The document discusses different learning theories and how they relate to learning technologies. It describes Oliver's framework, which categorizes learning along five dimensions: individual, social, reflection, non-reflection, information, and experience. The document then provides examples of how different learning technologies align with these theories. Drill programs are analyzed in terms of their individual/social, reflective/non-reflective, and information/experiential aspects. Behavioral elements in computer games and their links to conditioning are also discussed. Various constructivist learning systems are presented, including concept mapping tools and collaborative environments. Possibilities for ubiquitous learning are outlined as well.
Intelligent tutoring systems (ITS) for online learningBrandon Muramatsu
Kurt VanLehn's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Integrating an intelligent tutoring system into a virtual worldParvati Dev
The project goal was to provide effective training to medical professionals on the SALT Triage Protocol, and to improve communication between medical professionals and military during disaster situations.
Intelligent tutoring systems (ITS) for online learningBrandon Muramatsu
Kurt VanLehn's presentation at Conversations on Quality: A Symposium on K-12 Online Learning hosted by MIT and the Bill and Melinda Gates Foundation, January 24-25, 2012, Cambridge, MA.
Integrating an intelligent tutoring system into a virtual worldParvati Dev
The project goal was to provide effective training to medical professionals on the SALT Triage Protocol, and to improve communication between medical professionals and military during disaster situations.
Summary of the Delivering Web To Mobile report. See http://www.jisc.ac.uk/events/2012/05/webinarwebapplications.aspx for a recording of the talk along with the slides and http://blog.observatory.jisc.ac.uk/2012/05/09/final-release-of-techwatch-report-delivering-web-to-mobile/ for the original report.
Scanaroo for iPhone helps you simply and easily carry all those cards that are cluttering up your life. Just take a picture of the card with your phone's camera, and file it away. It's like spring cleaning for your bag or wallet.
Summary of the Delivering Web To Mobile report. See http://www.jisc.ac.uk/events/2012/05/webinarwebapplications.aspx for a recording of the talk along with the slides and http://blog.observatory.jisc.ac.uk/2012/05/09/final-release-of-techwatch-report-delivering-web-to-mobile/ for the original report.
Scanaroo for iPhone helps you simply and easily carry all those cards that are cluttering up your life. Just take a picture of the card with your phone's camera, and file it away. It's like spring cleaning for your bag or wallet.
Having the skills and strategies to read, learn from, and communicate with the Internet will play a central role in our students’ success in an information age. But how can we best measure these new literacies? This session explores some of the challenges associated with developing valid and reliable measures of the complex literacy strategies and dispositions required to search for, comprehend, and respond to information on the Internet. The presenter will first share task examples and student responses from several assessments developed to measure online reading comprehension and communication skills. Then, conversation will turn to a number of important issues to consider when developing online literacy assessments that are not only psychometrically sound, but also useful to both researchers and classroom teachers. Participants will have an opportunity to share their own thoughts about how we might rethink the ways in which we evaluate the skills, strategies, and dispositions associated with reading and learning online.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
Model Attribute Check Company Auto PropertyCeline George
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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.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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2. Linking
learning
theories
with
learning
technology
• Oliver´s
framework:
– Individual
–
Where
the
individual
is
the
focus
of
learning.
– Social
–
learning
is
explained
through
interacHon
with
others
(such
as
a
tutor
or
fellow
students),
through
discourse
and
collaboraHon
and
the
wider
social
context
within
which
the
learning
takes
place.
– ReflecHon
–
Where
conscious
reflecHon
on
experience
is
the
basis
by
which
experience
is
transformed
into
learning.
– Non-‐reflecHon
–
Where
learning
is
explained
with
reference
to
processes
such
as
condiHoning,
preconscious
learning,
skills
learning
and
memorisaHon
(Jarvis,
Holford,
&
Griffin,
1998).
– InformaHon
–
Where
an
external
body
of
informaHon
such
as
text,
artefacts
and
bodies
of
knowledge
form
the
basis
of
experience
and
the
raw
material
for
learning.
– Experience
–
Where
learning
arises
through
direct
experience,
acHvity
and
pracHcal
applicaHon.
3. Linking
learning
theories
with
learning
technology
Oliver´s framework:
The representation emphasises the
relationships between
the ends of the spectrum in the form of
an octahedron:
• Individual – Social.
• Reflection – Non-reflection.
• Information – Experience.
The representation is useful in terms of
helping to identify learning pathways
8. Task
• Form
a
list
of
acHviHes
what
are
present
in
one
of
your
invesHgated
learning
technology
• Evaluate
acHviHes
in
the
3
dimensions:
– Individual
–
Social
– ReflecHon
–
Non-‐reflecHon
– InformaHon
–
Experience
• Decide
what
learning
theories
might
be
supported
by
this
learning
technology
• What
metafors
may
apply
to
these
learning
technologies
–
for
what
you
would
use
the
learning
environment?
9. Drill
programs
New task
Show answer!
3 x Show answer => new problem
Results: solved/correct Check answer!
• Chemistry
equaHons
10. Drill
programs
• Math 1
• Math 2
Choose activity and numbers
Interactivity
Competition
Timer Feedback
Check answer
correct/wrong answers
11. Drill
programs
Check answer
Language learning
Choose topic
Test
Feedback
13. Drill
programs
Find correct!
Feedback Game elements
Punishing system
Trials and error method
Phases: drilling and
testing knowledge
Biology
14. Behavioural
elements
in
computer
games
• System
of
tokens
in
computergames
serves
as
the
rewarding
element.
• Rewards
and
tokens
are
the
source
of
extrincic
moHvaHon.
• When
behaviour
is
condiHoned
with
tokens
the
behaviour
itself
becomes
pleasant
and
can
turn
into
the
source
of
intrincic
moHvaHon
to
play
the
game.
15. Behavioural
elements
in
computer
games
Warrock
Gaining
experience
to
proceed
in
levels
Gaining
points
to
earn
money
to
buy
new
weapons
16. Behavioural
elements
in
computer
games
www.honoloko.com
Decisions
give
resourse-‐
or
environment
points
and
you
can
make
the
environment
be`er.
When
your
health
points
decrease
you
can
see
that
the
environmental
condiHons
get
worse.