This presentation was my contribution to the "Employability and the role of active and experiential learning in the social sciences" section of the event.
ELearning is often touted as the way to ensure that everyone, irrespective of their geographical location, can participate in education and the learning management system is usually what enables this. The learning management system houses multi-media, assessments of all stripes, resources, wikis and social forums. But what happens when there is no internet? Do those without access have to forgo the opportunities and rich interaction afforded by the learning management system? This presentation, describes a project underway at the University of Southern Queensland to create a version of Moodle that doesn’t require internet access. And explores its possible application to a host of alternative contexts and uses.
The document discusses how the internet is revolutionizing education through various open educational resources and online courses. It describes how MIT began providing academic course materials online in 2001 and complete courses in 2006, increasing access to education. Several open education platforms are mentioned that provide free online lectures, courses, and learning opportunities from universities worldwide. These include Khan Academy, Academic Earth, P2PU, and others. The document also discusses how Skype has been used to enable remote guest lectures and English language lessons. While open resources have increased global access to education, it remains unclear if online learning can fully replace the traditional university experience.
Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sh...George Veletsianos
Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK
Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.
This document discusses education in online environments. It compares traditional in-person education, which takes place in a classroom, to online education, which uses online tools like email, blogs, and web pages without a physical classroom. While online education has benefits like reaching more students globally and updating materials quickly, it also has limitations such as requiring more effort and lacking a pedagogical framework. The conclusion is that online education has a bright future and many schools will adopt hybrid or fully online models for their cost-effectiveness and ability to provide flexible learning beyond physical locations.
The Association of College and Research Librarians Virtual World Interest Group held a panel discussion on MOOCs and the impact on libraries, higher education, and information literacy.
A MOOC is a massive open online course that is designed for large numbers of geographically dispersed students to participate for free. The term was coined in 2008 for an online course with both tuition-paying and non-paying students. In 2011, MIT OpenCourseWare became one of the first large collections of MOOC resources. MOOCs can provide education, certification and employment opportunities at low or no cost but may not offer academic credit or support self-learning. There are different types of MOOCs including transfer, made, synchronous, asynchronous and adaptive MOOCs.
Should openness be the default approach in higher education? (ALT-C 2014)Liz Masterman
This document discusses whether openness should be the default approach in higher education. It explores reasons why openness is important, such as optimizing advancement of knowledge and tackling complex problems. The study focuses on areas like sharing resources, open pedagogical models, learning in an open world, and the influence of open practices in research. Interviews with academic staff provided insights into resource sharing, knowledge construction, and professional learning through open educational practices.
Massive open online courses (MOOCs) provide free online courses to large numbers of students worldwide. MOOCs began in 2004 with connectivist theories promoting open access to education. The first MOOC had 2200 learners in 2008. Since then, MOOCs have grown rapidly, with Harvard offering its first MOOC in 2012 that attracted 370,000 students. MOOCs offer learning opportunities in many fields to connect diverse learners from around the world.
ELearning is often touted as the way to ensure that everyone, irrespective of their geographical location, can participate in education and the learning management system is usually what enables this. The learning management system houses multi-media, assessments of all stripes, resources, wikis and social forums. But what happens when there is no internet? Do those without access have to forgo the opportunities and rich interaction afforded by the learning management system? This presentation, describes a project underway at the University of Southern Queensland to create a version of Moodle that doesn’t require internet access. And explores its possible application to a host of alternative contexts and uses.
The document discusses how the internet is revolutionizing education through various open educational resources and online courses. It describes how MIT began providing academic course materials online in 2001 and complete courses in 2006, increasing access to education. Several open education platforms are mentioned that provide free online lectures, courses, and learning opportunities from universities worldwide. These include Khan Academy, Academic Earth, P2PU, and others. The document also discusses how Skype has been used to enable remote guest lectures and English language lessons. While open resources have increased global access to education, it remains unclear if online learning can fully replace the traditional university experience.
Emerging Technologies, Emerging Perspectives on Education, and Cultures of Sh...George Veletsianos
Keynote at the Emergent Technologies for the Future 2013 conference
Open University - UK
Institutions of learning adapt and change over time. The emergence of certain technologies, social behaviors, cultural expectations, and political and economic pressures influence what institutions do and what they look like. We live at a time when education features prominently in the global press and discussions focusing on improving the ways we design education are a daily occurrence. A central tenet of this discussion is the notion that technology is transforming education. Yet, the assumption that technology changes education often goes unchallenged. In this talk, I will highlight how learning and education are and are not changing as we are faced with new ideas about learning, increased (market-driven) interest in education, decreased state funding for education, and cultures of participation and sharing. Together, we will explore the research on online learning, the opportunities that exist for meaningful change, and the future educational systems that we are creating.
This document discusses education in online environments. It compares traditional in-person education, which takes place in a classroom, to online education, which uses online tools like email, blogs, and web pages without a physical classroom. While online education has benefits like reaching more students globally and updating materials quickly, it also has limitations such as requiring more effort and lacking a pedagogical framework. The conclusion is that online education has a bright future and many schools will adopt hybrid or fully online models for their cost-effectiveness and ability to provide flexible learning beyond physical locations.
The Association of College and Research Librarians Virtual World Interest Group held a panel discussion on MOOCs and the impact on libraries, higher education, and information literacy.
A MOOC is a massive open online course that is designed for large numbers of geographically dispersed students to participate for free. The term was coined in 2008 for an online course with both tuition-paying and non-paying students. In 2011, MIT OpenCourseWare became one of the first large collections of MOOC resources. MOOCs can provide education, certification and employment opportunities at low or no cost but may not offer academic credit or support self-learning. There are different types of MOOCs including transfer, made, synchronous, asynchronous and adaptive MOOCs.
Should openness be the default approach in higher education? (ALT-C 2014)Liz Masterman
This document discusses whether openness should be the default approach in higher education. It explores reasons why openness is important, such as optimizing advancement of knowledge and tackling complex problems. The study focuses on areas like sharing resources, open pedagogical models, learning in an open world, and the influence of open practices in research. Interviews with academic staff provided insights into resource sharing, knowledge construction, and professional learning through open educational practices.
Massive open online courses (MOOCs) provide free online courses to large numbers of students worldwide. MOOCs began in 2004 with connectivist theories promoting open access to education. The first MOOC had 2200 learners in 2008. Since then, MOOCs have grown rapidly, with Harvard offering its first MOOC in 2012 that attracted 370,000 students. MOOCs offer learning opportunities in many fields to connect diverse learners from around the world.
This document discusses how employers now use social networking sites to research candidates for graduate recruitment. It notes that employers look for a sense of intellectual humility, curiosity, and giving others the benefit of the doubt. It provides tips for using social media to build one's professional brand and profile online. Tags and URLs are included for relevant social media groups and links to employability resources. The document advises approaching job applications and one's graduate career with the same diligence as academic assignments.
Enhancing the employability of criminology studentsPhil302
This document provides information for studying criminology at University Centre Blackburn College in 2012. It notes that over 1.2 million students study in the UK and over 300,000 will graduate in 2015, emphasizing the need to stand out from the crowd. The college encourages students to gain employability skills through a community challenge research project. Contact information is provided for three staff members to inquire about criminology programs.
The document outlines a four-stage process for developing a comprehensive approach to employability in higher education. Stage One involves discussion and reflection on what employability means, expectations, and needed support. Stage Two is to review and map out which employability features are currently addressed, how they are audited, and students' awareness. Stage Three is to identify any gaps from Stages One and Two and determine actions needed. Stage Four is to evaluate the effectiveness of the approach and collect evidence, including from alumni, on whether a defined, cohesive employability process was achieved.
Powerpoint reflections discusses the accelerating pace of change and whether "death by powerpoint" presentations are as common as political correctness gone mad. It also quotes Socrates saying that he cannot teach anyone, only make them think.
The document discusses skills developed working for the prison service that are transferable to other careers, including presentation, administration, literacy, research, teamwork, and communication skills. It describes the roles and responsibilities of prison officers, such as ensuring security, monitoring prisoners, and encouraging rehabilitation. Finally, it outlines the NOMS graduate program for becoming a prison governor, including initial training, progression to management roles, and competitive selection process.
This presentation was produced by participants in the 'Enhancing Employability via Community Challenge' research project at the University Centre at Blackburn College.
This document outlines a lecture and seminar series at UCBC on community challenges. It discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0. It also highlights the large amount of misleading information online and the need for digital abilities like finding accurate information and sharing content appropriately. Key skills for the future are identified as flexibility, resilience, adaptability, teamwork, and lifelong learning. Problem solving and thinking outside the box are emphasized. The document concludes by noting attribution to Steve Wheeler of Plymouth University for most of the slides.
This document discusses a project at Blackburn College where criminology students were assigned to take photographs related to the theme "What is Crime?" and exhibit them publicly. The goals were to encourage learning beyond the classroom, respond to individual needs, and encourage participation in a learning community. Student photographs addressed topics like elder abuse, poverty, and the effects of recession. Evaluations found the exhibition changed viewers' attitudes towards different crimes and types of harm. The method allowed for creativity and insight beyond traditional assessments.
Higher Education for the Future: Digital Transformation at Dublin City Univer...Mark Brown
This document summarizes a presentation about digital transformation at Dublin City University. It discusses how education is changing due to new technologies and increased access to information. It provides examples of how DCU is innovating education through blended learning models, new learning spaces, and its virtual learning environment. The presentation outlines a vision for DCU to be a world leader in digitally-enhanced education and discusses research into new models of online and blended delivery. It also describes an online platform called DCU Fuse that was used to solicit feedback from the university community on strategic planning. The presentation ends by thanking the audience and noting that asking prudent questions is half of gaining wisdom.
This document discusses the implications of digital identities and learning in virtual worlds and future metaverses. It notes that over 700 educational institutions currently use Second Life for digital learning. Studies show that virtual world simulations can be as or more effective than traditional classrooms, as seen in Loyalist College's border security training simulation in Second Life. Virtual worlds allow for geographically dispersed students and faculty to collaborate synchronously from different locations. However, concerns about cyberdisinhibition effects and potential addiction are also discussed.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and the use of mobile phones for citizen journalism projects. The document also addresses concerns that institutions have been slow to adopt technologies and that there is a mismatch between student expectations and what institutions offer.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and seamless learning across formal and informal settings. However, the potential of technologies remains mostly unfulfilled due to issues like a lack of engagement from institutions and policy makers.
This document discusses identities and implications for existence in online spaces and virtual worlds. It explores how digital learning is being used by over 700 educational institutions in virtual worlds like Second Life. Case studies show benefits like allowing geographically dispersed students and faculty to meet and learn together. However, it also notes potential issues like cyberdisinhibition, addiction, and differing types of online identities and levels of immersion versus augmentation.
OpenEducation 2030 keynote at EADTU ParisYves Punie
The document discusses potential scenarios for open education in 2030 based on foresight work done by the Institute for Prospective Technological Studies. Four main scenarios for higher education in 2030 are presented based on two key tensions: the learning context (guided vs self-guided) and learning goals (externally set vs learner initiated). The scenarios include the Guided Journey, Guided Discovery, Self-Guided Journey, and Self-Guided Discovery. Each scenario outlines the potential key roles of higher education institutions and differences in where, when, what, and how learning would take place.
Aligning Open Access with the Social Justice Mission of Public UniversityLeslie Chan
In this talk I provide an extended argument on why we need to shift the narrative about Open Access from one emphasizing the university's research prowess to Open Access as university's commitment to its public mission.
This document summarizes Steve Wheeler's keynote speech on open educational resources and user generated content. Some main points include: OER emphasizes learner engagement and skills for problem solving; user generated content is created freely by students and teachers without formal peer review; Wikipedia allows open initiation and editing of entries; sharing OER development costs means better return on investment; barriers to OER include quality concerns, ownership issues and sustainability; trends in education include moving from closed to open and from consuming to creating.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Global Education Futures-is a viewfrom the frontier+ collective future image building with the participation of real leadersof global education(= intellectual leadership+ projects of international scale)
The client for this project are we ourselves
This document discusses how employers now use social networking sites to research candidates for graduate recruitment. It notes that employers look for a sense of intellectual humility, curiosity, and giving others the benefit of the doubt. It provides tips for using social media to build one's professional brand and profile online. Tags and URLs are included for relevant social media groups and links to employability resources. The document advises approaching job applications and one's graduate career with the same diligence as academic assignments.
Enhancing the employability of criminology studentsPhil302
This document provides information for studying criminology at University Centre Blackburn College in 2012. It notes that over 1.2 million students study in the UK and over 300,000 will graduate in 2015, emphasizing the need to stand out from the crowd. The college encourages students to gain employability skills through a community challenge research project. Contact information is provided for three staff members to inquire about criminology programs.
The document outlines a four-stage process for developing a comprehensive approach to employability in higher education. Stage One involves discussion and reflection on what employability means, expectations, and needed support. Stage Two is to review and map out which employability features are currently addressed, how they are audited, and students' awareness. Stage Three is to identify any gaps from Stages One and Two and determine actions needed. Stage Four is to evaluate the effectiveness of the approach and collect evidence, including from alumni, on whether a defined, cohesive employability process was achieved.
Powerpoint reflections discusses the accelerating pace of change and whether "death by powerpoint" presentations are as common as political correctness gone mad. It also quotes Socrates saying that he cannot teach anyone, only make them think.
The document discusses skills developed working for the prison service that are transferable to other careers, including presentation, administration, literacy, research, teamwork, and communication skills. It describes the roles and responsibilities of prison officers, such as ensuring security, monitoring prisoners, and encouraging rehabilitation. Finally, it outlines the NOMS graduate program for becoming a prison governor, including initial training, progression to management roles, and competitive selection process.
This presentation was produced by participants in the 'Enhancing Employability via Community Challenge' research project at the University Centre at Blackburn College.
This document outlines a lecture and seminar series at UCBC on community challenges. It discusses the evolution of the web from Web 1.0 to Web 2.0 to Web 3.0. It also highlights the large amount of misleading information online and the need for digital abilities like finding accurate information and sharing content appropriately. Key skills for the future are identified as flexibility, resilience, adaptability, teamwork, and lifelong learning. Problem solving and thinking outside the box are emphasized. The document concludes by noting attribution to Steve Wheeler of Plymouth University for most of the slides.
This document discusses a project at Blackburn College where criminology students were assigned to take photographs related to the theme "What is Crime?" and exhibit them publicly. The goals were to encourage learning beyond the classroom, respond to individual needs, and encourage participation in a learning community. Student photographs addressed topics like elder abuse, poverty, and the effects of recession. Evaluations found the exhibition changed viewers' attitudes towards different crimes and types of harm. The method allowed for creativity and insight beyond traditional assessments.
Higher Education for the Future: Digital Transformation at Dublin City Univer...Mark Brown
This document summarizes a presentation about digital transformation at Dublin City University. It discusses how education is changing due to new technologies and increased access to information. It provides examples of how DCU is innovating education through blended learning models, new learning spaces, and its virtual learning environment. The presentation outlines a vision for DCU to be a world leader in digitally-enhanced education and discusses research into new models of online and blended delivery. It also describes an online platform called DCU Fuse that was used to solicit feedback from the university community on strategic planning. The presentation ends by thanking the audience and noting that asking prudent questions is half of gaining wisdom.
This document discusses the implications of digital identities and learning in virtual worlds and future metaverses. It notes that over 700 educational institutions currently use Second Life for digital learning. Studies show that virtual world simulations can be as or more effective than traditional classrooms, as seen in Loyalist College's border security training simulation in Second Life. Virtual worlds allow for geographically dispersed students and faculty to collaborate synchronously from different locations. However, concerns about cyberdisinhibition effects and potential addiction are also discussed.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and the use of mobile phones for citizen journalism projects. The document also addresses concerns that institutions have been slow to adopt technologies and that there is a mismatch between student expectations and what institutions offer.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and seamless learning across formal and informal settings. However, the potential of technologies remains mostly unfulfilled due to issues like a lack of engagement from institutions and policy makers.
This document discusses identities and implications for existence in online spaces and virtual worlds. It explores how digital learning is being used by over 700 educational institutions in virtual worlds like Second Life. Case studies show benefits like allowing geographically dispersed students and faculty to meet and learn together. However, it also notes potential issues like cyberdisinhibition, addiction, and differing types of online identities and levels of immersion versus augmentation.
OpenEducation 2030 keynote at EADTU ParisYves Punie
The document discusses potential scenarios for open education in 2030 based on foresight work done by the Institute for Prospective Technological Studies. Four main scenarios for higher education in 2030 are presented based on two key tensions: the learning context (guided vs self-guided) and learning goals (externally set vs learner initiated). The scenarios include the Guided Journey, Guided Discovery, Self-Guided Journey, and Self-Guided Discovery. Each scenario outlines the potential key roles of higher education institutions and differences in where, when, what, and how learning would take place.
Aligning Open Access with the Social Justice Mission of Public UniversityLeslie Chan
In this talk I provide an extended argument on why we need to shift the narrative about Open Access from one emphasizing the university's research prowess to Open Access as university's commitment to its public mission.
This document summarizes Steve Wheeler's keynote speech on open educational resources and user generated content. Some main points include: OER emphasizes learner engagement and skills for problem solving; user generated content is created freely by students and teachers without formal peer review; Wikipedia allows open initiation and editing of entries; sharing OER development costs means better return on investment; barriers to OER include quality concerns, ownership issues and sustainability; trends in education include moving from closed to open and from consuming to creating.
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Global Education Futures-is a viewfrom the frontier+ collective future image building with the participation of real leadersof global education(= intellectual leadership+ projects of international scale)
The client for this project are we ourselves
The document discusses future technology trends in education including open courseware, e-books and e-book readers, and gesture-based technology input. It predicts that by 2011, open courseware will allow for self-learning through open source education available to all. By 2013, e-books will become commonplace and replace textbooks by allowing students to store all materials digitally. By 2015, gesture-based technology will offer engaging, hands-on, and natural learning experiences through collaboration.
The document discusses trends in open and collaborative learning including massive open online courses (MOOCs) and open educational resources (OER). It notes that higher education is key to a skilled workforce and a strong economy. However, outdated educational models limit students' ability to learn anywhere and participate successfully in modern society. The document advocates opening up education through digital technologies to support learning anywhere, anytime through any device. It also discusses barriers to open learning cultures and the importance of skills like filtering, curating and collaborating in personal learning environments and communities of practice.
From Global Education Futures towards Protopia Lab movementPavel Luksha
From Global Education Futures towards Protopia Lab movement: collectively developing global educational ecosystem. Description of the first steps of launch of international movement of systemic educational innovators (Fall 2016)
This document summarizes the history and current state of MOOCs (Massive Open Online Courses). It discusses the first MOOC offered in 2008 and the launch of major MOOC providers like Udacity, Coursera, and edX in 2012. It also describes the differences between cMOOCs (based on connectivist principles) and xMOOCs (focused on traditional course formats). Finally, it discusses opportunities and challenges of MOOCs for libraries and ways that librarians can get involved through activities like content curation, professional learning networks, and embedded librarianship.
This document summarizes a presentation given by Professor Alexander Khoroshilov at the Moldova ICT Summit-2016. The presentation discusses UNESCO's approach to ensuring inclusive and quality education for all through the use of ICT, highlighting UNESCO IITE's experience in areas like policy advocacy, technical assistance, teacher professional development, digital pedagogy and open educational resources. It provides an overview of international agreements like the SDGs that emphasize the role of education. The presentation also outlines challenges and solutions in integrating ICT into education, such as evolving the role of teachers and developing new models of textbooks.
Here are the key points about bibliometrics and information
evaluation:
- Bibliometrics is the use of citations to evaluate the impact and influence of
research publications. It is commonly used in research evaluation exercises.
- Databases like WoS, Scopus and Google Scholar have citation searching
capabilities to identify highly cited papers in a field and track citations to a
researcher's work.
- Altmetrics is an emerging field that looks at the broader impact of research
through social media mentions, bookmarks, reviews etc. It provides a more
timely measure of impact.
- Each database has strengths and limitations in coverage. WoS indexes fewer
journals but is more selective. Scopus has
Similar to Higher Education Academy Enhancement Series, Developing disciplinary communities in the Social Sciences, 21 May 2015. (20)
The document provides information for studying criminology and criminal justice courses, including defining key concepts in criminology and criminal justice, describing the criminal justice sector and module streams within criminology degrees, and emphasizing the importance of being an effective, engaged, and employable student through strategic learning. It also discusses measuring crime and challenges within the probation and prison systems.
This document provides an overview of criminology and criminal justice studies for undergraduate students. It discusses different types of learning in criminology, including strategic, deep, and surface learning. It also notes that violent crime in the US has fallen 51% and property crime 43% since 1991, though accurate measurements are debated. The document outlines various career paths in the public, private and third sectors related to criminology and criminal justice. It provides examples of criminology coursework and introduces some prominent criminology academics and their areas of expertise.
The document discusses tutorials aimed at developing students' understanding of key concepts like the water cycle and using search engines. It describes the tutorials as involving students preparing explanations of the concepts using source materials, presenting to their peers, defending against questions, and revising their explanations based on the tutor's subsequent summary of the discussion.
Modern Criminal Justice: Introduction to Visual StatementsPhil302
This resource aims to provoke critical thinking for visual images and introduce the concept of visual statements for students on the module, Modern Criminal Justice at UCBC.
This document provides guidance on becoming employable, focusing on understanding yourself, the target sector, and what steps to take. It advises developing a personal brand by identifying attributes, benefits, personality, and values/motivators. Understanding the sector involves researching target employers and the skills/values they seek. The document also recommends using the STAR framework to evidence how one's brand fits an organization when discussing experiences. The overall message is to understand yourself, understand the sector, and take steps like developing stories using STAR to effectively market your skills and qualifications.
This document discusses positive youth justice (PYJ) and the Children First, Offenders Second (CFOS) approach. PYJ moves beyond risk assessment models to a more progressive, principled approach that treats children as children first. The CFOS principles focus on being child-friendly, promoting inclusion, diversion, and relationship-based partnerships. The document highlights examples of PYJ/CFOS in practice in Swansea and Surrey, emphasizing diversion, restorative approaches, and integrating youth services. It argues for a national shift towards prioritizing children's needs over systems, integrating youth justice into children's services, and adopting children-first policing approaches.
Peter Joyce “Policing Protest Since 1945: Publishing Academic Textbooks”Phil302
Dr Peter Joyce, Principal Lecturer in Criminology, Manchester Metropolitan University delivered this guest lecture in the UCBC Lecture Theatre on Monday 14th November 2016 (5-6pm).
Critical Criminology and the ABC for Critical Pedagogy?Phil302
Provided for the ‘Critical Pedagogies Power & Possibilities’ workshop at the University Centre at Blackburn College (18th-20th May, 2016) for the Cultural Difference and Social Solidarity Network.
This document discusses undergraduate studies in the social sciences, specifically criminology and criminal justice. It notes that the justice sector now encompasses over 3.5 million workers or 13% of the UK workforce, spread across public, private, and third sectors. It outlines some of the defining features of a criminology graduate as critically evaluating research and evidence. Finally, it lists some module streams within criminology and criminal justice degrees related to policing, probation, prisons, and criminal psychology.
“Changing the ‘game’ of criminal justice through the use of Police and Crime ...Phil302
Dr Peter Joyce, Principal Lecturer in Criminology, Manchester Metropolitan University delivered this guest lecture in the UCBC Lecture Theatre on Thursday 5th November 2015 (3-4pm).
This document discusses the progression from fire and emergency services to careers in the justice sector. It notes that the justice sector now encompasses over 3.5 million workers or 13% of the UK workforce across public, private, and third sectors. This includes roles in police, courts, probation, prisons, and forensic services. The document then outlines some of the module streams covered in criminology degrees related to police, probation, and prisons. It promotes collaborative academic work and engaging with the academic community.
Coffeemat Challenge and Enterprise - Nick Hall, Business Engagement Manager, ...Phil302
Enterprise education combines creativity, ideas development, problem solving and practical skills to apply abilities across all areas of education. It enhances one's capacity to generate ideas and implement them. The document discusses enterprise and entrepreneurship education, providing context about Blackburn College and the local area. It then outlines Blackburn College's Coffeemat Challenge, a competition to engage students in social enterprise where over 300 business ideas were generated and several projects received funding. The challenge highlighted that students need ongoing support to develop ideas and some lessons learned.
This document provides an overview of research methods and key concepts in selecting literature, understanding research designs, and differentiating between quantitative and qualitative research approaches. It discusses that selecting literature requires being organized and adjusting search criteria if there are too few or many texts. It also outlines that understanding research literature requires a basic knowledge of research design, sampling, data collection techniques, and data analysis techniques. Further, it describes quantitative research as objective, relying on measurable hard data and statistics, while qualitative research searches for meanings through words and inductive approaches. Both methods have benefits and a mixed methods or triangulation approach can provide stronger verification.
This presentation was for the workshop: "Everything starts with an e: employability or ‘empowerability’ for the Social Sciences?"
The workshop was part of the Higher Education Academy's Social Sciences workshop and seminar series 2013-14.
This slideshow is the result of student work for the module SS11006 Criminal Justice Environment 1 on the FdA Criminology & Criminal Justice programme at the University Centre at Blackburn College.
The "What is Zemiology?" research project seeks to benefit local communities by improving levels of public awareness of the kind of harms investigated by the criminal justice system. The project aims to challenge conventional representations of 'crime' by mass media such as newspapers and television.
Please see http://youtu.be/8QIILcct6Ik for more.
The document summarizes four newsagent's hoardings along a street in Lancashire, England on September 3, 2013. Three of the four hoardings displayed headlines about a "CHILD SEX BEAST GETS 16 YEARS" while the other discussed transfer news for a local football team. The document then discusses the public fascination with infamous murderers Myra Hindley and Ian Brady and how their crimes have been commercialized and sensationalized.
Producing students without boundaries through degrees of edupunkPhil302
Delivered at ‘Letting the Students be, Responsibly: Learning, Experience and Standardization in Higher Education’ for the HEA at Bangor University, 16 May 2013
This document discusses open educational resources (OER) and creative commons licensing. It provides examples of OER repositories and platforms like MITx, OCW, Jorum, and iTunesU. Creative Commons licenses encourage reuse and remixing of content. The document also mentions challenges around finding, evaluating, sharing, filtering, and organizing online content and resources. Community engagement themes are listed that could apply to alternative course assignments.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
3. “Going to Harvard from your own bedroom” (BBC News,
2011)
“Is it possible for everybody to be an autodidact, now
that knowledge is so accessible online?” (Wall Street Journal,
2010)
“The End of the University as We Know It”?
(The Observer, 2013)
OCW 2011: 100 million; OCW 2021: 1 billion?
OpenLearn 2011: 40 million
OER University OpenLearn
Peer to Peer University Jorum
iTunesU OCW
MITx/edX Udacity
The Khan Academy Coursera
7. •
“The university is a social project.”
(Professor Mike Neary, Lincoln University)
8. Self-Employability?
• Requires attributes/skills akin to
graduate employability
(“Pedagogy for Employability” by Pegg et al, 2012)
• Empowerability not employability?
(“The OpenLIVES Pedagogy” by Martínez-Arboleda, 2013)
9. Time period Lancashire
(14 authorities)
Great Britain
No. % No. %
March 2007 77,400 11.8 3,663,100 13.0
December 2014 94,400 14.6 4,367,600 14.7
People in employment aged 16-64 who are self-employed,
2006 to 2014
(ONS: Labour Force Survey/Annual Population Survey, 2014)
15. If you would like to know more please contact:
p.johnson@blackburn.ac.uk or @edupunk_phil
References
Martínez-Arboleda, A. (2013) The OpenLIVES Pedagogy: Oral
History of Spanish Migration, Collaborative Student Research,
Open Practice and Transformational Education for a Radically
Better Society. International Technology, Education and
Development Conference Proceedings, pp. 208-217.
ONS (2014) Annual Population Survey. URL (last accessed 14 May
2015): https://www.nomisweb.co.uk/articles/804.aspx
Pegg, A., Waldock, J., Hendy-Isaac, S. and Lawton, R. (2012)
Pedagogy for employability. URL (last accessed 14 May 2015):
https://www.heacademy.ac.uk/sites/default/files/pedagogy_for_
employability_update_2012.pdf