An LMS (Learning Management System) is a digital platform that combines online tools and services to provide enhanced learning experiences. It allows schools to manage administration functions, communication tools, planning resources and digital content repositories in one online environment. Developing interoperable LMS systems ensures digital content and teacher resources can be easily shared across schools and different LMS platforms. Going it alone without an integrated LMS requires schools to manually coordinate and maintain multiple disparate online tools, increasing costs and reducing functionality compared to an off-the-shelf LMS.
Nadya Rodionenko, Social Annotation Space
North Carolina State University, College of Design
Department of Graphic and Industrial Design
Master in Graphic Design Program
Spring 2011, Final Project Research
The document discusses linking and searching technologies. It provides an overview of DOIs and the CrossRef system. CrossRef aims to serve as the complete citation linking backbone for scholarly literature. It allows publishers to deposit metadata and link references through DOIs without bilateral agreements. This creates a more reliable, accessible and collaborative citation network. The document outlines how DOIs and CrossRef work, including features like parameter passing and future developments like multiple resolution.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in design, delivery, research, and evaluation of education; (2) a typology of new technologies and examples of their use and issues; and (3) initial dimensions for defining open educational practices, including strategies, quality assurance models, and barriers to success.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in terms of open design, delivery, research, and evaluation practices; (2) a typology of new technologies and examples of their uses and issues; and (3) challenges in realizing the potential of open practices due to technical, pedagogical, and organizational barriers.
mPortfolios support reflection in ePortfolios using mobile devices. Mobile devices allow students to capture evidence, reflect, give and receive feedback, plan goals, and collaborate from anywhere at any time. They also allow students to present their learning to audiences through tools like blogs, wikis, and online video. Reflection is key to learning and can be facilitated through mobile apps and websites that students access through their phones.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
This poster was presented at the UTS Teaching and Learning Forum in November 2009. Promoting the use of QR codes in teaching, learning and research environments.
Nadya Rodionenko, Social Annotation Space
North Carolina State University, College of Design
Department of Graphic and Industrial Design
Master in Graphic Design Program
Spring 2011, Final Project Research
The document discusses linking and searching technologies. It provides an overview of DOIs and the CrossRef system. CrossRef aims to serve as the complete citation linking backbone for scholarly literature. It allows publishers to deposit metadata and link references through DOIs without bilateral agreements. This creates a more reliable, accessible and collaborative citation network. The document outlines how DOIs and CrossRef work, including features like parameter passing and future developments like multiple resolution.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in design, delivery, research, and evaluation of education; (2) a typology of new technologies and examples of their use and issues; and (3) initial dimensions for defining open educational practices, including strategies, quality assurance models, and barriers to success.
The document summarizes Gráinne Conole's presentation on learning in an open world. It discusses (1) redefining openness in terms of open design, delivery, research, and evaluation practices; (2) a typology of new technologies and examples of their uses and issues; and (3) challenges in realizing the potential of open practices due to technical, pedagogical, and organizational barriers.
mPortfolios support reflection in ePortfolios using mobile devices. Mobile devices allow students to capture evidence, reflect, give and receive feedback, plan goals, and collaborate from anywhere at any time. They also allow students to present their learning to audiences through tools like blogs, wikis, and online video. Reflection is key to learning and can be facilitated through mobile apps and websites that students access through their phones.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
This poster was presented at the UTS Teaching and Learning Forum in November 2009. Promoting the use of QR codes in teaching, learning and research environments.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
The document discusses eportfolios, including why they are used, the process of creating them, different types, their purpose and features. It provides definitions of eportfolios as containers that collect student work in various media formats and as a process of selecting, reflecting on and presenting learning. Key points addressed are selecting appropriate eportfolio tools, considerations around ownership and control of the eportfolio after a student leaves school, and important questions schools should discuss regarding implementing eportfolios.
Paul Seiler: Eportfolios for ULearn 2010 workshopNick Rate
The document discusses digital learning tools and content that can support a managed learning environment (MLE). It mentions that every school already has an MLE and lists guiding attributes. It also explores using the learning management system (LMS) as a central hub and investing in the eportfolio tool Mahara for students year 7 and up. Schools are encouraged to start using MyPortfolio and register for Mahara taster sessions.
Administrative technology assists teachers with non-instructional tasks like preparing reports, tracking student data, and analyzing grades. A 2004 survey found that tools like learning management systems, gradebooks, and student information systems help with lesson planning, data-driven decisions, and other administrative responsibilities. These technologies allow teachers to better manage their workload and use student performance data to improve instruction.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
The document discusses a virtual cluster network meeting focused on developing educator capabilities through sharing online reflections. It promotes using the network to inform colleagues of e-learning challenges and opportunities. Educators are encouraged to publicly share cluster reflections on goals and initiatives relating to students, principals, teachers and community to showcase regional work and achievements. The reflections should help track progress, lessons, and next steps in implementing national education goals.
Web 2.0: Facilitating Reflection and FeedbackNick Rate
This document discusses how Web 2.0 technologies can facilitate reflection and feedback in learning. It defines Web 2.0 as the participatory web that allows users to read, write, and interact/share information. Web 2.0 encourages collaboration through social networking, user-generated content, and comments/discussions on blogs and wikis. It explores how Web 2.0 can enhance personal learning environments and eportfolios by allowing students to relect, embed content, and receive feedback. The document also covers some considerations for schools implementing Web 2.0 technologies.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
The document discusses ePortfolios, which are digital collections of student work that allow students to organize artifacts, reflect on their learning, and share their work. It defines ePortfolios as containers to hold student work in various media types and as an ongoing process of collecting, selecting, reflecting and presenting work. The document outlines the benefits of ePortfolios for student learning and engagement, and notes some considerations for implementing ePortfolios, such as determining criteria for selecting a platform and integrating ePortfolios into teaching practices.
This document discusses the importance and power of student voice in education. It argues that student voice should not be underestimated as hearing students reflect on their own learning and work in their own words conveys meaning that cannot be expressed in writing. Student self-reporting has also been identified as the most significant indicator linked to raised student achievement. The document suggests that effective reporting and learning systems will integrate student voice. It advocates for schools to be democratic communities where students can help design their learning and have a say in decision making. Areas for further development include enabling students to present their insights in spaces traditionally controlled by adults and developing adult capacities to learn from students.
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
This document discusses developing ePortfolios for students and staff. It provides a 10 step process for developing ePortfolios that includes researching best practices, defining goals, consulting stakeholders, creating a framework aligned to pedagogy, selecting criteria and a tool, providing education, implementing, updating, and reviewing. The document emphasizes using ePortfolios to support learning through reflection, feedback, and developing learner agency. It also discusses how ePortfolios can be used for teacher performance, professional development, and meeting certification requirements.
The document discusses the Three E's of technology integration in education: efficiency, effectiveness, and enhancement. It provides examples of how technology can increase efficiency by eliminating laborious tasks, improve effectiveness through simulations and visualizations that boost comprehension, and enhance learning by increasing student motivation and enabling exceptional projects. The document cautions that technology should not be used "for technology's sake" and should actually benefit learning rather than just being cool or taking more time than traditional methods.
This document summarizes a strategic planning workshop for integrating technology at the Mantar ICTPD Cluster. It includes an introduction, research on the advantages of elearning, visions for elearning, trends in technology and education, case studies of other schools, and frameworks for strategic planning. Key points discussed are personalized learning, increased collaboration, shifting teacher and student roles, engaging students, and visible participation. The workshop covers analyzing the current context, defining a desired future vision, and developing a strategic plan and projects to bridge gaps between the present and goals.
The document discusses emerging technologies and online communities. It outlines various communication technologies like chat rooms, instant messaging, and video conferencing. It also discusses collaboration technologies like blogs, wikis, and tools for sharing multimedia content. It describes different types of online communities from general social networks to customized educational communities. Finally, it provides examples of online communities built for specific purposes like teacher professional development, alternative education, and addressing issues like bullying.
This document discusses the evolution of technology in education from 1985 to present day. It outlines how hardware, software, users and uses of technology have changed over time in both education and society generally. It then focuses on how computers can now be used as a subject in education from beginner to more advanced levels, teaching important digital skills. Finally, it examines how Web 2.0 technologies like social networking, blogging and wikis can support learning across subjects when students have the necessary skills to use these tools.
The document outlines different tools used for tasks, notes, decisions, files, discussions, and content within an organization. It then discusses how centralizing information across these areas can increase transparency, productivity, and decision making by keeping all stakeholders informed and content easily findable. Finally, it positions ConnectPlex as a desktop and web tool that can manage all these areas in an integrated and visible manner for individuals, teams, and entire organizations.
Building video infrastructure for eCampusIngrid Melve
This document discusses building video infrastructure to support education at a university campus. It identifies needs such as collaboration tools that allow for audio and video communication, automated lecture capture, and 24/7 video availability. It also outlines various video types, functionality requirements, existing technologies, dependencies, and missing elements to consider in developing a video solution. The goal is to empower education through video while balancing simplicity and complexity from an individual, institutional, and international perspective.
Injoos corporate presentation webinar oct 2009 ver1Injoos
Injoos Teamware is a cloud-based social collaboration and knowledge management platform that allows teams to improve communication and productivity. The presentation will demonstrate the key features of Injoos Teamware, including social workspaces, team knowledge sharing, integrated communications, and its functional model. Injoos Teamware offers advantages like capturing all team interactions in one place, being delivered as a software-as-a-service with no hardware or maintenance costs, and providing a cost-effective pay-as-you-grow model.
This document outlines a 10 step framework for developing eportfolios in schools. It includes introductions and discussions around eportfolios as well as presentations from schools that have implemented eportfolios. The workshop runs from 10:00am to 4:30pm and includes introductions, discussing the 10 step framework, lunch, presentations from schools using eportfolios in different ways, afternoon tea, focus group discussions, and finishing up. Participants are asked to introduce themselves and share their experience and questions about eportfolios.
The document discusses eportfolios, including why they are used, the process of creating them, different types, their purpose and features. It provides definitions of eportfolios as containers that collect student work in various media formats and as a process of selecting, reflecting on and presenting learning. Key points addressed are selecting appropriate eportfolio tools, considerations around ownership and control of the eportfolio after a student leaves school, and important questions schools should discuss regarding implementing eportfolios.
Paul Seiler: Eportfolios for ULearn 2010 workshopNick Rate
The document discusses digital learning tools and content that can support a managed learning environment (MLE). It mentions that every school already has an MLE and lists guiding attributes. It also explores using the learning management system (LMS) as a central hub and investing in the eportfolio tool Mahara for students year 7 and up. Schools are encouraged to start using MyPortfolio and register for Mahara taster sessions.
Administrative technology assists teachers with non-instructional tasks like preparing reports, tracking student data, and analyzing grades. A 2004 survey found that tools like learning management systems, gradebooks, and student information systems help with lesson planning, data-driven decisions, and other administrative responsibilities. These technologies allow teachers to better manage their workload and use student performance data to improve instruction.
This document discusses assessment for learning and the use of ePortfolios. It provides an overview of key concepts related to formative assessment, the benefits of ePortfolios for student learning and engagement, and examples of how students have responded positively to using ePortfolios and receiving feedback. Specific tools like WordPress are also highlighted as options for facilitating assessment for learning through ePortfolios.
The document discusses a virtual cluster network meeting focused on developing educator capabilities through sharing online reflections. It promotes using the network to inform colleagues of e-learning challenges and opportunities. Educators are encouraged to publicly share cluster reflections on goals and initiatives relating to students, principals, teachers and community to showcase regional work and achievements. The reflections should help track progress, lessons, and next steps in implementing national education goals.
Web 2.0: Facilitating Reflection and FeedbackNick Rate
This document discusses how Web 2.0 technologies can facilitate reflection and feedback in learning. It defines Web 2.0 as the participatory web that allows users to read, write, and interact/share information. Web 2.0 encourages collaboration through social networking, user-generated content, and comments/discussions on blogs and wikis. It explores how Web 2.0 can enhance personal learning environments and eportfolios by allowing students to relect, embed content, and receive feedback. The document also covers some considerations for schools implementing Web 2.0 technologies.
The document discusses eportfolios, including defining them, their purposes, types, benefits, process, tools, criteria for selection, and management. Eportfolios are defined as containers for collecting and organizing artifacts in different media types, and as a reflective process of interpreting learning. Their purposes can include supporting learning goals, showcasing achievement, and documenting standards attainment. Types include process, showcase, and accountability portfolios. Benefits comprise engaging learners through multimedia, facilitating extensive reflection, and enabling social networking and feedback. Effective management requires embedding eportfolios in teaching and allowing time for student reflection and feedback. Future directions may involve linking eportfolios to standards, mobile technologies, and using various web tools without a single container
The document discusses ePortfolios, which are digital collections of student work that allow students to organize artifacts, reflect on their learning, and share their work. It defines ePortfolios as containers to hold student work in various media types and as an ongoing process of collecting, selecting, reflecting and presenting work. The document outlines the benefits of ePortfolios for student learning and engagement, and notes some considerations for implementing ePortfolios, such as determining criteria for selecting a platform and integrating ePortfolios into teaching practices.
This document discusses the importance and power of student voice in education. It argues that student voice should not be underestimated as hearing students reflect on their own learning and work in their own words conveys meaning that cannot be expressed in writing. Student self-reporting has also been identified as the most significant indicator linked to raised student achievement. The document suggests that effective reporting and learning systems will integrate student voice. It advocates for schools to be democratic communities where students can help design their learning and have a say in decision making. Areas for further development include enabling students to present their insights in spaces traditionally controlled by adults and developing adult capacities to learn from students.
The document provides an overview of ePortfolios, including attempting to define them, looking at their purposes, unpacking different types, and exploring the benefits. It discusses ePortfolios as containers for organizing artifacts and as a process for collecting, selecting, reflecting on, and presenting evidence of learning. The document also examines selecting an ePortfolio tool, related questions to consider, and shaping requirements. It outlines an ePortfolio management process and the role of ePortfolios in assessment and engaging learners.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
This document discusses developing ePortfolios for students and staff. It provides a 10 step process for developing ePortfolios that includes researching best practices, defining goals, consulting stakeholders, creating a framework aligned to pedagogy, selecting criteria and a tool, providing education, implementing, updating, and reviewing. The document emphasizes using ePortfolios to support learning through reflection, feedback, and developing learner agency. It also discusses how ePortfolios can be used for teacher performance, professional development, and meeting certification requirements.
The document discusses the Three E's of technology integration in education: efficiency, effectiveness, and enhancement. It provides examples of how technology can increase efficiency by eliminating laborious tasks, improve effectiveness through simulations and visualizations that boost comprehension, and enhance learning by increasing student motivation and enabling exceptional projects. The document cautions that technology should not be used "for technology's sake" and should actually benefit learning rather than just being cool or taking more time than traditional methods.
This document summarizes a strategic planning workshop for integrating technology at the Mantar ICTPD Cluster. It includes an introduction, research on the advantages of elearning, visions for elearning, trends in technology and education, case studies of other schools, and frameworks for strategic planning. Key points discussed are personalized learning, increased collaboration, shifting teacher and student roles, engaging students, and visible participation. The workshop covers analyzing the current context, defining a desired future vision, and developing a strategic plan and projects to bridge gaps between the present and goals.
The document discusses emerging technologies and online communities. It outlines various communication technologies like chat rooms, instant messaging, and video conferencing. It also discusses collaboration technologies like blogs, wikis, and tools for sharing multimedia content. It describes different types of online communities from general social networks to customized educational communities. Finally, it provides examples of online communities built for specific purposes like teacher professional development, alternative education, and addressing issues like bullying.
This document discusses the evolution of technology in education from 1985 to present day. It outlines how hardware, software, users and uses of technology have changed over time in both education and society generally. It then focuses on how computers can now be used as a subject in education from beginner to more advanced levels, teaching important digital skills. Finally, it examines how Web 2.0 technologies like social networking, blogging and wikis can support learning across subjects when students have the necessary skills to use these tools.
The document outlines different tools used for tasks, notes, decisions, files, discussions, and content within an organization. It then discusses how centralizing information across these areas can increase transparency, productivity, and decision making by keeping all stakeholders informed and content easily findable. Finally, it positions ConnectPlex as a desktop and web tool that can manage all these areas in an integrated and visible manner for individuals, teams, and entire organizations.
Building video infrastructure for eCampusIngrid Melve
This document discusses building video infrastructure to support education at a university campus. It identifies needs such as collaboration tools that allow for audio and video communication, automated lecture capture, and 24/7 video availability. It also outlines various video types, functionality requirements, existing technologies, dependencies, and missing elements to consider in developing a video solution. The goal is to empower education through video while balancing simplicity and complexity from an individual, institutional, and international perspective.
Injoos corporate presentation webinar oct 2009 ver1Injoos
Injoos Teamware is a cloud-based social collaboration and knowledge management platform that allows teams to improve communication and productivity. The presentation will demonstrate the key features of Injoos Teamware, including social workspaces, team knowledge sharing, integrated communications, and its functional model. Injoos Teamware offers advantages like capturing all team interactions in one place, being delivered as a software-as-a-service with no hardware or maintenance costs, and providing a cost-effective pay-as-you-grow model.
This document discusses the design of a next-generation technology-enhanced learning (TEL) system called Dippler. It proposes a conceptual framework for digital learning ecosystems as the future of TEL systems. It describes the iterative research-based design process for Dippler, which uses WordPress, middleware, and mobile apps to create a distributed personal learning ecosystem. Initial testing of Dippler in two courses will inform further enhancements to increase its adaptivity and self-regulation as a digital learning ecosystem.
This session looked at the opportunities for using ebooks in education. We provided an overview of the current ebook landscape, with a focus on looking at the benefits, implications of use and how to get started.
The recording and show notes are available at http://www.jiscdigitalmedia.ac.uk/surgery/session/getting-started-with-ebooks
Read our related article http://www.jiscdigitalmedia.ac.uk/guide/introduction-to-e-books
This document discusses Web 2.0 and its applications for use in K-2 and 3-5 classrooms. It defines Web 2.0 as facilitating communication, information sharing, collaboration, and user-centered design on the World Wide Web. Examples of how to get started using Web 2.0 tools in the classroom include using online libraries and multimedia dictionaries for research, collaborative writing tools like blogs, and communication tools like Skype. Digital tools can be used for problem solving, analyzing problems, and creating original works.
Open Peer Review Meets Open Archives. Workshop on the Open Archives Initiative (OAi) and Peer Review Journals in Europe , CERN, Centre Européenne pour la Recherche Nucléaire, Geneva, March, 2001
The document discusses knowledge mapping and social software tools that can be used to support sensemaking, knowledge sharing, and collective dialogue. It provides examples of tools such as Compendium that allow users to create and link different knowledge elements, and how such tools have been applied in contexts like capturing scientific collaborations and emergency response planning. The document concludes by suggesting potential applications of knowledge mapping tools and resources for learning more.
Issue Date: 7-Dec-2006
Type: Presentation
Publisher: The 2007 Greater Mekong Subregion Academic and Research Network (GMSARN) International Conference on Sustainable Development, Thailand
URI: http://dspace.siu.ac.th/handle/1532/143
Web 2.0 refers to the transition from static web pages to a more dynamic web allowing users to interact and collaborate. It enables users to connect, share and generate content. The document discusses how Web 2.0 has transformed distance learning by facilitating more interactive and collaborative learning environments compared to traditional one-way delivery of content. Educators are encouraged to incorporate Web 2.0 tools like podcasts, blogs, photo sharing, maps, video and wikis to engage students and support new styles of teaching and learning.
DSpace is an open source repository software platform designed for academic and research institutions to capture, store, distribute and preserve digital materials. It provides tools to organize content such as articles, reports, datasets and multimedia into an institutional repository that is accessible over time. DSpace uses Dublin Core metadata standards and has customizable workflows, user interfaces and technological features like support for different file formats and persistent identifiers. It also implements the OAI-PMH protocol for metadata harvesting and interoperability with other repositories. DSpace is widely used with a large user community and support from the nonprofit organization DuraSpace.
DSpace is an open source repository software platform designed for academic and research institutions to capture, store, distribute and preserve digital materials. It provides tools to organize content such as articles, reports, datasets and multimedia into an institutional repository that is accessible over time. DSpace uses Dublin Core metadata standards and has customizable workflows, user interfaces and technological features like OAI-PMH protocol support to facilitate interoperability between repositories. It is widely used with a large user community and supports long-term digital preservation goals.
Educational Resources for 21st Century SchoolsCITE
4 March 2010 (Thursday) | 09:00 - 10:30 | http://citers2010.cite.hku.hk/abstract/2 | Mr. Jordi VIVANCOS, Head of the Knowledge and Learning Technologies Unit, the Council of Education of Catalonia
The document proposes a technical infrastructure called PLaNet for collaborative authoring of pattern languages and related knowledge structures. It describes components like an authoring system based on LP tools to support collaborative authoring of typologies, case studies, patterns and languages. It also recommends using Google apps for project communication and code management and implementing a fresh open source system using Java and jspwiki.
The document discusses web-based collaboration platforms and tools. It defines collaboratories as combining collaboration and sharing of objects like documents through web portals. Web-based collaboration supports remote group work, online classes, and joint projects. There are three classes of collaboration capabilities: sharing participants through audio/video conferencing, basic communication tools like email and chat, and sharing resources like documents. Popular tools include communication tools like email, conferencing tools like video conferencing, and collaborative management tools like project management systems.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
LMS
1. NICK RATE http://nickrate.com
MS
LEARNING MANAGEMENT SYSTEM
2.
3. Learning Management System
“...a protected online
environment that combines
and manages a collection of
tools and web services to
provide enhanced learning
experiences.”
http://www.tki.org.nz/r/ict/online_learning_environment/index_e.php
4. Administration Communication
Calendars
Home pages
Timetables
Blogs, Wikis, Forums
Room Usage
Video Conferencing
Equipment Bookings
Audio Conferencing
Daily Notices
Email, Chat, Messaging
To Do Lists
Social Networking
LMS
Planning tools/templates Managed web links
Assessment tools/templates Planning templates
School wide planning Digital repositories
Unit plans Learning Objects/Exemplars
ePortfolios Policies/Procedures
Curriculum docs/plans Forms/Letterheads
Curriculum Resources
5. Guest
e.g.
doc sharing
User Shared
forum, blog
Space
chat e.g.
Space
team planning user eportfolio
calendars
Shared Shared
Space Space
Shared
Space
e.g.
calendars
notices
User User
links
resources
Space Space
Shared email
Space instant messaging
video/audio
embedded conferencing
content, social networking
RSS feeds,
6.
7. PERSONAL WORK LEARNING COLLABORATION PUBLISHING
Personal Learning Environment (PLE) Learning Management System (LMS) Collaboration and Communication Learning Content Management System (LCMS)
Frontpage: Option to create customised Page: Create pages with dynamic
Hand-in: Folder for submission of as-
Today portal: Latest info from rooms
start pages for rooms/courses. content and layout.
signments and evaluation.
in Fronter and external RSS feeds.
File transfer: Upload external files
E-mail client: Complete e-mail client Test: Tool for test creation with Messages: Shared message to all
and file structures.
with support for POP3 and IMAP. options for format and design. members in a room.
Learning path: Structuring of learning Shared document: Inbuilt editor for Editor: Inbuilt word editor.
My contacts: List of personal contacts
pages to facilitate directed learning. documents with one or more authors.
and friends.
Shared resources: Shared archive for
Individual Learning Plan (ILP): Discussion: Thread-based discussion
My calendar: Organise personal
participants in a room.
Individual assessment of progress. forum.
appointments and meetings.
Article: Option to combine text and
Question database: Shared database Conversation: Discussion,
My resources: Network-based hard
images.
for test questions. non-thread based forum.
drive for personal files and content.
Debate: Discussion forum with List: Preparation of lists which can
My portfolio: Personal portfolio and Course import: Import of IMS,
defined standpoints. contain internal and external links.
display folder. SCORM and AICC courses.
WebEq: Mathematical formula editor.
Brainstorm: Forum for anonymous
Fronter Instant Messenger (FIM): Statistics: Complete report of activity
generation of ideas.
Internal instant messaging system. in a room.
Free text search: Search inside content
Hotseat: Question and answer
Visual Mail: Write, draw or record a Learning goals: Import/customisation
created and uploaded to Fronter.
function.
message to classmates in Fronter. of learning goals for goal-oriented work.
Links: Shared link resources with
Blog client: Edit your external blogs Portfolio: Overview of learning Shared contacts: Shared contact list
comment function.
from directly within Fronter. process and work progress. for users.
Meeting: Personal real-time meeting
News: Date-controlled news with
Result matrix: Summary of user Chat: Real-time chat function in a
tool for 3 users. Features incl. video,
images and text.
results. room.
app. sharing, whiteboard etc.
Notes: Short notes linked to learning Shared calendar: Shared calendar for Statistics: Statistics for all content
Stickies: Internal messaging system in
objects. members in a room. objects in the resources.
Fronter.
Voting: Simplified test for assessing Metadata: Metadata linked to
My homepage: Personal web page. Whiteboard: Real-time whiteboard
opinion. content objects in the resources.
tool.
Entrance Hall: Visual overview and Sound recorder: Record and store
Activity Folder: Archive for activities Version control: Control of objects in
sound directly in Fronter Resources
easy access to rooms from the Today
specific to a project plan. the resources, with history summary.
and Pages.
Portal.
Video: Show video clips and other Resource booking: Book equipment/ OES: Direct opening, changing and
Information central: Quick overview
multimedia files from the resources. resources etc. through the calendar. saving of external files in Fronter.
of new elements on Today portal.
Appointment list: Scheduling of
To-do list: Personal task list with External repository search: Search in Metadata search: Search on metadata
individual meetings for a group of people.
progress indication. predefined external repositories. associated with content.
Liveroom: Entry-level, synchronous
My RSS feed: Personal RSS feed from Parental Log-in: Unique access to RSS reader: Display RSS feeds from
http://com.fronter.info/
virtual classroom tool for an unlimited
your Today portal. your child’s portfolio. external sources on the Today portal.
number of users.
8. Perceived Student Benefits:
•courses and course work •calendar and timetable
•homework: view & submit •reflection
•interaction with the teacher •diary
•revision or practice tests/ •blogs and wikis
•photos/graphics/articles/
exams
•work environment for videos – digital repositories
presentations/assignments •communication
•interactive problem activities •ePortfolio
•no books to carry back and •video/web conferencing
•new ways of doing old and
forth
•reference materials online new things (more engaging/
•social networking motivating?)
Connecting the Sector: 2009 Roadshow: Managed Learning Environments. MOE
9. Perceived Teacher Benefits:
•course material and structures •as interoperability improves,
can be released as required facility to share resources with
•interaction with the student teachers in other schools
•fewer reference materials
for marking work and
comments (hard copy) and smaller piles
•instant feedback to students if of marking
•reference materials online
submissions are late
•creative work environment for •calendar, timetable and notices
lesson material – planning •communica8on with other
tools staff and spor8ng/cultural
•lesson plans and activity groups
sequences can be stored
•blogs and wikis
(authoring, publishing and
•content repositories
editing tools)
Connecting the Sector: 2009 Roadshow: Managed Learning Environments. MOE
10. Perceived Parent/Whanau Benefits:
•view of child’s work requirements and status
•calendar and timetable
•attendance
•assessments due and previous marks
•view of ePortfolio
•extra-curricula activities
•current topics in class
•general notices
•reports
•communication re assessments and reports in a timely manner
•view of record of achievement (learning)
Connecting the Sector: 2009 Roadshow: Managed Learning Environments. MOE
11.
12. Perceived Benefits:
Please go to:
http://tinyurl.com/ebestlms
and download the document.
Teacher benefits: tick all those that are
important, help administration, impact on
student learning...
Rate them on a scale.
1 = Must have, 5 = Not needed
13. LMS Development
Managed Learning Environment
LMS SMS
Learning Shared Student
Management Data Management
System System
15. LMS Development
•Ensure that the LMS vendors can deliver and receive digital
content from the other applica8ons and digital repositories
used in an MLE
•Enables digital content to move from one MLE to another
•We want to ensure that any material a teacher creates can
move with them to another LMS at another school and be
shared with a fellow teacher using the same or another LMS
at the same or another school
•Future focused: teachers will be able to access New Zealand
wriHen resources tagged to our curriculum at clearly
iden8fied levels and objec8ves
•Currently many teachers source overseas material and have
to modify it to suit
Connecting the Sector: 2009 Roadshow: Managed Learning Environments. MOE
17. Going it Alone... an example...
websites
calendar/
document
timetable
creation
creation
& sharing
& sharing
to do lists
text & video
chat
mail
blogs shared contacts
18. Going it Alone... a comparison
Google Apps KnowledgeNet
(Education Edition) (without SMS data sharing)
School role of 300 School role of 300
Set-up: $3350
FREE
Monthly: $150
19. Administration Communication
Calendars✔
Home pages✔
Timetables✔
Blogs✔, Wikis, Forums
Room Usage✔
Video Conferencing✔
Equipment Bookings✔
Audio Conferencing
Daily Notices✔
Email✔, Chat✔, Messaging
To Do Lists✔
Social Networking
LMS
Planning tools/templates✔
Assessment tools/ Managed web links
templates✔ Digital repositories
School wide planning✔ Learning Objects/Exemplars
Unit plans✔ Policies/Procedures✔
ePortfolios✔ Forms/Letterheads✔
Curriculum docs/plans✔
Curriculum Resources