The document discusses leveraging mobile technology to increase student engagement. It outlines an agenda for the presentation, including discussing ad-hoc research on student mobile usage, different ways technology can be used in the classroom, providing mobile access to course content, and using social media. The presentation argues that giving students mobile access to course content and enabling communication increases engagement. It provides tips for incorporating mobile learning, such as encouraging in-class mobile use, using hashtags to discuss course content on Twitter, and acknowledging student work shared online.
Meaning and Definition of Mobile Technologies – Use of Smart Phones in learning – Smart Phones in Schools, Colleges and Universities – Smart Phones in Open Schools, Colleges and Universities – Mobile Phones in Distance Learning.
Meaning and Definition of Mobile Technologies – Use of Smart Phones in learning – Smart Phones in Schools, Colleges and Universities – Smart Phones in Open Schools, Colleges and Universities – Mobile Phones in Distance Learning.
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
"Developing online learning resources: Big data, social netorks, and cloud computing to support pervasive knowledge" de Muhammad Anshari & Yabit Alas1 & Lim Sei Guan
Published online: 21 May 2015 # Springer Science+Business Media New York 2015
Abstract
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
Developing online learning resources: Big data, social networks, and cloud co...eraser Juan José Calderón
"Developing online learning resources: Big data, social netorks, and cloud computing to support pervasive knowledge" de Muhammad Anshari & Yabit Alas1 & Lim Sei Guan
Published online: 21 May 2015 # Springer Science+Business Media New York 2015
Abstract
Utilizing online learning resources (OLR) from multi channels in learning activities promise extended benefits from traditional based learning-centred to a collaborative based learning-centred that emphasises pervasive learning anywhere and anytime. While compiling big data, cloud computing, and semantic web into OLR offer a broader spectrum of pervasive knowledge acquisition to enrich users’ experience in learning. In conventional learning practices, a student is perceived as a recipient of information and knowledge. However, nowadays students are empowered to involve in learning processes that play an active role in creating, extracting, and improving OLR collaborative learning platform and knowledge sharing as well as distributing. Researchers have employed contents analysis for reviewing literatures in peer-reviewed journals and interviews with the teachers who utilize OLR. In fact, researchers propose pervasive knowledge can address the need of integrating technologies like cloud computing, big data, Web 2.0, and Semantic Web. Pervasive knowledge redefines value added, variety, volume, and velocity of OLR, which is flexible in terms of resources adoption, knowledge acquisition, and technological implementation.
José Bidarra from Universidade Aberta gave a presentation about Mobile Learning & New Trends as part of the online events by expert pool Institutional Support within EMPOWER.
Mobile Moodle and mLearning project for mLearncon in San DiegoInge de Waard
This presentation exists of two parts, one focusing on the mobile learning project and one part on the Mobile Moodle project.This presentation will be given by Carlos Kiyan and Ignatia Inge de Waard during mLearncon conference in San Diego, California, June 2010
This ppt describes the framework for teachers to consider when infusing technology in the classroom in order to facilitate second language learning...especially with ELLs
Introduction to DTrace (Dynamic Tracing), written by Brendan Gregg and delivered in 2007. While aimed at a Solaris-based audience, this introduction is still largely relevant today (2012). Since then, DTrace has appeared in other operating systems (Mac OS X, FreeBSD, and is being ported to Linux), and, many user-level providers have been developed to aid tracing of other languages.
"Performance Analysis Methodologies", USENIX/LISA12, San Diego, 2012
Performance analysis methodologies provide guidance, save time, and can find issues that are otherwise overlooked. Example issues include hardware bus saturation, lock contention, recoverable device errors, kernel scheduling issues, and unnecessary workloads. The talk will focus on the USE Method: a simple strategy for all staff for performing a complete check of system performance health, identifying common bottlenecks and errors. Other analysis methods discussed include workload characterization, drill-down analysis, and latency analysis, with example applications from enterprise and cloud computing. Don’t just reach for tools—use a method!
Tracing Summit 2014, Düsseldorf. What can Linux learn from DTrace: what went well, and what didn't go well, on its path to success? This talk will discuss not just the DTrace software, but lessons from the marketing and adoption of a system tracer, and an inside look at how DTrace was really deployed and used in production environments. It will also cover ongoing problems with DTrace, and how Linux may surpass them and continue to advance the field of system tracing. A world expert and core contributor to DTrace, Brendan now works at Netflix on Linux performance with the various Linux tracers (ftrace, perf_events, eBPF, SystemTap, ktap, sysdig, LTTng, and the DTrace Linux ports), and will summarize his experiences and suggestions for improvements. He has also been contributing to various tracers: recently promoting ftrace and perf_events adoption through articles and front-end scripts, and testing eBPF.
From USENIX LISA 2010, San Jose.
Visualizations that include heat maps can be an effective way to present performance data: I/O latency, resource utilization, and more. Patterns can emerge that would be difficult to notice from columns of numbers or line graphs, which are revealing previously unknown behavior. These visualizations are used in a product as a replacement for traditional metrics such as %CPU and are allowing end users to identify more issues much more easily (and some issues are becoming nearly impossible to identify with tools such as vmstat(1)). This talk covers what has been learned, crazy heat map discoveries, and thoughts for future applications beyond performance analysis.
Video: https://www.youtube.com/watch?v=FJW8nGV4jxY and https://www.youtube.com/watch?v=zrr2nUln9Kk . Tutorial slides for O'Reilly Velocity SC 2015, by Brendan Gregg.
There are many performance tools nowadays for Linux, but how do they all fit together, and when do we use them? This tutorial explains methodologies for using these tools, and provides a tour of four tool types: observability, benchmarking, tuning, and static tuning. Many tools will be discussed, including top, iostat, tcpdump, sar, perf_events, ftrace, SystemTap, sysdig, and others, as well observability frameworks in the Linux kernel: PMCs, tracepoints, kprobes, and uprobes.
This tutorial is updated and extended on an earlier talk that summarizes the Linux performance tool landscape. The value of this tutorial is not just learning that these tools exist and what they do, but hearing when and how they are used by a performance engineer to solve real world problems — important context that is typically not included in the standard documentation.
Surge 2014: From Clouds to Roots: root cause performance analysis at Netflix. Brendan Gregg.
At Netflix, high scale and fast deployment rule. The possibilities for failure are endless, and the environment excels at handling this, regularly tested and exercised by the simian army. But, when this environment automatically works around systemic issues that aren’t root-caused, they can grow over time. This talk describes the challenge of not just handling failures of scale on the Netflix cloud, but also new approaches and tools for quickly diagnosing their root cause in an ever changing environment.
Talk for SCaLE13x. Video: https://www.youtube.com/watch?v=_Ik8oiQvWgo . Profiling can show what your Linux kernel and appliacations are doing in detail, across all software stack layers. This talk shows how we are using Linux perf_events (aka "perf") and flame graphs at Netflix to understand CPU usage in detail, to optimize our cloud usage, solve performance issues, and identify regressions. This will be more than just an intro: profiling difficult targets, including Java and Node.js, will be covered, which includes ways to resolve JITed symbols and broken stacks. Included are the easy examples, the hard, and the cutting edge.
Edci 690 teaching young children in a digital classroom l-raymondLesli Raymond
Presentation related to teaching young children in a digital classroom using iPads, computers, and other technology. Specific focus on emergent literacy
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
Using Mobile Technology in Information Literacy Skills Training to Enhance ...Tony Tin
Thirteen mobile information literacy eLearning lessons have been designed to demonstrate how to locate, evaluate, and use information effectively. Testing of the tool is underway with students majoring in psychology, social work, and education to determine the effectiveness of using mobile technology to enhance students’ information literacy skills. This poster highlights the development and application of the mobile information literacy innovation, the collaboration between faculty and the Library and preliminary findings of the pilot project. Successes and challenges of the research project to support anytime, anywhere student mobile information literacy eLearning training will be highlighted.
Educational and Technological Standards of Educational Software Based on Inte...iosrjce
This research aims This research aimed to provide good standards for the design and development of
educational software based on the Internet, which could benefit the organizers of the design and development of
educational software, from the point of view of educational technology lecturers, and educational software
designers at Al-Aqsa University Gaza-Palestine. The researcher used the descriptive analytical method during
the application of research on a sample of specialized lecturers in education technology. The researchers
designed the study tool in the form of a questionnaire. Its validity and reliability has been verified. Researchers
have achieved a list of educational and technological standards of educational software based on internet.
Technology integration in instructional ProcessKennerGarcia2
A 15 slides powerpoint presentation about the integration of technology in the educational or instructional process together with its types and frameworks.
Made by
Garcia, Kenner C.
Gonzales, Gwendalyn
Gallego, April Joy Christine
Salenga, Jerusha Joy
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Group Presentation 2 Economics.Ariana Buscigliopptx
Leveraging mobile to increase student engagement
1. Leveraging mobile to increase
student engagement
Andrew Smyk
HighWeb Ed – Arkansas
July 27, 2012
2. Andrew Smyk
• program coordinator, interactive multimedia
• Sheridan College
• master of education
• user interface & user experience
• grew up in Clinton, NY
• live in Toronto, Canada
twitter: @andrewsmyk
24. Professors With Personal Tweets
Get High Credibility Marks
http://chronicle.com/blogs/wiredcampus/professors-with-personal-tweets-get-high-credibility-marks/30635
67. What to learners/students want?
July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
68. What to learners/students want?
Content Access
July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
69. What to learners/students want?
Content Access
Communicative
Enablement
July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
70. What to learners/students want?
Content Access
Communicative
Enablement
Technical
Functionality
July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
71. What to learners/students want?
Content Access
Communicative
Enablement
Technical
Functionality
Learner Support
July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
72. What to learners/students want?
Content Access
Presentation/
Communicative
Attractiveness
Enablement
Technical
Functionality
Learner Support
July – September 2004: International Journal on E-Learning Alex Koohang & Jacques De Plessis
123. OK
It’s to make mistakes,
this is not brain surgery
124. It’s OK to make mistakes,
this is not brain surgery
(Unless you are actually doing brain surgery)
125. Students will forgive mistakes, when
trying to implement something new.
126. Students will forgive mistakes, when
trying to implement something new.
(You will get lots of feedback how to make it better)
127. Students willforgive mistakes, when
trying to implement something new.
(You will get lots of feedback how to make it better)
(Unless you’ve performed brain surgery on said students)
139. Resources & Credits
• Blackboard Mobile Learning - http://www.blackboard.com/Platforms/Mobile/Products/Mobile-Learn.aspx
• Professors With Personal Tweets Get High Credibility Marks
• Essential Elements of Digital Literacies
• Cell Internet Use
• NMC Horizons Technologies Report 2011
• Educating for innovation
• Architecting Usability Properties in the E-Learning Instructional Design Process
Editor's Notes
\n
\n
...and I speak Canadian.\n
Scene from my kitchen the other day.\n
\n
\n
\n
\n
\n
\n
\n
Tweet: student engagement #hewebar #mobile\n\n
\n
\n
\n
\n
Wanted to give an inverted gutwrench powerbomb for getting the low score.\n
Wanted to give an inverted gutwrench powerbomb for getting the low score.\n
\n
\n
One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
One section followed my Twitter feed, the other did not. Got a low score in the non-Twitter section, and more than doubled with Twitter section.\n
\n
\n
Don’t be a technology Luddite in the classroom.\n
Technology is a disruption and is often difficult to deal with…much like trying to get rid of a bomb\n
What is the biggest obstacle to tech in school? Students not allowed to use tech in school.\n
The pile of cell phones tells one story, but the body language of the in the first row tells an even bigger story.\n
Students will use devices, to access information, tweet, comment your lecture, get over it.\n
Bring tech into the classroom, but not old tech.\n
The introduction of the iPhone 2007 basically changed classroom technology.\n
We often think of this as the zombie apocalypse.\n
As educators, we often think of this as the zombie apocalypse.\n
As educators, we often think of this as the zombie apocalypse.\n
Children are growing up mobile and we need to adapt to the wave of change coming towards us in HigherEd.\n
Getting students to tune in is difficult and requires some nuance.\n
½ of 1% of students will sign up for general SMS notifications about class\n
SMS can be an important tool in communicating with students.\n
SMS notifications can be a “Get Out of Jail Free” card for you later in the term.\n
\n
98% of students will sign up for SMS notifications if it about cancelling class\n
\n
\n
Old technology plus new technology transforms the older technology into something new. \nMy 10 year old daughter works on her math homework in the treehouse with a blackboard,\nApple FaceTime and email. \n
Old technology plus new technology transforms the older technology into something new. \n10 year old daughter works on her math homework in the treehouse with a blackboard,\nApple FaceTime and email. \n
\n
\n
LMS apps support iPhone, Android and Blackberry. But what are your students bring to class?\n
Most likely a feature phone or other Os not supported by the app. Cellphones in a Pile - Courtesy Geitan Lee, flickr.com\n\n
BYOD\n
\n
An LMS effectively padlocks the access to your course content\n
Solution – go responsive\n
\n
\n
\n
Get your course content on to a variety of devices.\n
Be future-friendly.\n
Students do not care about content presentation, they just want content access.\n
Students do not care about content presentation, they just want content access.\n
Students do not care about content presentation, they just want content access.\n
Students do not care about content presentation, they just want content access.\n
Students do not care about content presentation, they just want content access.\n
\n
\n
Think about mobile devices, you interact with the content through direct interaction by hold device, touch gestures and proximity to yourself. This is much\ndifferent than the desktop experience.\n
\n
\n
\n
\n
\n
\n
\n
\n
My server logs show spikes in access after 11pm to about midnight the night before class.\n
Also, if I give a quiz, my server logs show a spike one hour prior to the quiz. Students will be accessing your\ncontent anywhere, waiting in line at the coffee shop, in the cafeteria, on the bus, etc. \n
One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
One section was given course content strictly through the LMS, the other received the mobile friendly (responsive)\nversion of the content.\n
Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
Pioneering is difficult, filled with tangents, stumbles and getting lost.\n
Tools\n
\n
We all to often see Twitter, Gmail and Facebook as distractions in the classroom.\n
\n
\n
\n
\n
\n
Retweets during an average class.\n
Retweets during student presentations, during which I tweet out student finds or compliment projects and presentations.\n
Sometimes you will get colorful results.\n
\n
There is nothing wrong with being an educational luchador.\n
\n
\n
\n
\n
\n
Ethnography is a simple way to get students to interact with each other and discover course content\noutside of the classroom.\n
Tumblr is an excellent tool for field research, students being able to post text, photos, video\n
\n
Self-service milk dispenser.\n
Another version of the same self-service milk dispenser\n
What do you do here? What is the interface telling you to do first?\n
\n
\n
\n
If you’ve done brain surgery with this, you are not getting any feedback.\n