Presentation about three online tutorial projects: EMPOWER information literacy tutorial, "WU-torials," brief video demos of databases, and library video tours shot with a Flip Video camera.
Moodle is a learning platform that brings together resources and tools like forums, wikis, assignments, and quizzes in one online location accessible anywhere via the internet. It enables various learning activities to increase student engagement with course material. At LSE, Moodle provides additional online support for many courses through features such as discussions, RSS feeds, video lectures, and online assignment submission. Resources are available to help both new and experienced Moodle users at LSE make the most of its functionality.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Massive Open Online Courses (MOOCs) provide unlimited free online courses from top universities worldwide. MOOCs can be accessed from any internet-connected device, allowing for flexible self-paced learning. They include videos, lecture notes, assessments, and opportunities for peer-to-peer learning. While MOOCs increase access to education, disadvantages include lack of interaction with instructors, high dropout rates due to lack of structure, and need for reliable internet access.
Massive Open Online Courses and Library Information Science EducationMrunal5213
MOOCs (Massive Open Online Courses) are online courses that are open to unlimited participation and open access via the web. They provide interactive courses with user forums and social media discussions to support community interactions. Some benefits of MOOCs for library and information science (LIS) education include gaining expert learning in the field, assessing learning to enhance it, and enhancing education and research in LIS. MOOCs can be applied in LIS in areas like theory of library and information science, ICT applications for libraries, continuing education, and student-centric learning.
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
Moodle is a learning platform that brings together resources and tools like forums, wikis, assignments, and quizzes in one online location accessible anywhere via the internet. It enables various learning activities to increase student engagement with course material. At LSE, Moodle provides additional online support for many courses through features such as discussions, RSS feeds, video lectures, and online assignment submission. Resources are available to help both new and experienced Moodle users at LSE make the most of its functionality.
Presentation given at VIII Semana de Formação de Professores STHEM Brasil – Módulo 1, a virtual workshop run on 25 May 2021 by faculty from the Institute of Educational Technology at The Open University, UK.
Massive Open Online Courses (MOOCs) provide unlimited free online courses from top universities worldwide. MOOCs can be accessed from any internet-connected device, allowing for flexible self-paced learning. They include videos, lecture notes, assessments, and opportunities for peer-to-peer learning. While MOOCs increase access to education, disadvantages include lack of interaction with instructors, high dropout rates due to lack of structure, and need for reliable internet access.
Massive Open Online Courses and Library Information Science EducationMrunal5213
MOOCs (Massive Open Online Courses) are online courses that are open to unlimited participation and open access via the web. They provide interactive courses with user forums and social media discussions to support community interactions. Some benefits of MOOCs for library and information science (LIS) education include gaining expert learning in the field, assessing learning to enhance it, and enhancing education and research in LIS. MOOCs can be applied in LIS in areas like theory of library and information science, ICT applications for libraries, continuing education, and student-centric learning.
MOOCs (Massive Open Online Courses) allow participants to share readings, videos, and activities despite being far from each other. MOOCs aim to widen access to higher education for millions and enhance quality of life by contributing to the democratization of education. They increase access to courses from world-renowned institutions. The first MOOC was launched in 2008 as "Connectivism and Connective Knowledge" and used various online platforms like Facebook and Wikis to engage students. MOOCs do not limit participation and can be self-directed without formal assessments. Major MOOC providers include Coursera, edX, Udacity, Khan Academy and FutureLearn. In India, providers include
Why is the MOOC environment better than our VLE?tbirdcymru
- MOOCs were initially seen as a way to provide open education to the 100 million adults who cannot afford university, but many MOOC students turn out to be already educated individuals.
- A study of a FutureLearn MOOC on the Romans found that most participants were middle-aged women from the UK, US, Australia or Canada who had previously studied the topic or taken an online course. Only 5-10% on average complete MOOCs internationally.
- MOOCs can potentially benefit current university students by exposing them to simple, mobile-friendly online learning platforms without the restrictions of university learning management systems. They also allow students to try online learning before taking online courses.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Open Courses: The Next Big Thing in E-Learning?Kaido Kikkas
This document discusses the evolution of e-learning and open online courses (OOCs) specifically. It provides examples of OOCs run in Estonia using Wikiversity, which found that they are a new way for open sharing and learning as a community. While facilitation requires a shifting teacher role, findings suggest OOCs are a suitable model for many courses and could become a next step in e-learning evolution, though careful construction is still needed.
The document discusses massive open online courses (MOOCs). It defines MOOCs as web-based platforms that make teaching and learning more effective through the use of videos, readings, and problem sets. MOOCs provide an interactive experience that helps build communities for students and teachers. The history and types of MOOCs are described, including cMOOCs which focus on social connections and xMOOCs which use automated testing for feedback. Characteristics of MOOCs are that they are free, use online tools, and have no formal entry requirements. Benefits include lifelong learning and convenience. The author concludes that MOOCs are an important education tool that can make teaching and learning easier.
This document summarizes a presentation by Christopher S. Rice on the open, social future of higher education and the advantages of the OpenClass learning platform. Some key points discussed include: the challenges students and instructors face with traditional learning management systems; how higher education could embrace more open, social, and collaborative models like those used by Google+ and Google Hangouts; case studies of two courses that used OpenClass and saw benefits from a more intuitive and customizable interface; and Rice's vision for continuing to build upon and improve the OpenClass platform.
The document summarizes the development and testing of open textbooks for accessibility by the BC Open Textbook Project. Key points:
- Students with disabilities tested chapters from open textbooks and provided feedback.
- Based on student feedback, the project published an Accessibility Toolkit to provide best practices for making open textbook content accessible.
- The Toolkit guides open textbook creators on universal design principles and accessible design for different types of content like images, tables and text.
A MOOC is a Massive Open Online Course that provides unlimited participation and open access through the internet. MOOCs include traditional course materials like videos, readings, and problem sets. They also provide interactive forums to help build a community for learners, professors, and teaching assistants. MOOCs are a recent development in distance education. They allow teachers and learners to work collaboratively to solve problems cooperatively and broaden learners' horizons. The author chose to take a creative problem solving MOOC because problem solving skills are essential for teachers and learners to think critically, creatively, and innovatively and increase their capabilities. As an educator, the author will use problem solving skills in the classroom
1. Communal constructivism is a learning theory where students construct knowledge through experiences and interactions with others, and contribute this knowledge to a communal knowledge base for the benefit of current and future learners.
2. E-learning exemplifies communal constructivism through communities of users who learn from each other in blogs, multi-user object oriented systems, and wikis.
3. Doctoral study is inherently communal constructivist, as students expand the body of knowledge in their field and publish their work to contribute to ongoing development of the discipline.
Massive Open Online Courses (MOOCs) are online courses aimed at unlimited participation and open access via the Internet. MOOCs deliver course materials through videos, readings, and interactive problems. They provide flexibility in learning and raise the level of competition for traditional schools. While MOOCs can be affordable and accessible anywhere, anytime, they also see less campus attendance and issues with reliability. Pros include low costs and wide subject offerings, while cons include lack of interaction and difficulties for those without reliable Internet access. MOOCs were created at the University of Edinburgh and have impacted how courses are structured and delivered while being an alternative approach to pedagogy.
This document discusses course management systems (CMS) and their benefits for education. CMS are virtual learning environments that allow teachers to manage assignments, projects, and collaboration online. They provide communication tools for students and teachers. CMS can fill instructional gaps by providing individualized learning and reaching at-risk students. If implemented correctly with teacher training and adequate technology resources, CMS can support meaningful student learning and engage parents through expanded learning opportunities.
This document provides an overview of online and face-to-face facilitation. It defines online learning and face-to-face learning, noting that online learning can be synchronous, asynchronous, self-paced, or facilitated. While the online environment is becoming more common, facilitating online requires different skills than face-to-face. Some skills from face-to-face facilitation are transferable, and participants are asked to introduce themselves and discuss this in an online forum.
This document discusses MOOCs (Massive Open Online Courses). It begins by defining MOOCs and providing a brief history, noting the first MOOC in 2008 had 2,200 students. It describes the two main types of MOOCs - cMOOCs which emphasize connections and xMOOCs which are structured like traditional courses. The document also outlines how to access MOOCs, courses commonly offered, advantages like flexibility and lifelong learning, and disadvantages like lack of interaction and potential distractions. It concludes by stating the author's interest in biology and life science topics like the brain, genetics and human body systems.
The first Adobe Connect session for an educational technology course covered the following topics:
- A welcome and check-in activity
- An overview of the course, including topics to be covered each week, assignments, and resources like the course website and blog
- Selection of group topics for upcoming presentations
- A breakout activity where students created characteristics of effective learning
- Discussion of the activity summaries and next session details
A presentation that has been adopted and adapted from Dron, J. 2012, under the cc license. http://www.slideshare.net/jondron/teaching-crowds?ref=http://teachingcrowds.ca/further-reading/presentations
This document provides an overview of MOOCs (Massive Open Online Courses) including their history, meaning, and examples of popular MOOC platforms. It explains that MOOCs were first coined in 2008, are free online courses designed for large numbers of students, and while they may not offer academic credits, can enable certification or further studies. It also summarizes some key details about Coursera, edX, and Udacity - three major MOOC providers.
Measuring the Effectiveness of Online Tutorials: A Pragmatic ApproachC Craig
This document summarizes research comparing the effectiveness of HTML versus streaming video tutorials for online library instruction. It finds that students learn more from video tutorials, as measured by confidence levels and quiz scores, because video tutorials use both visual and verbal modalities supported by dual coding theory and have a more linear navigation structure supported by constructivism. The researchers surveyed and tested students after viewing tutorials on Value Line Online, with video tutorial students reporting greater confidence gains and scoring higher on all quiz questions. The document concludes that while online tutorials can supplement live instruction, video tutorials are more effective for student learning.
The document discusses several issues facing traditional brick-and-mortar universities, including decreasing government funding, the rise of online programs and declining 18-22 year old demographics. It proposes that universities could increase revenue by recruiting more international students and offering online graduate programs. The document then introduces the concept of "multi-access learning" which would give students more flexibility and choice in how they access course content and the learning environment, whether online, in the classroom or a hybrid of both. Initial student feedback on multi-access courses was very positive, finding it enhanced their learning experience.
Op 17 maart 2016 heb ik een keynote verzorgd tijdens het Digital Solutions Forum van Liferay en Valamis. Ik heb daarin onder meer aan de hand ven Merrill’s first principles of instruction geïllustreerd dat leertechnologie -mits goed toegepast- kan leiden tot effectief onderwijs en opleiden.
Why is the MOOC environment better than our VLE?tbirdcymru
- MOOCs were initially seen as a way to provide open education to the 100 million adults who cannot afford university, but many MOOC students turn out to be already educated individuals.
- A study of a FutureLearn MOOC on the Romans found that most participants were middle-aged women from the UK, US, Australia or Canada who had previously studied the topic or taken an online course. Only 5-10% on average complete MOOCs internationally.
- MOOCs can potentially benefit current university students by exposing them to simple, mobile-friendly online learning platforms without the restrictions of university learning management systems. They also allow students to try online learning before taking online courses.
Educators' practices changed when developing and teaching a Massive Open Online Course (MOOC) on their interdisciplinary field. Before the MOOC, educators had a nascent understanding of open educational resources (OER) and saw MOOCs primarily increasing access. After teaching, educators reflected on structuring content and fostering online learning communities. They also planned to incorporate MOOC insights, like community-building, into traditional courses. The MOOC experience prompted educators to reconsider their teaching practices.
Integrating moo cs into university practiceNic Fair
This document discusses integrating MOOCs into university practice for education and research purposes. It provides examples of MOOCs created at the University of Southampton covering topics such as digital marketing, social media, and learning in a networked age. Students participated in these MOOCs and provided feedback. The MOOCs helped provide blended learning opportunities for students and allowed researchers to gather large datasets to inform their work. The document argues that MOOCs should be designed from the start to address pedagogical and research goals to maximize their benefits for learners, educators, and researchers.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
Open Courses: The Next Big Thing in E-Learning?Kaido Kikkas
This document discusses the evolution of e-learning and open online courses (OOCs) specifically. It provides examples of OOCs run in Estonia using Wikiversity, which found that they are a new way for open sharing and learning as a community. While facilitation requires a shifting teacher role, findings suggest OOCs are a suitable model for many courses and could become a next step in e-learning evolution, though careful construction is still needed.
The document discusses massive open online courses (MOOCs). It defines MOOCs as web-based platforms that make teaching and learning more effective through the use of videos, readings, and problem sets. MOOCs provide an interactive experience that helps build communities for students and teachers. The history and types of MOOCs are described, including cMOOCs which focus on social connections and xMOOCs which use automated testing for feedback. Characteristics of MOOCs are that they are free, use online tools, and have no formal entry requirements. Benefits include lifelong learning and convenience. The author concludes that MOOCs are an important education tool that can make teaching and learning easier.
This document summarizes a presentation by Christopher S. Rice on the open, social future of higher education and the advantages of the OpenClass learning platform. Some key points discussed include: the challenges students and instructors face with traditional learning management systems; how higher education could embrace more open, social, and collaborative models like those used by Google+ and Google Hangouts; case studies of two courses that used OpenClass and saw benefits from a more intuitive and customizable interface; and Rice's vision for continuing to build upon and improve the OpenClass platform.
The document summarizes the development and testing of open textbooks for accessibility by the BC Open Textbook Project. Key points:
- Students with disabilities tested chapters from open textbooks and provided feedback.
- Based on student feedback, the project published an Accessibility Toolkit to provide best practices for making open textbook content accessible.
- The Toolkit guides open textbook creators on universal design principles and accessible design for different types of content like images, tables and text.
A MOOC is a Massive Open Online Course that provides unlimited participation and open access through the internet. MOOCs include traditional course materials like videos, readings, and problem sets. They also provide interactive forums to help build a community for learners, professors, and teaching assistants. MOOCs are a recent development in distance education. They allow teachers and learners to work collaboratively to solve problems cooperatively and broaden learners' horizons. The author chose to take a creative problem solving MOOC because problem solving skills are essential for teachers and learners to think critically, creatively, and innovatively and increase their capabilities. As an educator, the author will use problem solving skills in the classroom
1. Communal constructivism is a learning theory where students construct knowledge through experiences and interactions with others, and contribute this knowledge to a communal knowledge base for the benefit of current and future learners.
2. E-learning exemplifies communal constructivism through communities of users who learn from each other in blogs, multi-user object oriented systems, and wikis.
3. Doctoral study is inherently communal constructivist, as students expand the body of knowledge in their field and publish their work to contribute to ongoing development of the discipline.
Massive Open Online Courses (MOOCs) are online courses aimed at unlimited participation and open access via the Internet. MOOCs deliver course materials through videos, readings, and interactive problems. They provide flexibility in learning and raise the level of competition for traditional schools. While MOOCs can be affordable and accessible anywhere, anytime, they also see less campus attendance and issues with reliability. Pros include low costs and wide subject offerings, while cons include lack of interaction and difficulties for those without reliable Internet access. MOOCs were created at the University of Edinburgh and have impacted how courses are structured and delivered while being an alternative approach to pedagogy.
This document discusses course management systems (CMS) and their benefits for education. CMS are virtual learning environments that allow teachers to manage assignments, projects, and collaboration online. They provide communication tools for students and teachers. CMS can fill instructional gaps by providing individualized learning and reaching at-risk students. If implemented correctly with teacher training and adequate technology resources, CMS can support meaningful student learning and engage parents through expanded learning opportunities.
This document provides an overview of online and face-to-face facilitation. It defines online learning and face-to-face learning, noting that online learning can be synchronous, asynchronous, self-paced, or facilitated. While the online environment is becoming more common, facilitating online requires different skills than face-to-face. Some skills from face-to-face facilitation are transferable, and participants are asked to introduce themselves and discuss this in an online forum.
This document discusses MOOCs (Massive Open Online Courses). It begins by defining MOOCs and providing a brief history, noting the first MOOC in 2008 had 2,200 students. It describes the two main types of MOOCs - cMOOCs which emphasize connections and xMOOCs which are structured like traditional courses. The document also outlines how to access MOOCs, courses commonly offered, advantages like flexibility and lifelong learning, and disadvantages like lack of interaction and potential distractions. It concludes by stating the author's interest in biology and life science topics like the brain, genetics and human body systems.
The first Adobe Connect session for an educational technology course covered the following topics:
- A welcome and check-in activity
- An overview of the course, including topics to be covered each week, assignments, and resources like the course website and blog
- Selection of group topics for upcoming presentations
- A breakout activity where students created characteristics of effective learning
- Discussion of the activity summaries and next session details
A presentation that has been adopted and adapted from Dron, J. 2012, under the cc license. http://www.slideshare.net/jondron/teaching-crowds?ref=http://teachingcrowds.ca/further-reading/presentations
This document provides an overview of MOOCs (Massive Open Online Courses) including their history, meaning, and examples of popular MOOC platforms. It explains that MOOCs were first coined in 2008, are free online courses designed for large numbers of students, and while they may not offer academic credits, can enable certification or further studies. It also summarizes some key details about Coursera, edX, and Udacity - three major MOOC providers.
Measuring the Effectiveness of Online Tutorials: A Pragmatic ApproachC Craig
This document summarizes research comparing the effectiveness of HTML versus streaming video tutorials for online library instruction. It finds that students learn more from video tutorials, as measured by confidence levels and quiz scores, because video tutorials use both visual and verbal modalities supported by dual coding theory and have a more linear navigation structure supported by constructivism. The researchers surveyed and tested students after viewing tutorials on Value Line Online, with video tutorial students reporting greater confidence gains and scoring higher on all quiz questions. The document concludes that while online tutorials can supplement live instruction, video tutorials are more effective for student learning.
The document discusses several issues facing traditional brick-and-mortar universities, including decreasing government funding, the rise of online programs and declining 18-22 year old demographics. It proposes that universities could increase revenue by recruiting more international students and offering online graduate programs. The document then introduces the concept of "multi-access learning" which would give students more flexibility and choice in how they access course content and the learning environment, whether online, in the classroom or a hybrid of both. Initial student feedback on multi-access courses was very positive, finding it enhanced their learning experience.
Op 17 maart 2016 heb ik een keynote verzorgd tijdens het Digital Solutions Forum van Liferay en Valamis. Ik heb daarin onder meer aan de hand ven Merrill’s first principles of instruction geïllustreerd dat leertechnologie -mits goed toegepast- kan leiden tot effectief onderwijs en opleiden.
Joined Up Learning: Students' use of the VLE and what it can tell usCONUL_ACIL
This document discusses students' use of the virtual learning environment (VLE) at NUI Maynooth and what it reveals about supporting students. A study found that while VLE use was widespread, it was often limited to accessing notes and assignments. Students had inconsistent experiences depending on lecturer use. The VLE helped students manage their studies but interactive features were underused. More flexible support is needed beyond formal training. The vision of digital natives may not reflect students' actual preferences for technology use. Future support could involve student-led help and challenging assumptions around students and technology.
This document summarizes a study exploring the open educational practices of first year students at a South African university. The study found that students used resources like Wikipedia, Khan Academy, and YouTube for learning, though they were generally unaware of open educational resources and licenses. Students used technologies like WhatsApp, LinkedIn, and Twitter for both study and personal purposes. While a few students engaged in open practices like content creation, most remained unfamiliar with concepts like Creative Commons and open educational resources. The document recommends pedagogies encouraging student content production and greater collaboration on digital literacy and open education awareness.
This presentation discusses tools that can be used for teaching and learning Chinese language in virtual environments. It introduces several online platforms that allow for virtual classrooms, collaboration, and immersive 3D virtual worlds. Examples are given of how Second Life has been used for Chinese language education, including virtual schools and camps. While virtual learning provides opportunities, it also presents new challenges compared to traditional in-person instruction.
Video based virtual learning tools Usage by the University students: An OverviewMuhammad Yousuf Ali
This is collaborative work under the guidance of Dr. Salman Bin Naeem and Professor Dr Rubina Bhatti and presented at “1st International conference Interdisciplinary approach in social sciences” 12 November 2021
Exploring open educational practices of 1st year studentsTabisa Mayisela
This document summarizes a study exploring how first year university students in South Africa use digital content and open educational practices in their courses. The study found that while students found online resources, they did not intentionally search open educational repositories. Some students engaged in open practices like using open technologies, but most were unaware of concepts like Creative Commons licensing and open educational resources. The study recommends pedagogy encouraging digital content creation and collaboration between faculty and libraries to increase student awareness of open educational practices and resources.
Wisconsin Office of Professional and Instructional Development Workshop, Apri...Tanya Joosten
This document discusses using Second Life for teaching and learning at UWM. It provides an overview of Second Life, examples of how it has been used in courses, and student reactions. A survey of students found that most felt Second Life helped their learning and engagement. The center is working to increase faculty training and development of resources to support more extensive use of virtual worlds in education.
Emerging Learning Spaces: Blackboard and Beyonderenoe
This document summarizes a workshop on emerging learning technologies such as Blackboard. It introduces Blackboard and other tools like YouTube, Facebook, Flickr and Twitter. It discusses how these tools can be used to enhance teaching and learning by extending interaction, allowing deeper exploration of topics, and making learning flexible. Both benefits and potential disadvantages of using these tools are considered. The workshop aims to help educators reflect on incorporating learning technologies into their courses and communities.
Virtual teaching is becoming more common and important. Teachers need to learn how to effectively teach online through webinars, online classrooms, and course management systems. Social networking can also be used for educational purposes through sites like Facebook and Twitter. Teachers must consider how to safely and appropriately integrate these technologies and online platforms into their instruction.
Information Literacy: Working Outside the Curriculum to Work Your Way InAmanda Binder
The librarians developed a series of drop-in library workshops and tours to reach more students, especially online and transfer students, after research found many were not utilizing library resources. They started with one general workshop and expanded the offerings over time, adding separate online/on-campus materials and subject-specific sessions. Surveys found students found the sessions helpful for learning library services and most had not received prior instruction. Based on feedback, activities were added and the librarians will partner with a Freshman Seminar course in the fall.
Uww1.12.09University of Wisconsin-Milwaukee It's4U, Second LifeTanya Joosten
Tanya Joosten presented findings of a pilot project on an emerging technology, virtual worlds (Second Life) at the December, 08, It's 4 U at the University of Wisconsin-MIlwaukee.
Engagement in Digital Contexts of Language LearningLuciana Viter
This document summarizes a master's dissertation that investigated the implementation of digital activities in an English for Academic Purposes course and the students' engagement in these activities. The study examined factors that positively or negatively influenced the success of integrating digital content from the perspectives of students, a teacher, and monitor. Both favorable and unfavorable factors for student engagement were identified. Favorable factors included digital mediation of content, diversity of activity formats, interactions with instructors, and continuous assessment. Unfavorable factors included limitations of digital formats, an imbalance between online and face-to-face activities, interactions without instructor mediation, complex or high volume activities, and difficulties with time management. The study found contradictions between less online activities
Students as agents of change. Presented by Elisabeth Dunne and Dale Potter (University of Exeter), Facilitated by Malcolm Ryan (University of Greenwich).
Jisc conference 2011
The document discusses the use of Second Life at the University of Wisconsin-Milwaukee (UWM). It provides an overview of Second Life, examples of how it has been used in courses at UWM, and student reactions. Surveys found that students felt Second Life improved social presence, engagement, learning, and satisfaction. The center plans to increase faculty training and development of resources to further adoption of Second Life at UWM.
This document summarizes trends in online and hybrid education and their implications for educators. It notes that while early online learning involved few courses with little credit or support, mainstream institutions now offer over a quarter of students online courses with full credit and professional support. It also discusses how new technologies allow for more personalized, differentiated instruction and constant feedback but cautions against assuming software can replace human guidance. The document concludes that widespread adoption of new online and hybrid models brings both opportunities to rethink teaching and new responsibilities around accessibility.
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture VideosJuho Kim
Understanding In-Video Dropouts and Interaction Peaks in Online Lecture Videos
Juho Kim, Philip J. Guo, Daniel T. Seaton, Piotr Mitros, Krzysztof Z. Gajos, Robert C. Miller
Presented at ACM Learning at Scale 2014, March 4-5 2014, Atlanta, GA, USA.
Similar to Low-Cost Online Tutorials: Library Instruction for a 24/7 World (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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!
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.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Low-Cost Online Tutorials: Library Instruction for a 24/7 World
1. Low-Cost Online Tutorials:Library Instruction for a 24/7 World Cindy L. Craig Assistant Professor and Social Sciences Librarian Wichita State University