Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
This presentation was delivered as part of an event at the University of the Highlands and Islands in August 2012. The presentation gives a number of examples of how mobile technology was being used in the UK tertiary education sector.
The original Baseline was developed after wide consultation on best UCL practice and was endorsed by Academic Committee in September 2011. The Baseline is reviewed annually and the 2016 version is a product of merging the UCL Moodle Baseline with the Student Minimum Entitlement to On-Line Support from the Institute of Education.
The E-Learning Baseline covers two levels of e-learning use:
- Baseline (for campus-based courses 1).
- Baseline+ (in addition to the Baseline, for wholly online courses).
For each of the ten categories there is a description of what is needed to meet the requirements for both levels.
In this talk we present how OER materials are integrated into regular undergraduate curriculum to facilitate flipped classroom design. The Basic Computer Concept at LMS platform of Taipei Medical University is an example. This flipped course is running for 7 years. The lesson learnt is quite significant.
National Online Distance Education Service (NODES) - Proposed Action Plan 2015Ishan Abeywardena, Ph.D.
This is a proposed action plan for the National Online Distance Education Service (NODES) under the new management at the Open University of Sri Lanka. The proposed plan highlights several ICT projects of National scale which can be implemented using the NODES infrastructure.
EVALUATION OF THE APPLICATION OF E-LEARNING METHODOLOGIES TO THE EDUCATION OF...Rita Falcão de Berredo
PhD dissertation
This study researched the question of alignment between the intended learning outcomes and assessment in the field of engineering education. Based on the initial problem, four research questions were developed that focused on: defining and describing learning outcomes in engineering; defining and describing assessment methods and e-assessment tasks; defining a model for achieving alignment between learning outcomes and assessment; finally, applying the model to link specific learning outcomes with specific assessment methods.
During this study a conceptual model was developed with the goal of providing an answer to the research problem, the ALOA (Aligning Learning Outcomes with Assessment). The model was derived from literature research and included different components directly linked with the research questions.
The ALOA conceptual model was developed with the intention of being used by different stakeholders in Higher Education Institutions. The study defined four different scenarios of implementation of the ALOA model: to verify current alignment in existing courses; to develop an assessment strategy based on statements of learning outcomes; to verify vertical alignment of courses with higher level learning outcomes; to verify horizontal alignment of learning outcomes defined at the same level but in different contexts, as in mobility situations.
The main theoretical findings of the study were related with the clarification of core concepts in terms of assessment methods and assessment tasks. There was also an attempt to structure general information concerning assessment and e-assessment. In terms of the concept of alignment this study contributes with an innovative perspective that includes the clarification of the meaning of alignment and the definition of four criteria for achieving alignment: match, emphasis, coverage and precision
The SELTAS Platform: Enabling innovation in special education with technology...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-humphreys/
14 June 2014 (Saturday)
09:15 – 10:00
Keynote 4: The SELTAS Platform: Enabling innovation in special education with technology for e-learning that is collaboratively managed and collegially quality assured
Speaker: Mr Keith HUMPHREYS (Honorary International Consultant, Centre for the Advancement for Inclusive and Special Education (CAISE), HKU)
Chair: Mr. Andrew TSE (Research Associate, CAISE, HKU)
Presentation at the London Blackboard User Group meeting, 3rd April 2009. Reports on the IOE TQEF project on ePortfolios, including a comparison of Blackboard internal portfolios, Expo LX and Mahara.
Quality Considerations in eLearning in South Africa. Presentation at the eLearning Summit, Indaba Hotel, 16 October 2014. Looks the the quality review process and quality criteria.
This presentation was delivered as part of an event at the University of the Highlands and Islands in August 2012. The presentation gives a number of examples of how mobile technology was being used in the UK tertiary education sector.
The original Baseline was developed after wide consultation on best UCL practice and was endorsed by Academic Committee in September 2011. The Baseline is reviewed annually and the 2016 version is a product of merging the UCL Moodle Baseline with the Student Minimum Entitlement to On-Line Support from the Institute of Education.
The E-Learning Baseline covers two levels of e-learning use:
- Baseline (for campus-based courses 1).
- Baseline+ (in addition to the Baseline, for wholly online courses).
For each of the ten categories there is a description of what is needed to meet the requirements for both levels.
In this talk we present how OER materials are integrated into regular undergraduate curriculum to facilitate flipped classroom design. The Basic Computer Concept at LMS platform of Taipei Medical University is an example. This flipped course is running for 7 years. The lesson learnt is quite significant.
National Online Distance Education Service (NODES) - Proposed Action Plan 2015Ishan Abeywardena, Ph.D.
This is a proposed action plan for the National Online Distance Education Service (NODES) under the new management at the Open University of Sri Lanka. The proposed plan highlights several ICT projects of National scale which can be implemented using the NODES infrastructure.
EVALUATION OF THE APPLICATION OF E-LEARNING METHODOLOGIES TO THE EDUCATION OF...Rita Falcão de Berredo
PhD dissertation
This study researched the question of alignment between the intended learning outcomes and assessment in the field of engineering education. Based on the initial problem, four research questions were developed that focused on: defining and describing learning outcomes in engineering; defining and describing assessment methods and e-assessment tasks; defining a model for achieving alignment between learning outcomes and assessment; finally, applying the model to link specific learning outcomes with specific assessment methods.
During this study a conceptual model was developed with the goal of providing an answer to the research problem, the ALOA (Aligning Learning Outcomes with Assessment). The model was derived from literature research and included different components directly linked with the research questions.
The ALOA conceptual model was developed with the intention of being used by different stakeholders in Higher Education Institutions. The study defined four different scenarios of implementation of the ALOA model: to verify current alignment in existing courses; to develop an assessment strategy based on statements of learning outcomes; to verify vertical alignment of courses with higher level learning outcomes; to verify horizontal alignment of learning outcomes defined at the same level but in different contexts, as in mobility situations.
The main theoretical findings of the study were related with the clarification of core concepts in terms of assessment methods and assessment tasks. There was also an attempt to structure general information concerning assessment and e-assessment. In terms of the concept of alignment this study contributes with an innovative perspective that includes the clarification of the meaning of alignment and the definition of four criteria for achieving alignment: match, emphasis, coverage and precision
The SELTAS Platform: Enabling innovation in special education with technology...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-humphreys/
14 June 2014 (Saturday)
09:15 – 10:00
Keynote 4: The SELTAS Platform: Enabling innovation in special education with technology for e-learning that is collaboratively managed and collegially quality assured
Speaker: Mr Keith HUMPHREYS (Honorary International Consultant, Centre for the Advancement for Inclusive and Special Education (CAISE), HKU)
Chair: Mr. Andrew TSE (Research Associate, CAISE, HKU)
Presentation at the London Blackboard User Group meeting, 3rd April 2009. Reports on the IOE TQEF project on ePortfolios, including a comparison of Blackboard internal portfolios, Expo LX and Mahara.
Educational institutions are attracted towards use of ICT that provides them with more flexibility and options to reach the students in various ways. Judicious mix of different tools and strategies with use of ICT can enhance the learning experiences of the students. ICT has the potential to transform the way teaching and learning happens in the classroom setting. So much is known about use of ICT in education. However, there is no study available in the context of Commonwealth Asian countries on eLearning. How is eLearning doing and whether the institutions, teachers and students are really interested in and beneficiary of eLearning? How are different activities pertaining to eLearning being managed by different institutions? What are the challenges and opportunities faced by institutions for effective implementation of eLearning across disciplines and subjects? To find answers to all such questions, a systematic study was undertaken to track the growth and development of eLearning in Commonwealth Asian countries i.e. Bangladesh, Brunei Darussalam, India, Malaysia, Maldives, Pakistan, Singapore and Sri Lanka.
Report available at http://cemca.org.in/publicationhome/elearning-commonwealth-asia-2013-sk-pulist
BC ministry of_education_e-learning_update_2010par5
Winkelmans, T. (2010). British Columbia Ministry of Education E-Learning Update 2010. Retrieved from http://cuebc.ca/cue/cuebc-conference/conference-2010/
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
Slide presentation from ISD Digital Roadshow @ IOE
Diana Laurillard, Professor of Learning with Digital Technologies in the London Knowledge Lab at UCL IOE
E-Learning: Education for Everyone? Special Requirements on Learners in Inter...Richter Thomas
In this presentation we analyzed and discussed to which extent e-Learning can lead to a complete substitution of traditional education. We came to the conclusion that there is no real risk for such a change because particularly learners would suffer if their learning types are related to social interaction and haptic aspects. Further on we found out that there are cultural contexts in which Internet-based (and/or computer-supported) education is easier accepted than in others. The presentation was held in 2011 at the annual EdMedia conference in Lisbon.
The way we access the internet has changed rapidly over the past few years, transitioning from desktops to mobile devices.
Now, the internet is expanding again — coming to all of the everyday devices found in our homes, businesses, and cities.
We’ve created a slideshow highlighting the most important ways the Internet of Everything market will develop, the benefits newly connected devices will offer consumers and businesses, and the potential barriers that could inhibit growth.
Lecture capture makes out-of-class courses more interesting, productive, and flexible and allows educational institutions to leverage the opportunities of the digital revolution.
REC:all Exploring the potential of lecture capture in universities and higher...MEDEA Awards
Mathy Vanbuel presented "REC:all" and the potential of lecture capture in universities during the scientific meeting 'Using media to support learning from pre-school through to University' on 31 May 2013 in Greece.
This presentation will address the latest developments in lecture capture and the way universities are using lecture capture to enhance and augment their learning offer to students. During this presentation, information about a variety of different pedagogical models will be provided related to the technical support mechanisms being put in place by universities to support such models.
'From Desktop to Doco’ – the increasing use of video in the digital classroomDan Munnerley
Video is a driving factor behind increased student engagement at James Cook University. Hear how the use of one button studios, desktop and lecture capture and home-made mini-documentaries are leading the transition to a fully blended learning environment.
Similar to Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Lecturecast' (20)
Your digital footprint - presentation Moira Wright
The concept of a digital footprint and why it is so important for students to understand their activity on the web can be a valuable asset or can lead to trouble if not watched carefully.
In recognition that student partners and change agents are a key enabler in the area of technology change, the change agents' network has been designed to disseminate findings and support other institutions in implementing staff-student partnerships.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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?
2. • “Lecturecast” – Is the in house name for Echo360
• Currently Installed in 92 teaching spaces across the
Bloomsbury Campus and beyond
• 23 New installations occurring this summer in the IOE
Lecture recording at UCL
3. • 5000+ hour teaching events recorded in 2015-16
• Only 12-15% of all possible events the could be captured
• 640,000 student views of recordings in 2015-16
• 10,000+ pieces of available media on the system
• In UCL student surveys it was the most requested educational
technology (more captures/more locations
Some Information
4. How do I get Captured?
Currently there is no integration between the room booking and Lecturecast
http://www.ucl.ac.uk/lecturecast
1) Ensure that you have booked/requested a room with Lecturecast
2) Book the Lecturecast recording via the booking website
3) Check that you have received a confirmation
4) Deliver you lecture while wearing the microphone provide – you will be
automatically recorded
*Lecturecast bookings require 3 working days notice
5. Content and Publishing
• Content is normally available in 4 hours, however say 24 hours due to possible
processing backlogs during peak times
• Once available the owner or administrator can
• Choose to edit or not
• Choose to release or not
• You can also like a large majority of users auto-publish
• Publishing is normally done via Moodle either direct link to content or more
normally a course page.
6.
7. Other content
Media content not captured by the system can also be uploaded directly to the
Echo360 system as long as it uses a standard media format. (eg .mp3, mp4)
ECho360 iOS App – that allows direct capture and upload (Android coming)
8. • A personal capture client software is available for
download.
• Has facilitated a growth in :-
LectureCast via your desktop
Flipped teaching
Is a form of blended learning which encompasses any use of technology
to leverage the learning in a classroom, so a teacher can spend more
time interacting with students instead of lecturing.
9.
10. Viewing Content
Content can be viewed on:
• Any browser PC
• Any browser Mac
• Any browser on an HTML5 compatible Mobile device
Content can be:
• Secure (requiring UCL login)
• Open access
• https://lecturecast.ucl.ac.uk:8443/ess/echo/presentation/15a4d43f-6779-4243-9f3e-497aeb9196cf
12. Common Questions
• Does Lecture capture affect lecture attendance?
• What about copyright and performing rights?
• https://www.ucl.ac.uk/library/copyright/ipr
13. Student Attendance
• Anecdotal evidence from academics over the last 7 years of use at UCL suggests overall
attendance has not been affected by the use of Lecture Capture
• Globally the evidence via research is significant that students will not be dissuaded
from attending lectures by the existence of recorded lectures. It was shown in studies
that students regard recordings as a supplementary tool, an aid to their revision, and
not as a replacement for live lectures.
14. Franklin, D. D., Gibson, J. W., Samuel, J.C., Teeter, W. A. & Clarkson, C. W., 2011, Use of Lecture Recordings in Medical
Education, in Medical Science Educator, 21(1), pp.21-28.
Gosper, M., Green, D., McNeill, M., Philips, R., Preston, G. & Woo, K., 2008, Final Report: The Impact of Web-Based
Lecture Technologies on Current and Future Practices in Learning and Teaching, Sydney: Australian Learning and
Teaching Council.
Karnad, Arun (2013), Student use of recorded lectures: a report reviewing recent research into the use of lecture
capture technology in higher education, and its impact on teaching methods and attendance,London School of
Economics and Political Science, London, UK, at http://eprints.lse.ac.uk/50929/.
Soong, S.K.A., Chan, L.K. & Cheers, C., 2006, Impact of video recorded lectures among students, in Proceedings of
the 23rd annual ascilite conference: Who’s learning? Whose technology?, Ascilite 2006, Sydney, The University of
Sydney. Sydney, pp. 789–793.
Traphagan, T., Kucsera, J. V. & Kishi, K., 2009, Impact of class lecture webcasting on attendance and learning,
Educational Technology Research & Development, 58(1), pp.19–37.
References Lecture Capture Attendance
15. UCL Opt-Out
Educational Strategy 2016-21 (page 18)
“expand the Lecturecast Service into UCL’s largest
classrooms and introduce an opt-out policy in response to
student feedback”
We are hoping to bring in the Opt-Out policy and the supporting
technical tools for the start of session 2017/18
16. • New LectureCast Software
• Room booking integration
• Enhanced user interface
• Engagement tools
• Increase reporting and analytics
• Near instant availability of captured content
• Streaming
• Student use
Future developments 2017/18
17. Service Page (FAQ’s Information and links to the booking form)
http://ww.ucl.ac.uk/lecturecast
LectureCast Resource Centre (Guidance, instruction and policy details)
https://wiki.ucl.ac.uk/display/LecturecastResourceCentre/Home
Useful Links
18. Any Questions, Seeking Guidance, Requesting for Training
Please email:
digi-ed@ucl.ac.uk
Finally