This is a presentation I did last week (6/16/16) at the New Media Consortium (NMC) summer conference: The number of ed tech startups and the significant investment in adaptive courseware solutions can remind people of the 1860s gold rush: some prospered, but many failed. In the past two years of developing OpenStax Tutor, the OpenStax team has learned several valuable lessons that can benefit educators, digital courseware providers, and students from making costly miscalculations. Lessons learned and presented are 1) technology with high-quality content and assessment is most valuable; 2) instructor workflow is a highway, not a fork in the road; 3) emergence of data privacy standards can accelerate acceptance of digital courseware; and, 4) it's not about price, it's about value.
Assessing Students and Tutors with Learning Analytics DashboardsEADTU
Vassilios Verykios from Hellenic Open University gave a presentation about Assessing Students and Tutors with Learning Analytics Dashboards as part of the online events by expert pool Assessment within EMPOWER.
Assessing Students and Tutors with Learning Analytics DashboardsEADTU
Vassilios Verykios from Hellenic Open University gave a presentation about Assessing Students and Tutors with Learning Analytics Dashboards as part of the online events by expert pool Assessment within EMPOWER.
The presentation shares the advantages of educational technology today. It enumerates the top 9 educational technology that one can use this new normal.
Innovating Teaching & Learning: Next Generation Student Access ModelDell World
The way educators teach and students learn is fundamentally changing. Flexible, blended, and personalized learning environments are replacing the one-size-fits-all classroom approach. Dell builds educational technology solutions that enable innovation in this new environment while keeping IT affordable to implement and easy to manage
Educational technology is a field of study that investigates the process of analyzing, designing, developing, implementing, and
evaluating the instructional environment and learning materials in order to improve teaching and learning.
A presentation from Connect More by David Perkins and Dr Cameron Gray from Bangor University.
Insights into activities we undertake as educators and students have the potential to enhance learning and reduce unintentional consequences for all. This project has developed a work pressure metric that can be used by both educator and learner. The focus is on the assessments for a given programme and work pressure that this generates. Additionally, included is behavioural characteristics, these have the potential to have significant impact upon the individual student journey.
A FRAMEWORK TO SUPPORT THE NEGOTIATION OF CONTROL BETWEEN TEACHERS AND STUDEN...Ebrahim Rahimi
Implementing and utilizing personal learning environments (PLEs) in educational settings is a challenging and complex process that requires the intensive involvement of both teachers and students. There are several important issues that need to be considered in order to build PLEs and utilize them as effective learning tools in educational settings. Among other issues, the implementation of PLEs in a way that can support the student’s control and improve the teacher’s practices is a key factor affecting the adoption of them by students and teachers. In this paper, we propose a framework for developing PLEs in educational settings in order to support teachers and students to negotiate control and then analyze the perceptions of teachers regarding the impact of the framework on their teaching practices.
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
Assistive Technology use and effectiveness in higher education and the workplaceE.A. Draffan
This was produced for the ClaroLearning Conference - two workshops on the use of various technologies to support learning and various tasks in the workplace - specifically for those with specific learning difficulties including dyslexia.
The presentation shares the advantages of educational technology today. It enumerates the top 9 educational technology that one can use this new normal.
Innovating Teaching & Learning: Next Generation Student Access ModelDell World
The way educators teach and students learn is fundamentally changing. Flexible, blended, and personalized learning environments are replacing the one-size-fits-all classroom approach. Dell builds educational technology solutions that enable innovation in this new environment while keeping IT affordable to implement and easy to manage
Educational technology is a field of study that investigates the process of analyzing, designing, developing, implementing, and
evaluating the instructional environment and learning materials in order to improve teaching and learning.
A presentation from Connect More by David Perkins and Dr Cameron Gray from Bangor University.
Insights into activities we undertake as educators and students have the potential to enhance learning and reduce unintentional consequences for all. This project has developed a work pressure metric that can be used by both educator and learner. The focus is on the assessments for a given programme and work pressure that this generates. Additionally, included is behavioural characteristics, these have the potential to have significant impact upon the individual student journey.
A FRAMEWORK TO SUPPORT THE NEGOTIATION OF CONTROL BETWEEN TEACHERS AND STUDEN...Ebrahim Rahimi
Implementing and utilizing personal learning environments (PLEs) in educational settings is a challenging and complex process that requires the intensive involvement of both teachers and students. There are several important issues that need to be considered in order to build PLEs and utilize them as effective learning tools in educational settings. Among other issues, the implementation of PLEs in a way that can support the student’s control and improve the teacher’s practices is a key factor affecting the adoption of them by students and teachers. In this paper, we propose a framework for developing PLEs in educational settings in order to support teachers and students to negotiate control and then analyze the perceptions of teachers regarding the impact of the framework on their teaching practices.
Presentation of Inge de Waard for EDEN's NAP webinar on 'Student Evaluation during & after COVID19' - 22 April 2020, 15:30 CEST
More info:
https://www.eden-online.org/student-evaluation-during-and-after-covid-19/
Powerpoint created by The Stephens Group http://www.thestephensgroup.com for stakeholders in the Kenosha Unified School District to work on their information technology plan.
Assistive Technology use and effectiveness in higher education and the workplaceE.A. Draffan
This was produced for the ClaroLearning Conference - two workshops on the use of various technologies to support learning and various tasks in the workplace - specifically for those with specific learning difficulties including dyslexia.
The following resources come from the 2009/10 B.Sc in Media Technology and Digital Broadcast (course number 2ELE0073) from the University of Hertfordshire. All the mini projects are designed as level two modules of the undergraduate programmes.
Presentation for JISC Experts Group updating The Digital Practitioner Survey Work (2011-2012) with data from 2013 survey. Reviews and recommendations included. Complemented by blog post http://digitalpractitioneruk.wordpress.com/
Presentation on ICT for Education – Successful Integration with Open Education Resources OERs. Looks at what is necessary and should be in place for ICT Integration to be successful in the education system.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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?
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.
7. Quality content drives usage
• Instructors evaluate content before technology
• Instructors are more accepting of technology
deficiencies than content deficiencies
7
8. Decoupling technology has risks
• Instructors are not generally interested in
adding content to a tool
• A platform needs to have high-quality content
out of the box
8
9. Student needs should drive technology development
• Technology is now expected to adapt to user
preferences
• Key questions for OpenStax have been
- How do we introduce spaced practice without
frustrating students?
- What’s the right level of interactivity?
- How do reading passages flow with the courseware?
9
11. Tech designed within the workflow can flourish
• Students and instructors have limited time
• There is no incentive for them to change their
workflow
11
12. Technology must improve efficiency through workflow
• Efficiency doesn’t mean students learn faster,
it means greater return on effort.
• Allow instructors to focus on more meaningful
engagement with students
12
13. Technology must incorporate reflection and reaction
• For instructors, where do they need to focus
their teaching efforts?
• For students, where do they need to focus
their studying efforts?
13
14.
15. 3. Emergence of data
privacy standards can
accelerate acceptance
of digital courseware
16. Preserve anonymity and academic freedom
• For ed tech providers
- Student data must be anonymous
- Not used for commercial purposes
• For campus administrators
- Use data to help students
- Use data to enhance on academic freedom
16
17. Improve the science of learning
• With data privacy standards, we can share
research more easily and make industry-wide
improvements
• Without sharing data, it’s more difficult to see
positive and null effects of technology
17
18. knowledge in the right hands
• Institutions: do you want ed tech providers to
know more about your students than you do?
• We need to share data with institutions so
that they can help students improve and
grow.
18
19. It's not about price, it's about educational value
• Today: there isn’t enough research on
efficacy, so pricing is generally based on input
and marketing costs
• The future: rigorous research and iterative
improvement based on that research can
determine value and hopefully price to
students
19
Introduction
I’m Dani Nicholson and I handle marketing and communications at OpenStax. OpenStax is Rice University’s non-profit education initiative and is probably best known for its free, high-quality textbooks for college courses.
Although we’re part of Rice, we receive grant funding to create high-quality textbooks that have the look and feel of traditional textbooks, but are available for free online and in PDF, and for a very low cost in print. We also have special partnerships with for-profit companies who sell products and services around our free textbooks and make them available for very low cost to students.
For the past 24 months, we’ve been developing OpenStax Tutor. And OpenStax Tutor is a full digital courseware solution that includes reading passages, homework assignments, and interactivity. It uses machine learning algorithms based on principles of cognitive science to help students and teachers improve their return on effort.
This tool has been tested in several schools in a few different ways and throughout each stage of the process we’ve conducted research. We’ve hosted teacher advisory boards, we’ve had subject matter experts review the tool, we’ve conducted focus groups, and we have a research team at OpenStax that is studying Tutor, including the effects on learning outcomes.
To give a little more background on Tutor… OpenStax Tutor has several components, one of them is the performance forecast that can show instructors how their students are performing at the individual level, the group level, and see where they really need to focus their teaching efforts. Students also have the ability to see where they need to improve.
OpenStax Tutor is powered by our standard high quality OER content.
And, OpenStax Tutor has the ability build assignments and allow instructors to customize.
OpenStax Tutor has several features that we’ve been working hard to create and to measure their effectiveness and usability, however today I want to share with you four key lessons we’ve learned over the past 2 years as we’ve been working on OpenStax Tutor.
The first lesson learned: Technology is dependent on high-quality content and assessment.
Quality content drives usage.
We’ve learned that instructors will generally evaluate the content first. Does it meet scope and sequence requirements? Are key concepts explained in a way they think their students will understand? Are the assessment items appropriate for their course? These types of things are evaluated before technology.
And, our research has shown that instructors are more accepting of technology deficiencies than content deficiencies. So without content, there isn’t much value. For technology, content is the foot in the door.
De-coupling technology has risks
In surveying instructors, we’ve learned that platforms — especially courseware — without content, won’t be adopted. Instructors are looking for platforms that have high quality content already. This doesn’t mean that instructors don’t want some level of customization, but it does mean that the tool must have high-quality content out of the box to be considered.
A good example of this lesson learned is through our college ecosystem partners. OpenStax now has almost 50 partners that use our content to power their tech products and services. We call them ecosystem partners. They’ve recognized that technology without content is hard to drive forward in the market, which is why the number of our ecosystem partners has increased dramatically in just a few years. We started with 2-3, and now we’re near 50 partners.
----- Meeting Notes (6/16/16 11:07) -----
high quality content --
Student needs should drive technology development.
Instructors acknowledge that students have learning preferences and therefore one size fits all content delivery models are now less valuable. Instructors and students now expect their unique learning preferences be accommodated in an ed tech platform.
The challenge then becomes how do we bring in technology that accommodates learning preferences? How do we introduce review content like spaced practice in a way that challenges students without frustrating them? What’s the right level of interactivity? How do we work in reading passages to flow within the courseware?
Technology works only when it’s driven by content and student needs.
We don’t have all the answers to these things yet, but it’s something that OpenStax thinks the edtech community needs to investigate.
If when developing courseware you see the instructor (and student, for that matter) workflow is being optional, you will likely have a hard time getting widespread usage of the courseware.
Tech designed within workflow can flourish
Instructors and students have limited time. They have lives! If you asked an educator why they choose this career, they won’t tell you that they choose it so that some ed tech company could show them the best way to teach, or so each year they could ride the wave of the latest ed tech. Similarly with college students, for example, if you ask them why they’re in school it’s because they have goals and dreams that don’t include becoming a master of each new piece of technology thrown at them by their professors. When introducing technology, you have to meet instructors and students on their terms. There is no incentive for them to change their workflow just because we said so. While this is a simple concept, we’ve found it’s crucial in getting instructor buy-in and widespread usage.
Some good examples of technology that has been designed within the workflow and has had success are WebAssign, OWL, APLEA, ALEKS. They all live within the workflow differently, but they drive efficiency.
Technology must improve efficiency through workflow
Remember, efficiency doesn’t mean students learning faster. It means they have a greater return on effort. If they put in an hour on your technology, that hour should be more productive than how they would have done that without technology. For example, if a students spends an hour studying, they should be focusing that hour on the areas where their performance is weak as opposed to spending equal amounts of time on every section.
Also, technology should decrease mundane tasks for instructors. More time to do meaningful work, like working with students, is the goal. Tasks like grading, analyzing large quantities of data, sourcing content, etc. are all things that can be either accomplished or made significantly easier and more efficient with technology. As organizations developing technology, we need to ask ourselves — how are we freeing time for instructors and how are we improving the quality of time spent on course work for students?
Technology must incorporate reflection and reaction.
Technology must create a path forward for the instructor and student. Instructors need to see how their individual students and their class as a whole is performing so they can focus their teaching efforts. Students need this path as well to focus their studying efforts.
Within the existing instructor and student workflow, we need to ask ‘how does our technology allow both instructors and students to examine their progress and to move forward?
Here is the OpenStax Tutor screen shot again. This is one way that our tool has addressed this. This shows how students performed and given them areas on where they need to work
Preserve anonymity and academic freedom
For ed tech providers, student data must be anonymous and that data shouldn’t be used for commercial purposes. For example, if a student is performing poorly in a certain area, that data shouldn’t be used to market add-on paid services like tutoring.
On campus, administrators need to establish policies so student data isn’t used punitively against faculty or to encroach on academic freedom.
However, administration should use data to help students. For example, if you examined week three of a developmental math course, and saw that the majority of students who got a particular question or set of questions wrong all failed the course, you could use that data to do targeted intervention and help those students through that problem.
This type of data could also be used to empower instructors to find solutions to student performance problems.
Improve the science of learning
…and accept that no one organization will have the answers to everything.
OpenStax advocates open data policies. If everyone hoarded data, it will be more difficult to see positive and null effects of technology. To improve the science of learning and make real advances in technology, we must accept that not one organization will have all the answers and all the good ideas — it’s impossible.
But if we have industry-wide standards that allow the safe sharing of data, it will be much easier to learn from each other and improve the effectiveness of technology across the industry.
Knowledge in the right hands
It is not standard practice (yet) for ed tech providers to share their findings with institutions. So institutions need to answer this question: do you want ed tech companies to know more about your students than you do?
OpenStax advocates that this data be shared with institutions so that institutions can help students improve and grow.
It's not about price, it's about value.
The last point of this lesson is that it’s not about price, it’s about educational value.
Right now, there is inadequate efficacy research on the impact of ed tech platforms designed to improve learning outcomes.
When there isn’t adequate efficacy research, price for a product is de-coupled from value. If you don’t really know how effective something will be, how can you really set the price?
OpenStax strongly recommends rigorous research trial periods that can help determine effectiveness.
When you have rigorous research and make iterative improvements to the tool based on that research, you can price the product based on its value to the end user.
Pricing based on operational costs is not fair, however pricing based on value is fair to the user, and you’re paving the way for a long-term relationship with them and long-term success of the technology.