break down the processes involved to their smallest common denominator, to see if they can be applied in education as well? Or would that be like comparing apples with oranges?
Let’s take a look again at Gagne’s instructional events. And please note that the events described are to be followed in that order for the instructional design to be functional and successful.
It seems to me that the consumer market is pretty good at using technology in probably all of the above events. You will probably be able to recognise a lot of activities in stages 1-6 in various marketing campaigns. These seem to be the most obvious ways how technology is being used , i.e. how to gain our attention, how tell us about the products, stimulating our interest and driving us to buy a product or service (i.e. ‘Eliciting performance’).
Tanner and Raymond list five stages in a consumer’s purchasing process: Need recognition, search for product information, product evaluation, product choice and purchase, post purchase use and evaluation of produce and, finally, the disposal of the product.
What I find particularly interesting however is how technology is also being used to extend the purchasing experience, well beyond the simple transaction.
Let’s take a look again at Gagne’s instructional events. And please note that the events described are to be followed in that order for the instructional design to be functional and successful.
It seems to me that the consumer market is pretty good at using technology in probably all of the above events. You will probably be able to recognise a lot of activities in stages 1-6 in various marketing campaigns. These seem to be the most obvious ways how technology is being used , i.e. how to gain our attention, how tell us about the products, stimulating our interest and driving us to buy a product or service (i.e. ‘Eliciting performance’).
Tanner and Raymond (2010), in their book ‘Principles of Marketing’, analyse consumer behaviour and how people make buying decisions; they list 6 stages in a consumer’s purchasing process:
Need recognition
Search for product information
Product evaluation
Product choice and purchase
Post purchase use and evaluation of produce
The 6th and last stage refers to the ‘Disposal of the product’, which we can discard for the analogy with the learning process.
I have tried to juxtapose the first five stages with Gagne’s instructional events. Some of you may think this is rather far fetched, and that I am in fact forcing principles of two completely different areas of human life into a very artificial and subjective conclusion, based on emotions and intuitions.
Well, this is in part true, as I have not done any actual research into this – but then again, you are the psychologists, perhaps you could take this up!
What I find particularly interesting is how technology is being used to extend the purchasing experience, well beyond the simple transaction.
Social media adds an important layer of communication in our interaction with technology.
Some well known internet businesses, like Trip Advisor, Uber or eBay, make very extensive use of this. In fact, to a certain degree it can be argued that the important, and expensive, aspect of consumer market is actually pushed back into the consumers’ hands: assessment and evaluation of the services.
By doing so, consumers somehow become active agents in the whole process – in educational terms, we may talk about a constructivist approach being taken.
So these things are happening, and are happening with a great impact in the consumer market. You know that feedback has a huge impact on consumers decision because you can hear and read about the fake feedbacks being generated by consumers and providers alike.
Let’s go back to the learner.
We have seen that the SAMR model focuses on the potential of technology in education. We have used Gagne to understand if we can connect the potential of technology to the cognitive processes behind the learning experience.
However, we are still far from finding a more individualised solution on the potential application of technology in education.
If we are able to connect stages of the learning process to the actual potential of each technology, I believe we have managed to build a strong base.
As a next step, however, I believe we should also go inside the learners, to discover more intrinsic aspects such as their motivation, or their intellectual potential, their social and emotional context, etc.
To this end, I am working on an article with Prof Komarov, to try to combine the potential assessment of technology with the potential assessment of individual learners. I am sure you will hear more from Prof Komarov and his exciting discoveries during this conference.
And with this, I would like to thank you for your patience.