Learning spaces: bridging the gap between personal and professional discourses
•Download as PPT, PDF•
1 like•362 views
An opportunity for ePortfolio and Portal users from around the Colleges of the University of London (and beyond) to share their experiences and discuss issues with experts and other users.
Report
Share
Report
Share
![Overview ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Old wine in new bottles? Exploring MOOCs
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
RIDE2013 presentation: How people learn in Massive Online Open Courses
People who exhibit a high degree of self-regulation use different learning strategies in MOOCs compared to those with low self-regulation. Those with high self-regulation tend to be active learners who set clear goals and adapt them as needed. They are more likely to actively participate and contribute. Those with low self-regulation tend towards more passive learning and behaviors like lurking. Prior experience, confidence, and motivation also impact engagement in MOOCs.
RIDE2013 keynote: The Story of 'Open'
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Online education DigiTeL Pro launch by Albert Sangra
This document provides an overview of an online teaching and learning course. It discusses the current state of online and distance education, highlights key aspects of quality online education, and outlines the objectives, structure, assessment, and certification of the course. The course aims to help educators understand online learning principles and design effective online classrooms. It will run for 14 weeks with 6 modules and focus on topics like the role of the teacher, learning design, assessment, and emerging technologies.
SXSW Interactive 2015 - Redefining the Resume
SXSW Interactive 2015: "Redefining the Resume", moderated by George Anders. Speakers: Lila Ibrahim, Evan Wittenberg, Dan Finnigan
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
This keynote presentation discusses open education and improving quality in education. It begins with defining open education as innovations that open up education through open standards, resources, licensing, availability and more. The presentation notes that changes are needed in education due to globalization and the internet. Improving quality is also discussed, noting that quality cannot be defined except through adaptation to context. Methods to improve quality through open education include open policies, frameworks, competencies, communities and movements. The presentation concludes by emphasizing that open education is a vision for improving inclusive, equitable and high quality education through adaptation of open educational practices, resources, and delivery methods to benefit all learners.The future of higher education a constantly moving target (11 key questions)
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
Recommended
Old wine in new bottles? Exploring MOOCs
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
RIDE2013 presentation: How people learn in Massive Online Open Courses
People who exhibit a high degree of self-regulation use different learning strategies in MOOCs compared to those with low self-regulation. Those with high self-regulation tend to be active learners who set clear goals and adapt them as needed. They are more likely to actively participate and contribute. Those with low self-regulation tend towards more passive learning and behaviors like lurking. Prior experience, confidence, and motivation also impact engagement in MOOCs.
RIDE2013 keynote: The Story of 'Open'
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Online education DigiTeL Pro launch by Albert Sangra
This document provides an overview of an online teaching and learning course. It discusses the current state of online and distance education, highlights key aspects of quality online education, and outlines the objectives, structure, assessment, and certification of the course. The course aims to help educators understand online learning principles and design effective online classrooms. It will run for 14 weeks with 6 modules and focus on topics like the role of the teacher, learning design, assessment, and emerging technologies.
SXSW Interactive 2015 - Redefining the Resume
SXSW Interactive 2015: "Redefining the Resume", moderated by George Anders. Speakers: Lila Ibrahim, Evan Wittenberg, Dan Finnigan
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...
2016-08-16 High Quality Education for All - Keynote at LEF by Christian M. St...Christian M. Stracke
This keynote presentation discusses open education and improving quality in education. It begins with defining open education as innovations that open up education through open standards, resources, licensing, availability and more. The presentation notes that changes are needed in education due to globalization and the internet. Improving quality is also discussed, noting that quality cannot be defined except through adaptation to context. Methods to improve quality through open education include open policies, frameworks, competencies, communities and movements. The presentation concludes by emphasizing that open education is a vision for improving inclusive, equitable and high quality education through adaptation of open educational practices, resources, and delivery methods to benefit all learners.The future of higher education a constantly moving target (11 key questions)
Closing Plenary Session at the European Distance Education Network (EDEN) summit: "Traditions and Innovations: Getting the Right Mix"
Cristobal Cobo, University of Oxford, United Kingdom
14-17 June 2016 Budapest, Hungary www.eden-online.org
Education in time of pandemic: How to design and manage assessments for onlin...
Education in time of pandemic: How to design and manage assessments for onlin...EDEN Digital Learning Europe
Presentation of Alfredo Soeiro for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/Katerina Slipenyuk (ITEA-2013)
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
Embedding MOOCs in University courses: experiences and lessons learned
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
How to Start an Online Program
iNACOL VSS 2011 preconference "How to Start Online Program" with David Glick, John Canuel, Holly Brzycki, and Phil Lacey
Online and Blended learning courses of high pedagogical quality for professio...
Online and Blended learning courses of high pedagogical quality for professio...Nordiskt Nätverk för Vuxnas Lärande
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.Mentoring for Today’s Generation(s) at Scale: Virtual and Face-to-Face
Mentoring relationships come in many forms--online, in-person, short- and long-term, peer- to-peer, and situational. We'll review mentoring in a multi-generational workforce and explore two mentoring models that can be adapted to fit your organization and serve professionals at various career stages. Model 1 is an international virtual mentoring program that uses data analytics to match participants and digital badging to recognize mentor/mentee achievements. Model 2 uses a just-in-time, conference-centered approach to connecting professionals across career stages. For each model, we'll discuss benefits and barriers and action steps for launching mentoring initiatives that support diverse learners.
Understanding Online Teaching Presence
The document discusses effective online teaching presence and class community. It provides background on frameworks for how people learn best, including when learning is learner-centered, assessment-centered, and builds a sense of community. It defines teaching presence as the design, facilitation and direction of cognitive and social processes to achieve meaningful learning outcomes. Teaching presence includes facilitating discourse, direct instruction, and instructional design. Research found high levels of teaching presence correlated with student satisfaction and learning. Class community includes a sense of connectedness and learning through interaction and shared expectations. Courses with effective teaching presence are more likely to develop strong class community and higher student satisfaction and learning.
Educators guide jan 2014
The document provides an overview of the Lean LaunchPad class, which teaches an evidence-based approach to entrepreneurship. Some key points:
1) The class focuses on helping student teams search for a repeatable and scalable business model through customer development and agile development, rather than writing static business plans.
2) Students summarize their business model hypotheses using the Business Model Canvas framework and then test those hypotheses by getting customer feedback on minimum viable products.
3) The class emphasizes an iterative process of testing assumptions, getting customer input, and making adjustments to ideas that aren't working - rather than the conventional approach of developing a full product before customer testing.
The Online Learning Landscape
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Coursera Impact Revealed: Learner Outcomes in Open Online Courses
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Best practices in designing a blended learning course
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
Leadership for connected & global learning: Session 1 connected learning - En...
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
Keele Digital Festival - Microsoft Teams for Learning and Teaching - Keynote
Keele Digital Festival - Microsoft Teams for Learning and Teaching - Keynote. An analysis of Microsoft Teams at scale: experiences so far
Does it Blend? Setting up PD for Common Core #CETPA2015
This document provides an overview of professional development for blended learning environments. It discusses the increasing popularity of blended learning models and the need to adapt professional development to reflect new pedagogical approaches. The document outlines challenges in meeting diverse district needs and proposes building blended professional development courses using universal frameworks and standards. Sample course design processes and tools are presented to illustrate how to create effective blended professional learning experiences.
Wellbeing and responsibility: a new ethics for digital educators
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.
Darcy W Hardy: Light at the End of the Tunnel: Now What?
EDEN Virtual Annual Conference 2021:
“Lessons from a pandemic for the future of education”
https://www.eden-online.org/2021_madrid/
K20 ccetc dec11
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
British MOOCs; a Curated Conversation
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Pedagogy of MOOCs
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
California Community College Faculty Motivation and Reflection on Open Textbo...
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Introduction to Info Skills
A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011.
Engaging with statistics the VLE way
Engaging students with Statistics - the VLE way. A CDE seminar conducted by Dr James Abdey from the Dept of Statistics, LSE.
More Related Content
What's hot
Education in time of pandemic: How to design and manage assessments for onlin...
Education in time of pandemic: How to design and manage assessments for onlin...EDEN Digital Learning Europe
Presentation of Alfredo Soeiro for EDEN's new Education in time of pandemic webinar series on 'How to design and manage assessments for online learning' - 20 April 2020, 17:00 CET
More info:
http://www.eden-online.org/eden_conference/how-to-design-and-manage-assessments-for-online-learning/Katerina Slipenyuk (ITEA-2013)
"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States"
Presentation at ITEA-2013, IRTC, Kyiv, Ukraine
http://itea-conf.org.ua/2013/
Embedding MOOCs in University courses: experiences and lessons learned
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
How to Start an Online Program
iNACOL VSS 2011 preconference "How to Start Online Program" with David Glick, John Canuel, Holly Brzycki, and Phil Lacey
Online and Blended learning courses of high pedagogical quality for professio...
Online and Blended learning courses of high pedagogical quality for professio...Nordiskt Nätverk för Vuxnas Lärande
This document discusses developing high quality online and blended learning courses for professionals. It outlines the EU's School Education Gateway program which provides extensive online teacher professional development. Effective online teacher PD incorporates reflection, authentic tasks, and communities of practice. The Conversational Framework models the learning process through different types of interactions. The Learning Designer tool allows teachers to design blended learning activities based on this framework and share their designs. The Blended and Online Learning Design MOOC will use these approaches to collaboratively build knowledge around online course design.Mentoring for Today’s Generation(s) at Scale: Virtual and Face-to-Face
Mentoring relationships come in many forms--online, in-person, short- and long-term, peer- to-peer, and situational. We'll review mentoring in a multi-generational workforce and explore two mentoring models that can be adapted to fit your organization and serve professionals at various career stages. Model 1 is an international virtual mentoring program that uses data analytics to match participants and digital badging to recognize mentor/mentee achievements. Model 2 uses a just-in-time, conference-centered approach to connecting professionals across career stages. For each model, we'll discuss benefits and barriers and action steps for launching mentoring initiatives that support diverse learners.
Understanding Online Teaching Presence
The document discusses effective online teaching presence and class community. It provides background on frameworks for how people learn best, including when learning is learner-centered, assessment-centered, and builds a sense of community. It defines teaching presence as the design, facilitation and direction of cognitive and social processes to achieve meaningful learning outcomes. Teaching presence includes facilitating discourse, direct instruction, and instructional design. Research found high levels of teaching presence correlated with student satisfaction and learning. Class community includes a sense of connectedness and learning through interaction and shared expectations. Courses with effective teaching presence are more likely to develop strong class community and higher student satisfaction and learning.
Educators guide jan 2014
The document provides an overview of the Lean LaunchPad class, which teaches an evidence-based approach to entrepreneurship. Some key points:
1) The class focuses on helping student teams search for a repeatable and scalable business model through customer development and agile development, rather than writing static business plans.
2) Students summarize their business model hypotheses using the Business Model Canvas framework and then test those hypotheses by getting customer feedback on minimum viable products.
3) The class emphasizes an iterative process of testing assumptions, getting customer input, and making adjustments to ideas that aren't working - rather than the conventional approach of developing a full product before customer testing.
The Online Learning Landscape
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
Coursera Impact Revealed: Learner Outcomes in Open Online Courses
An inaugural study of career and educational outcomes for learners in open online courses conducted by researchers at Coursera, University of Pennsylvania, and University of Washington.
Best practices in designing a blended learning course
This document outlines best practices for designing a blended learning course. It begins with an introduction to the University of Malaya and discusses the reshaping of education due to globalization and technology. Blended learning combines online and face-to-face learning. The top 10 best practices for course design are then outlined: 1) Focus on learning outcomes over technology, 2) Choose an appropriate instructional model, 3) Balance online and in-person delivery modes, 4) Redefine the teacher's role, 5) Consider optimal class sizes, 6) Support varying technology skills, 7) Balance content development time, 8) Implement effective assessment and feedback, 9) Allow time for teacher professional development, and 10) Engage students.
Leadership for connected & global learning: Session 1 connected learning - En...
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
Keele Digital Festival - Microsoft Teams for Learning and Teaching - Keynote
Keele Digital Festival - Microsoft Teams for Learning and Teaching - Keynote. An analysis of Microsoft Teams at scale: experiences so far
Does it Blend? Setting up PD for Common Core #CETPA2015
This document provides an overview of professional development for blended learning environments. It discusses the increasing popularity of blended learning models and the need to adapt professional development to reflect new pedagogical approaches. The document outlines challenges in meeting diverse district needs and proposes building blended professional development courses using universal frameworks and standards. Sample course design processes and tools are presented to illustrate how to create effective blended professional learning experiences.
Wellbeing and responsibility: a new ethics for digital educators
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.
Darcy W Hardy: Light at the End of the Tunnel: Now What?
EDEN Virtual Annual Conference 2021:
“Lessons from a pandemic for the future of education”
https://www.eden-online.org/2021_madrid/
K20 ccetc dec11
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
British MOOCs; a Curated Conversation
A Curated Conversation on MOOCs in the Uk held at the altMOOCsig at UCL on 27th June 2014. Contributions from various British academics including Diana Laurillard, Shirley Ellis, Frances Bell, Jenny Mackness Amy Woodgate as well as Curtis Bonk & some colleagues from the USA. Event organised by Mira Vogel. Slides still being edited & updated, last update July 24. Should be completed by 27 July 2014
Pedagogy of MOOCs
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
California Community College Faculty Motivation and Reflection on Open Textbo...
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
What's hot (20)
Education in time of pandemic: How to design and manage assessments for onlin...
Education in time of pandemic: How to design and manage assessments for onlin...
Embedding MOOCs in University courses: experiences and lessons learned
Embedding MOOCs in University courses: experiences and lessons learned
Online and Blended learning courses of high pedagogical quality for professio...
Online and Blended learning courses of high pedagogical quality for professio...
Mentoring for Today’s Generation(s) at Scale: Virtual and Face-to-Face
Mentoring for Today’s Generation(s) at Scale: Virtual and Face-to-Face
Coursera Impact Revealed: Learner Outcomes in Open Online Courses
Coursera Impact Revealed: Learner Outcomes in Open Online Courses
Best practices in designing a blended learning course
Best practices in designing a blended learning course
Leadership for connected & global learning: Session 1 connected learning - En...
Leadership for connected & global learning: Session 1 connected learning - En...
Keele Digital Festival - Microsoft Teams for Learning and Teaching - Keynote
Keele Digital Festival - Microsoft Teams for Learning and Teaching - Keynote
Does it Blend? Setting up PD for Common Core #CETPA2015
Does it Blend? Setting up PD for Common Core #CETPA2015
Wellbeing and responsibility: a new ethics for digital educators
Wellbeing and responsibility: a new ethics for digital educators
Darcy W Hardy: Light at the End of the Tunnel: Now What?
Darcy W Hardy: Light at the End of the Tunnel: Now What?
California Community College Faculty Motivation and Reflection on Open Textbo...
California Community College Faculty Motivation and Reflection on Open Textbo...
Viewers also liked
Introduction to Info Skills
A presentation by Cathy Walsh and Ella Mitchell, University of East London. Conducted at a DELILA (Developing Educators Learning and Information Literacies for Accreditation) dissemination event hosted by the Centre for Distance Education on 26 July 2011.
Engaging with statistics the VLE way
Engaging students with Statistics - the VLE way. A CDE seminar conducted by Dr James Abdey from the Dept of Statistics, LSE.
Teaching science in Second Life
A CDE seminar held on 19/4/11: Clare Sansom, structural biologist, Web 2.0 enthusiast and CDE Fellow, will then illustrate how the immersive virtual world, Second Life, can be used to illustrate molecular structures and teach molecular sciences, and discuss its application in teaching other highly "visual" disciplines.
OERs: A PG Cert Perspective
This document discusses integrating digital literacies into a Postgraduate Certificate (PG Cert) for teaching staff at LSE. It describes how LSE initially did not include educational technologies in the PG Cert but later decided to add new sessions on this topic. There was debate around fully integrating the skills versus adding them as a separate module. The document also notes challenges like varying digital literacy levels amongst staff and constraints of only being able to cover this topic as a small part of the broader PG Cert curriculum. It raises questions about the models used at other institutions for developing these skills in teaching staff.
Writing course materials and formative assessment for successful flexible lea...
Writing course materials and formative assessment for successful flexible lea...Centre for Distance Education
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Chaired by Dr Clare Sansom, Senior Lecturer, Birkbeck College, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk Writing course materials for successful flexible learning
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Ormond Simpson, Education Consultant, Visiting CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk
Assessment Careers: Enhancing learning pathways through assessment
Presenation from a Centre for Distance Education seminar 'Writing course materials and formative assessment for successful flexible learning', held at the University of London in June 2014.
Conducted by Gwyneth Hughes, Reader in Higher Education, Institute of Education, CDE Fellow.
Audio from the session is available at www.cde.london.ac.uk.
Viewers also liked (7)
Writing course materials and formative assessment for successful flexible lea...
Writing course materials and formative assessment for successful flexible lea...
Writing course materials for successful flexible learning
Writing course materials for successful flexible learning
Assessment Careers: Enhancing learning pathways through assessment
Assessment Careers: Enhancing learning pathways through assessment
Similar to Learning spaces: bridging the gap between personal and professional discourses
TECHNICAL EDUCATION 99
This document summarizes a presentation given at the 16th annual ISTE student convention on updating curriculum and nourishing talent through extracurricular activities to ignite genius in professional students. The presentation discusses how India's large education system faces challenges like poor performance and quality issues. It advocates linking academic and practical skills to help students understand their abilities and career goals. The presentation also emphasizes the importance of extracurricular activities in developing student skills and bonding, and suggests updates to curriculum like introducing vocational training, industry interactions, and interactive learning through technology.
TECHNICAL EDUCATION 999
This document summarizes a presentation given at the 16th annual student convention of ISTE A.B.I.T chapter titled "Igniting Genius Within Every Professional Student". The presentation focused on how updated curriculums, nourishing talent through extracurricular activities, and their relation can augment genius in professional students. It discussed challenges in India's education system like poor performance and teaching quality. It emphasized the importance of linking academic and practical skills, reducing performance gaps, and igniting genius in students through improved curriculums, extracurricular activities, vocational training, and industry interactions.
TECHNICAL EDUCATION
This document summarizes a presentation given at the 16th annual ISTE student convention on updating curriculum and nourishing talent through extracurricular activities to ignite genius in professional students. The presentation discusses how India's large education system faces challenges like poor performance and quality issues. It advocates linking academic and practical skills to help students understand their abilities and career goals. The presentation also emphasizes the importance of extracurricular activities in developing student skills and bonding, and suggests updates to curriculum like introducing vocational training, industry partnerships, and interactive learning through technology.
Future Focused Learning
Community presentation made to the Ellesmere Cluster near Christchurch. Outlines the case for re-thinking our approach to education in the 21st century, and how this applies to the use of technology, planning for learning spaces, and changes in teacher practice.
I nacol cw_issuebrief_learningedge_full
This document discusses supporting student success in a competency-based learning environment. It outlines the need for timely, differentiated support for students as they work to achieve competencies. A growth mindset that believes abilities can be developed through effort is important for providing effective support. Schools implementing competency-based learning must create structures, relationships and conditions that enable learning and the belief that high achievement is possible. The document provides examples of how some schools are implementing learning supports and outlines design principles for developing an effective "learning edge" system of support.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like interdisciplinary teaching, project-based learning, internships and digital portfolios to better prepare students for careers, college and citizenship. Resources are provided for further information.
Tony Wagner NAIS presentation
This document discusses the gap between what schools are currently teaching and testing versus the skills students will need for the 21st century. It argues that schools need to focus less on content mastery and more on developing critical thinking, collaboration, communication and other skills. Specific skills identified include problem solving, adaptability, entrepreneurialism and curiosity. The document advocates for reforms like project-based learning, digital portfolios and internships to better prepare students for future careers and citizenship. Resources are provided for further information.
Educational Technology
The document discusses the skills needed for success in the 21st century, including collaboration, critical thinking, creativity, communication, and digital literacy. It emphasizes the need for education systems to equip students with the ability to think, solve problems, and adapt to changing environments. Additionally, it outlines characteristics of 21st century teaching, such as making learning learner-centered and personalized, engaging students as producers, integrating new technologies, and innovating teaching practices.
How Digital Learning Contributes to Deeper Learning
The document discusses how digital learning can contribute to deeper learning by allowing for personalized skill building through adaptive learning, facilitating project-based learning through online networks and tools, and providing enhanced access to quality courses and teachers through online and blended learning. Deeper learning involves skills like critical thinking, problem solving, collaboration, and learning how to learn. Digital learning is seen as key to bringing deeper learning experiences to scale for all students.
Change Leadership In Education
1. The document discusses creating knowledge-generating school cultures through change leadership in education. It outlines challenges in today's changing world and how schools need to adapt instruction to focus on rigor, relevance, and relationships.
2. Key ideas presented include understanding the skills needed in today's knowledge economy, using data to improve teaching, and developing a shared vision of excellent instruction. The "seven disciplines of instruction" framework is introduced to strengthen teaching practices.
3. Creating knowledge-generating school cultures requires developing collaborative communities focused on continuous learning and generating new solutions, rather than isolated compliance. School leaders must model desired behaviors and facilitate improvement of teaching.
Key Competencies - from The New Zealand Curriculum to classroom
The document discusses key competencies, which are capabilities identified in the New Zealand curriculum to help students live and learn in a changing world. It provides background on key competencies, how schools are developing them, and issues around monitoring student progress on competencies. While some schools have embraced key competencies, others face challenges integrating them, especially with a new focus on national standards, so the long term impact remains uncertain.
What’s so important about blended instruction
1) Blended instruction combines traditional in-person classroom learning with online digital tools and resources to engage students and prepare them for the 21st century.
2) Experts argue that blended learning is needed to develop students' critical thinking, problem solving, communication and collaboration skills for a globally connected world.
3) The role of teachers is changing in blended models to focus more on facilitating student-centered learning rather than only lecturing. Teachers must be willing to embrace new technologies and ways of teaching.
Deeper thinking Common Core and Technology
This document discusses how technology can support deeper learning aligned with the Common Core standards. It outlines key trends like assessments shifting to what students can do and the rise of social media. Challenges include the need for digital literacy training and innovating pedagogy. Schools that top international tests ensure teachers lead critical thinking classrooms. Effective technology use depends on clear learning expectations and teacher skills, not just equipment purchases. Leaders should model beliefs in deeper learning and support risk-taking to change teaching culture.
Key competencies Sonia Glogowski
The document discusses the key competencies outlined in the New Zealand curriculum and how they can enable pedagogical shift and prepare students for the 21st century. It provides context on how the competencies are viewed globally and nationally. It also discusses how developing competencies requires a whole-school approach and professional learning communities to support teachers.
21st Century Classroom
The document discusses the need to upgrade K-12 curriculum for the 21st century. It emphasizes developing skills like critical thinking, problem solving, communication and collaboration over simple memorization of facts. Technology should enhance learning by allowing students to blog, create multimedia projects and connect globally, but not replace quality teaching. The curriculum needs to include timely topics, multiple perspectives and real-world applications of knowledge. Project-based learning and promoting lifelong learning skills are recommended over passive learning. Professional development also needs modernizing with strategies like online courses, coaching and personal learning networks.
Keepingup hra2012
This document discusses the need for education to shift to meet the needs of 21st century learners. It notes that the world is changing rapidly due to technology and that schools need to change how they operate. Specifically, it argues that schools need to shift their focus from teaching to learning, move from teacher-directed to collaborative models, and view school improvement as a requirement rather than an option. The document highlights how the skills needed for the future cannot be clearly defined and discusses trends like the growth of mobile learning and an emphasis on lifelong learning.
What's Next- Education for Tomorrow
A follow up on the event, What's Next wherein principals, counselors and influencers from the education industry contributed on creating a blueprint for education for tomorrow
E learning for 21st Century Learning
Higher education has dramatically evolved from traditional pedagogical models to current methods using computer technology that supports knowledge delivery and knowledge acquisition. The evolving technology has provided an opportunity to improve teaching skills and increase student’s learning capabilities. E-Learning is one example of evolving technology used in higher education.
TCEA Best Practice
The document discusses best practices in teaching and learning with technology. It provides perspectives from several sources that define best practices as techniques that are research-based, focused on learning, have measurable goals, and work repeatedly. The document also addresses challenges in implementing technology, the need for sound pedagogical frameworks, assessing learning and technology use, sustaining innovation, and supporting teachers.
The Next Generation of Learners: What to Expect
The document discusses the next generation of learners and what to expect from them. This generation has grown up with technology constantly connected and they live much of their lives online. They are often called "Generation WE" as they see every moment as a shared experience. This connectivity has implications for how they are taught and how they will approach post-secondary education. Institutions will need to provide more technology access, online and blended learning, opportunities for personalized and flexible paths, and connect with students in their online spaces. Meeting the needs of these digital natives will require changes to teaching, learning, curriculum, and assessment practices.
Similar to Learning spaces: bridging the gap between personal and professional discourses (20)
How Digital Learning Contributes to Deeper Learning
How Digital Learning Contributes to Deeper Learning
Key Competencies - from The New Zealand Curriculum to classroom
Key Competencies - from The New Zealand Curriculum to classroom
More from Centre for Distance Education
Improving retention and persistence in online learning
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Following the money - the cost benefits of student support in distance education
Following the money - the cost benefits of student support in distance educationCentre for Distance Education
Centre for Distance Education lunchtime seminar - conducted by Ormond Simpson, CDE Visiting Fellow.
This seminar shows that student support need not be a pure institutional cost in distance education. If properly designed and evaluated it can actually make a financial profit for the institution as well as enhance its reputation. Heath warning - this presentation contains some mathematics....
Audio of the seminar can be found here: www.cde.london.ac.uk. More information on Ormond's work can be found here: www.ormondsimpson.com.Teaching Observations at a distance: the process and the experience of traine...
Teaching Observations at a distance: the process and the experience of traine...Centre for Distance Education
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.Practical considerations of running a MOOC (Pat Lockley, Undergraduate Laws P...
Practical considerations of running a MOOC (Pat Lockley, Undergraduate Laws P...Centre for Distance Education
Presentation by Pat Lockley, Learning Systems Developer, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.Practical considerations of running a MOOC (Patricia McKellar, Undergraduate ...
Practical considerations of running a MOOC (Patricia McKellar, Undergraduate ...Centre for Distance Education
Presentation by Patricia McKellar, University of London Undergraduate Laws Programme. MOOC: English Common Law (https://www.coursera.org/course/engcomlaw)
Last year the University of London International Programmes launched four MOOCs on the Coursera platform and the report on their implementation was published in November (http://www.londoninternational.ac.uk/sites/default/files/documents/mooc_report-2013.pdf). Since then, members of the teams who delivered these MOOCS have been asked many questions about their experiences so the Centre for Distance Education (www.cde.london.ac.uk) arranged a seminar to provide more information on the practicalities of how you actually set up and run such a course.In Focus presentation: Analytics: as if learning mattered
Analytics: as if learning mattered
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Adam Cooper (Co-Director, Cetis)
Audio of the session and more details can be found at www.cde.london.ac.uk.
In Focus presentation: The Learning Ecosystem – A Content Agnostic Adaptive L...
In Focus presentation: The Learning Ecosystem – A Content Agnostic Adaptive L...Centre for Distance Education
The Learning Ecosystem – A Content Agnostic Adaptive Learning and Analytics System
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by George Mitchell (Chief Operations Officer, CCKF Ltd, Dublin).
Audio of the session and more details can be found at www.cde.london.ac.uk.In Focus Presentation: Improving retention: predicting at-risk students by an...
In Focus Presentation: Improving retention: predicting at-risk students by an...Centre for Distance Education
Improving retention: predicting at-risk students by analysing clicking behaviour in a virtual learning environment.
Presentation from 'InFocus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Annika Wolff, Knowledge Media Institute, Open University.
Audio of the session and more details can be found at www.cde.london.ac.uk.In Focus presentation: Moving from Learning Analytics to Social (Emotional) L...
In Focus presentation: Moving from Learning Analytics to Social (Emotional) L...Centre for Distance Education
Moving from Learning Analytics to Social (Emotional) Learning Analytics.
Presentation from 'In Focus: Learner analytics and big data', a CDE technology symposium held at Senate House on 10 December 2013. Conducted by Dr Bart Rientes (Senior Lecturer, Department of Higher Education, University of Surrey).
Audio of the session and more details can be found at www.cde.london.ac.uk.RIDE2013 presentation: Enhancing students' motivation - the missing link
RIDE2013 presentation: Enhancing students' motivation - the missing linkCentre for Distance Education
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Mariella Stivala (St Martin’s Institute of Higher Education, Malta).
Audio of the session and more details can be found at www.cde.london.ac.uk.RIDE2013 presentation: The IR Model in Pastures New – redeploying a successfu...
RIDE2013 presentation: The IR Model in Pastures New – redeploying a successfu...Centre for Distance Education
Presentation from 'Design for learning' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr J Simon Rofe (School of Oriental and African Studies, University of London). Audio and video of the conference can be found at www.cde.london.ac.uk.RIDE2013 presentation: Implications of Touch Technologies on Enhancing Teachi...
RIDE2013 presentation: Implications of Touch Technologies on Enhancing Teachi...Centre for Distance Education
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Professor Margaret Cox, Dr Jonathan San Diego and Dr Barry Quinn (King's College London). Audio of the session and more details can be found at www.cde.london.ac.uk.RIDE2013 presentation: A puzzled look at MOOCs
This document summarizes key points from a presentation on MOOCs and e-learning. It finds that while MOOC completion rates are only around 6-9%, completion rates for traditional university modules and programs are higher at 55% and 85% respectively. Motivation is an important factor in student retention and dropout. The future of MOOCs will depend on how they are funded, whether through governments, grants, industry, institutions themselves, or student fees. For MOOCs to be profitable, retention activities would need to increase student continuation by over 0.8% to cover costs. Overall the document questions the categorization of MOOCs as a form of e-learning and examines factors influencing student participation and motivation.
RIDE2013 presentation: Is distance learning failing its students?
Presentation from 'Enhancing the student experience' workshop at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Ormond Simpson (HE consultant, Visiting CDE Fellow). Audio of the session and more details can be found at www.cde.london.ac.uk.
RIDE2013 presentation: Teaching in Virtual Worlds: A 2013 snapshot
Presentation from 'Future Technology' strand at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Clare Sansom (Birkbeck College, University of London).
The role of Open Access and Open Educational Resources within Distance Education
The role of Open Access and Open Educational Resources within Distance EducationCentre for Distance Education
This document discusses open educational resources (OERs) and their role in distance education. It begins with definitions of OERs and examples of notable OER initiatives. It then summarizes research on OERs that found issues with discoverability, lack of context, and a need for communities and tracking of reuse. Practitioners were often unfamiliar with OERs and preferred resources with specific practical applications. Major constraints to using OERs included limited understanding of their value and lack of staff development. Adopting OERs could require training, time for discovery, and developing open access infrastructure and policies across institutions.What is the role of Open Access and Open Educational Resources within Distanc...
What is the role of Open Access and Open Educational Resources within Distanc...Centre for Distance Education
This document discusses the role of open access and open educational resources in distance education. It begins by introducing the open access spectrum, including open content, publishing, data, and educational resources. It then covers the open access debate around issues like funding models and researcher resistance. Examples of open access initiatives at IDS are provided. Survey responses from libraries indicate variable support for open access, with some producing open journals or training staff and students. The conclusion discusses advantages of open access for reaching global and distance students and the need for libraries, IT, and academics to work together to build awareness and make resources available through open access.Analysing Feedback
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
Education 3.0: Better Learning Through Technology
This document discusses various topics related to online education, including Pearson & eLearning, Utterli, online gym class, Google Project Glass, apps for education, the benefits and drawbacks of online education, brain research and its application to retention aids and immersive environments, student activity levels in online courses from different subject areas, the importance of class size, social interaction and collaboration in online settings, dashboards for tracking student progress, models for educating neo-millennial students, integrating curriculum across disciplines, the use of YouTube, Knewton and MyMathLab for personalized lessons, alternate reality games as curriculum integration events, and applying educational research findings.
Open educational resources in distance education: Exploring open learning in ...
Open educational resources in distance education: Exploring open learning in ...Centre for Distance Education
Presentation from Dr Stylianos Hatzipanagos (Senior Lecturer in Technology Enhanced Learning, King’s College London) on the use of OERs in distance education.
Conducted at the CDE's Research and Innovation in Distance Education and eLearning conference on 19 October 2012.More from Centre for Distance Education (20)
Improving retention and persistence in online learning
Improving retention and persistence in online learning
Following the money - the cost benefits of student support in distance education
Following the money - the cost benefits of student support in distance education
Teaching Observations at a distance: the process and the experience of traine...
Teaching Observations at a distance: the process and the experience of traine...
Practical considerations of running a MOOC (Pat Lockley, Undergraduate Laws P...
Practical considerations of running a MOOC (Pat Lockley, Undergraduate Laws P...
Practical considerations of running a MOOC (Patricia McKellar, Undergraduate ...
Practical considerations of running a MOOC (Patricia McKellar, Undergraduate ...
In Focus presentation: Analytics: as if learning mattered
In Focus presentation: Analytics: as if learning mattered
In Focus presentation: The Learning Ecosystem – A Content Agnostic Adaptive L...
In Focus presentation: The Learning Ecosystem – A Content Agnostic Adaptive L...
In Focus Presentation: Improving retention: predicting at-risk students by an...
In Focus Presentation: Improving retention: predicting at-risk students by an...
In Focus presentation: Moving from Learning Analytics to Social (Emotional) L...
In Focus presentation: Moving from Learning Analytics to Social (Emotional) L...
RIDE2013 presentation: Enhancing students' motivation - the missing link
RIDE2013 presentation: Enhancing students' motivation - the missing link
RIDE2013 presentation: The IR Model in Pastures New – redeploying a successfu...
RIDE2013 presentation: The IR Model in Pastures New – redeploying a successfu...
RIDE2013 presentation: Implications of Touch Technologies on Enhancing Teachi...
RIDE2013 presentation: Implications of Touch Technologies on Enhancing Teachi...
RIDE2013 presentation: Is distance learning failing its students?
RIDE2013 presentation: Is distance learning failing its students?
RIDE2013 presentation: Teaching in Virtual Worlds: A 2013 snapshot
RIDE2013 presentation: Teaching in Virtual Worlds: A 2013 snapshot
The role of Open Access and Open Educational Resources within Distance Education
The role of Open Access and Open Educational Resources within Distance Education
What is the role of Open Access and Open Educational Resources within Distanc...
What is the role of Open Access and Open Educational Resources within Distanc...
Open educational resources in distance education: Exploring open learning in ...
Open educational resources in distance education: Exploring open learning in ...
Recently uploaded
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcDigital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Recently uploaded (20)
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Learning spaces: bridging the gap between personal and professional discourses
- 1. CDE E-Portfolio Seminar James Ballard Learning spaces: bridging the gap between personal and professional discourses
- 3. 'A well-executed e-portfolio program is an incredible tool for education. They provide institutions with authentic assessments of student learning and promote the deeper learning that we want for our students. I don't understand why more institutions aren't using them.' The Benefits of E-portfolios for Students and Faculty in Their Own Words Candyce Reynolds, associate professor, Post-Secondary, Adult, and Continuing Education, School of Education, Portland State University
- 4. What is 21 st Century Learning? The next phase: achieving a step-change in how technology is used Harnessing Technology
- 5. What is 21 st Century Learning? ‘ It is a world in which knowing what and how to learn the next thing is as important as what has already been learnt.’ Jackson and Ward, 2004
- 12. Personalised Learning Building a confident system Harnessing Technology
- 13. Personalised e-Learning VLE Portfolio PLP Assessment ULCC Framework for Personalised e-Learning Portal
- 14. What do we assess? Werstch, 1998; Vygotsky, 1978 Transdisciplinary Skills Portfolio User Learners may master the techniques of portfolios, without appropriation of necessary skills
- 15. James Ballard [email_address] Learning spaces