Digital Curator Vocational Education Europe: Project ObjectivesDigCurV
Presentation by Kate Fernie, MDR Partners at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Presentation at the FORGE workshop collocated with the World Engineering Education Forum (WEEF), the International Conference on Interactive Collaborative Learning (ICL) and the International Conference on Engineering Pedagogy (IGIP) in Florence, Italy on September 20th, 2015.
View from across the Pond: Opportunities, Gaps, and Challenges in Digital Cur...DigCurV
Presentation by Helen Tibbo, School of Information & Library Science, University of North Carolina at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May, 2013
Florence, Rome
Digital Curator Vocational Education Europe: Project ObjectivesDigCurV
Presentation by Kate Fernie, MDR Partners at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Presentation at the FORGE workshop collocated with the World Engineering Education Forum (WEEF), the International Conference on Interactive Collaborative Learning (ICL) and the International Conference on Engineering Pedagogy (IGIP) in Florence, Italy on September 20th, 2015.
View from across the Pond: Opportunities, Gaps, and Challenges in Digital Cur...DigCurV
Presentation by Helen Tibbo, School of Information & Library Science, University of North Carolina at the DigCurV International Conference; Framing the digital curation curriculum
6- 7 May, 2013
Florence, Rome
The European Data Science Academy: Bridging the Data Science Skills GapAlexander Mikroyannidis
As a global society, we are producing data at an incredible rate, fuelled by the increasing ubiquity of the Web, and stoked by social media, sensors, and mobile devices. However, as the amount of produced data continues to increase, so does the demand for practitioners who have the necessary skills to manage and manipulate this data. The European Data Science Academy (EDSA) is looking to bridge the data science skills gap by developing multimodal open courseware tailored to the real needs of data practitioners. The EDSA courseware is implemented as a combination of living learning materials and activities (eBook, online courses, webinars, face-to-face training), produced via a rigorous process and validated by the data science community through continuous feedback.
A Case Study at Wayne State University’s School of Library & Information Science
Presentation by Joan Beaudoin at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Open Education: what is it and why does it matter?
Open Education & Language Learning
What is Open Education’s missing element?
Call for Action to innovative educators!
Keynote talk at 8th Slanguage Symposium 2015, November 14-15, Second Life
More Info & Video Recording: http://blog.edu.gr/archives/1313
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
The European Data Science Academy: Bridging the Data Science Skills GapAlexander Mikroyannidis
As a global society, we are producing data at an incredible rate, fuelled by the increasing ubiquity of the Web, and stoked by social media, sensors, and mobile devices. However, as the amount of produced data continues to increase, so does the demand for practitioners who have the necessary skills to manage and manipulate this data. The European Data Science Academy (EDSA) is looking to bridge the data science skills gap by developing multimodal open courseware tailored to the real needs of data practitioners. The EDSA courseware is implemented as a combination of living learning materials and activities (eBook, online courses, webinars, face-to-face training), produced via a rigorous process and validated by the data science community through continuous feedback.
A Case Study at Wayne State University’s School of Library & Information Science
Presentation by Joan Beaudoin at the DigCurV International Conference; Framing the digital curation curriculum
6-7 May, 2013
Florence, Rome
Introduction to the Cetis conference 2014; Building the Digital Institution by Paul Hollins Cetis Director. 17th June 2014 at the University of Bolton.
Presentation by Margarita Teresevičienė, Lithuanian Distance and eLearning (LieDM) association for the European Distance Learning Week's final day webinar on "Digital skills in teaching and learning – are we on the right track?" - 11 November 2016
Recording of the discussion is available here: https://eden-online.adobeconnect.com/p80lg2b5akr/
The recording of Deirdre Hodson's presentation is available here: https://eden-online.adobeconnect.com/p9bqnf9swq2/
Open Education: what is it and why does it matter?
Open Education & Language Learning
What is Open Education’s missing element?
Call for Action to innovative educators!
Keynote talk at 8th Slanguage Symposium 2015, November 14-15, Second Life
More Info & Video Recording: http://blog.edu.gr/archives/1313
Introduction to MOOCs and internationalisation (MID2017)EADTU
Internationalisation of Higher Education: Impact of online, open education and MOOCs by Darco Jansen (EADTU) presented during the Maastricht Innovation In Higher Education Days 2017
Recognition of Prior Learning (RPL) is the generic term for learning assessment mechanisms such as Accreditation of Prior Learning (APL) or Advanced Academic Standing, which are used within Higher Education Institutions to describe the awarding of credit/exemptions to applicants on the basis of demonstrated learning that has occurred prior to admission.
The OECD (2008, p.50) reported that ‘demand for RPL is latent in Ireland and once employers and workers are well informed about RPL, interest is generally high’. Furthermore, Hunt (2011, p.55) stated that ‘RPL is particularly important as flexible and workplace learning opportunities expand. A national framework for RPL must be developed, based on the expertise and experience already built up in the higher education institutions. Progress in this regard will help to shift the emphasis from educational inputs towards learning outcomes. This student-centred philosophy lies at the heart of the National Framework of Qualifications (NFQ).’
The Connacht Ulster Alliance (GMIT, IT Sligo and LYIT) initiated a project to inform, support and facilitate Irish or international applicants in applying for RPL to gain entry onto a programme or seek exemptions from parts of a programme.
A dedicated web portal (www.myexperience.ie) was created to provide relevant information on RPL through short videos and text. The website defines the different mechanism of RPL assessment, provides details on the process and links to the CUA e-Portfolio tool. The actual e-Portfolio tool was created in Moodle as this provides for assessment of learning. As a paperless tool, it provides an electronic submission of evidence and allows the learner to submit their portfolio in a sequence of stages resulting in the creation of a professional RPL portfolio. The e-Portfolio of evidence includes: certified learning; experiential learning; references; work experience outputs and motivational statements.
This tool offers a national solution for RPL applicants and has the potential to provide for digital badges.
Patrick Campbell of ProfitWell talks at BoS Conference USA 2016.
See all talks here: http://businessofsoftware.org/2016/07/all-talks-from-business-of-software-conferences-in-one-place-saas-software-talks/
Learning Analytics and Sensemaking in Digital Learning Ecosystems - Examples ...tobold
Presentation given at the Seminar "Opportunities and Challenges of Learning with Technologies: Evidence-based Education" at the Permanent Representation of Estonia to the EU on 12 November 2014 in Brussels.
Introduction to the Learning Analytics Data Sharing Workshop at EC-TEL 2014LACE Project
Slides presented by Adam Cooper to introduce the Learning Analytics Data Sharing Workshop held on the 16th September 2014 at EC-TEL Conference in Graz, Austria.
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Poli...eMadrid network
V Jornadas eMadrid sobre “Educación Digital”. Edmundo Tovar, Universidad Politécnica de Madrid: Entrepreneurship training as a practice based on OERs. 2015-06-30
Open management education and social software20110407Jan Pawlowski
how to use open content / open educational resources for management education using social software tool? OpenScout (www.openscout.net) provides access to thousands of hours to freely available management contents - we discuss how to utilize social software in learning scenarios as well as for the adaptation of learning materials
The Social Semantic Server Tool Support in Learning LayersDominik Kowald
Slides presented by Tobias Ley at the 3rd Learning Layers reviews meeting about how the Social Semantic Server (SSS) support the Layers tools in the Healthcare and Construction areas.
The presentations given at the Learning Layers and CAMERA workshop in Plymouth on the 23rd July. Gives an overview of the Learning Layers research project, which is exploring how technology can support informal learning in small and medium-sized enterprises. Introduces the 4 Learning Layers tools being developed to support learning in healthcare - GP practices.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. http://Learning-Layers-euhttp://Learning-Layers-eu
Learning Layers
Scaling up Technologies for Informal Learning in SME Clusters
Tamsin Treasure-Jones
Leeds Institute of Medical Education
t.treasure-jones@leeds.ac.uk
Presentation at Teaching Innovations Workshop – Leeds University Business School
19th October 2016
Learning Layers
An EU-funded Technology Enhanced Learning (TEL) Research Project
1
2. http://Learning-Layers-eu
Learning Layers Objectives
• Understand how informal learning takes place in and
between SMEs (General Practices - UK pilot study)
• Identify potential for technology to support and scale-up
this learning (individual – team – organisation – network)
• Develop and pilot tools to provide this support
– Following a Design Based Research approach
• Co-design the tools
• Agile development - improve tools, show impact
• Test/refine informal & workplace learning theories
2
6. http://Learning-Layers-eu
Three tools developed for General Practices
6
Bits and Pieces:
Record/collect,
organise, share and
collaborate on
informal learning &
resources
Living Documents:
Developing knowledge,
collaborative editing,
discussions around documents,
sharing knowledge
Confer:
Supports working
groups, maintains
focus and flow of
work, structuring
task, supporting
discussion, reaching
consensus
7. http://Learning-Layers-eu
Piloting these tools
Within real contexts and across organisations
7
INTRODUCING A NEW SERVICE ACROSS A FEDERATION
1
Gathering information
(training, search, meeting)
2
Developing a proposal & plan
3
Informing colleagues &
realization
4
Monitoring, Evaluation
& Review
Evernote
Intradoc
applications
INTRADOC
Practice
Manager
Clinician
Layers Adapter
MitreID OpenID Connect Server
Social Semantic Server
INFRASTRUCTUREEND-USERAPPLICATIONS
Practice
Manager
Bits and Pieces:
Record/collect,
organise, share and
collaborately
develop informal
learning & resources
Confer:
Supports working groups,
maintains focus and flow
of work, structuring task,
supporting discussion,
reaching consensus
Living Documents:
Developing knowledge,
collaborative editing,
discussions around
documents, sharing
knowledge
8. http://Learning-Layers-eu – Scaling up Technologies for Informal Learning in SME Clusters – layers@learning-layers.eu
Tools developed & being piloted in
construction sector (& now healthcare)
8
Record
Annotate
Share
Videos
Learning Toolbox
Build you own apps
- collections of learning resources
- for specific contexts
9. http://Learning-Layers-eu
Outcomes
Impact on practice & research
• Evidence of changed practices from tools use
• Contribution to research knowledge on informal learning at
work & technology enhanced learning
• Tools adopted beyond project
Sustainability
• Open-source tools https://github.com/learning-layers
• Further development of tools inside research projects
• Commercial support for Learning Toolbox http://ltb.io/
9
Editor's Notes
Explain that our activity this year broadly divides into these three areas.
However, note that these are not independent – there is a cross-over of staff and frequent exchanging of info and ideas
The empirical study and the co-design will be covered in the rest of this session. The capacity building and scaling will be covered in Friday morning’s session.