LTDF 2014 poster
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The document discusses a project exploring the use of mobile social media in paramedicine education. It established platforms like Twitter, YouTube, Facebook and Google Plus to enable collaboration between students and lecturers. Lecturers piloted the use of these tools in different papers and found benefits like reducing assessment grading time from 100 to 30 minutes when students submitted skills videos to YouTube. The project aims to further integrate mobile technologies into the curriculum to suit paramedicine's mobile work context.
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Assessment 3 EssayLength1500 wordsWeighting45This la.docx
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
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· Remember to include at least six sources of evidence to support your argument.
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· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
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Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
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Assessment 3 EssayLength1500 wordsWeighting45This la.docx
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
1. Educational institutions should incorporate mobile technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in positive ways.
You need to:
· Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s).
· Remember to include at least six sources of evidence to support your argument.
· Be sure to include a reference list on a separate page, using APA referencing.
· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...
Screencasts in Media Studies poster
The document summarizes a research project called "Screencasts in Media Studies" which examines the use of screencasts in teaching and learning media and communication studies. The project received £1336.40 from the University of Leicester’s Teaching Enhancement Fund to create a series of screencasts on media studies topics and collect data from students on the value of using screencasts. Screencasts combine audio narration with PowerPoint slides and can be used by students as learning resources to deepen understanding and improve language skills.
SOCIAL MEDIA FOR TEACHING AND LEARNING
Social Media for Teaching and Learning is a collaborative effort of Pearson Learning Solutions and the Babson Survey Research Group
Up2U the European project to close the gap between secondary and higher educa...
The Up2U project aims to close the gap between secondary and higher education in Europe by developing an innovative ecosystem ("Up to University" or Up2U) that facilitates the co-design and reuse of digital educational content and tools. Up2U will adapt existing higher education technologies for secondary school use to better prepare students for university. The project involves pilots in 7 European countries to test the ecosystem. It focuses on integrating formal and informal learning and addressing skills like critical thinking that help students adapt to higher education.
Peluang dan ancaman ict
Mthwakazi University established a teacher education department in 2005 to train teachers. Students are sent to schools across different provinces for teaching practice after their second year of study. The university wants to integrate ICT into its teaching practice program to conveniently support students during this time. The study investigated the ICT opportunities and infrastructure available, challenges, and how to utilize opportunities. Interviews with lecturers and students were conducted. The findings could help improve implementation of teaching practice programs through ICT.
education 4.0
The document discusses Education 4.0 and its relevance in modern education. It outlines nine trends of Education 4.0, including personalized and flexible learning, project-based learning, hands-on experience, and assessing students differently. The document also discusses how Education 4.0 has been implemented in Malaysia through changes in classroom layouts, more online learning options, and integrating virtual and augmented reality. Educators are encouraged to embrace Education 4.0 approaches to shift more learning responsibilities to students and better prepare them for the future.
Analysis of the strategies used by teachers when implementing the application...
Analysis of the strategies used by teachers when implementing the application...UNIVERSIDAD MAGISTER (Sitio Oficial)
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.The Impact of Social Media Technologies on Adult Learning
Technology and social media have presented significant tools for adult learners to learn and advance continually. Fast technological advancements have enabled development of technologies used for learning. Expansion of various tools has given professors, educaters, trainers, instructers, many alternatives towards the implementation of the technology supported learning. The use of social media can improve adult learning outcomes and academic accomplishment. Social media is increasingly proven to be beneficial in adult learning and has a huge potential for adult education. This paper sheds some lights on benefits of social media for adult learners, this is incorporated through the review of previous work and some barriers that encounters social media for learning purposes. Also some social media models are reviewed to show the growth and effect of social media in adult learning context, and suggestions and recommendations are provided.
Passey & Zozimo MLEARN Research Report 1 WP4-final
This document provides a summary of research on mobile learning and teacher training in mobile technology pedagogy. It reviews literature on the benefits of mobile learning, including greater accessibility to information and support for various learning approaches. Teacher training programs have been limited in addressing handheld devices specifically. The document then analyzes the contexts of mobile learning support in Italy, Greece, the Netherlands, and the UK. It concludes by recommending that teacher training focus on technological knowledge, content knowledge, and pedagogical knowledge, and provides examples of mobile learning activities that could be developed as case studies.
Case studies on OER - based eLearning by Som Naidu and Sanjaya Mishra
The document describes a case study of the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. Specifically, it focuses on the Master of Arts in Teacher Education program and its course "Teacher Educator as an Educational Technologist". The course is being revised to incorporate more open and flexible learning opportunities using ICT and OER. The revision aims to provide more effective learning experiences for students within the program's scenario-based learning approach. The capacity of academic staff is also being developed to identify, evaluate, develop, adapt and integrate OER to improve teacher education courses. The revised course is expected to pilot in late 2013.
Case studies on OER based e-learning-CEMCA, 2014
This document provides a summary of a case study on the Open University of Sri Lanka's efforts to integrate open educational resources into one of its teacher education courses. The Open University of Sri Lanka established its Faculty of Education in 2003 to offer professional development programs for teachers and educators. This case study focuses on how the faculty built capacity among its academic staff to incorporate OER into its Master of Arts in Teacher Education program, specifically a course called "Teacher Educator as an Educational Technologist".
A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...
This document presents a case study on the use of Blackboard Collaborate by the Health Sciences Faculty at the University of the Free State in South Africa. The study used qualitative interviews with 7 lecturers and staff to understand the effectiveness of Blackboard Collaborate in supporting online learning. Key findings were that Blackboard Collaborate improved student access to classes and engagement, as seen in improved grades in modules that relied on the tool. It was found to effectively assist students who cannot attend in-person by providing recorded videos and online seminars. Recommendations included noting both the advantages and disadvantages of Blackboard Collaborate, as well as feedback on experiences and improvements for sustainable open education practices.
Warning!Modelling effective mobile learning is infectious. Invited presentati...
This document summarizes a presentation about using mobile technologies to enhance learning and teaching in higher education. It discusses:
1) The benefits and challenges of mobile learning that were explored, including increased connectivity, community formation, and peer support, but also issues with technology access.
2) The mobile learning approach used in a Postgraduate Certificate in Academic Practice program, which took a blended learning approach using tools like Socrative, WordPress, Google+, Twitter, YouTube, and Facebook to foster collaboration and an "always on" learning network.
3) Stories from participants who found Twitter invaluable for learning and motivation, while YouTube ensured inclusivity, and constant notifications from WordPress encouraged reflection and peer support. Benef
Evaluation of mobile teaching and learning projects, introduction
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
Steering teaching and learning through Google Drive in the Health Scienc...
This document summarizes a presentation about using Google Drive to facilitate blended learning for medical students in their obstetrics rotation. It discusses how two groups of year 4 students used Google Drive to collaboratively reflect on their clinical experiences through active self-assessment, sharing word clouds created from their feedback, and engaging with each other's documents both in class and remotely. The educators found benefits like increased student buy-in, respect for peers' work, and learning new online skills. Challenges included the time commitment, ensuring all students had Google accounts, and variable internet access. Overall, Google Drive provided a flexible platform for asynchronous and synchronous collaboration that aligns with the shifting educational landscape toward more technology-enhanced learning.
A Study On Role Of Social Media In E-Learning
This document summarizes a study on the role of social media in e-learning. It finds that the majority of respondents in Chennai, India prefer WhatsApp for e-learning, followed by YouTube, with Twitter being the least preferred. Previous studies have found that social media can enhance learning by allowing knowledge sharing, interactions between students and teachers, and accessing course content flexibly. However, advertisements were found to be a distraction for many e-learners. The study aims to understand awareness and usage of social media and e-learning tools among students in Chennai.
Similar to LTDF 2014 poster (20)
Implementation of human-machine friendship learning in the new-normal era
Implementation of human-machine friendship learning in the new-normal era
PALMA: Usability Testing of an Application for Adult Literacy in Brazil by F...
PALMA: Usability Testing of an Application for Adult Literacy in Brazil by F...
Using social media to support learning in higher education
Using social media to support learning in higher education
Assessment 3 EssayLength1500 wordsWeighting45This la.docx
Assessment 3 EssayLength1500 wordsWeighting45This la.docx
Up2U the European project to close the gap between secondary and higher educa...
Up2U the European project to close the gap between secondary and higher educa...
Analysis of the strategies used by teachers when implementing the application...
Analysis of the strategies used by teachers when implementing the application...
The Impact of Social Media Technologies on Adult Learning
The Impact of Social Media Technologies on Adult Learning
Passey & Zozimo MLEARN Research Report 1 WP4-final
Passey & Zozimo MLEARN Research Report 1 WP4-final
Case studies on OER - based eLearning by Som Naidu and Sanjaya Mishra
Case studies on OER - based eLearning by Som Naidu and Sanjaya Mishra
A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...
A Case Study On The Advantages And Disadvantages Of Using Blackboard Collabor...
Warning!Modelling effective mobile learning is infectious. Invited presentati...
Warning!Modelling effective mobile learning is infectious. Invited presentati...
Evaluation of mobile teaching and learning projects, introduction
Evaluation of mobile teaching and learning projects, introduction
Steering teaching and learning through Google Drive in the Health Scienc...
Steering teaching and learning through Google Drive in the Health Scienc...
LTDF 2014 poster
- 1. social media and byod innovation project information project leader project team CfLAT advisor outcomes keywords Emily Greig Thom Cochrane Hugo Goodson Ari Peach Luke Summers • Lecturer exploration of potential of mobile social media. • Twitter, YouTube and Facebook have been established as collaborative tools within the cohort, and Google Plus as a lecturer community hub. • Remote networking has been enabled via the use of Mobile Airplay Screens (MOAs) at both the AUT North and AUT South campuses. Mobile social media Remote access Connectivity Paramedicine For more information contact Project Leader at emily.greig@aut.ac.nz Scan the QR code to download the ebook AIMS The Paramedicine project explores new and emerging course delivery and student-generated collaboration paradigms using mobile social media such as Twitter and the hashtag #FOAM: the emergent Free Open Access Medical education movement. In 2014 we focused upon the establishment of lecturer Communities of Practice within each project context. Initially lecturers explored the pedagogical potential of mobile social media within four different papers in the AUT Bachelor of Health Science in Paramedicine programme. This involved supplying the participating lecturers with mobile devices and setting up a custom suite of social media platforms. OUTCOMES This year we started out gently and encouraged the third year students to use Twitter. There is a new way of sharing free medical education resources using #FOAM. Ari Peach also engaged the third year students in a pilot project using Facebook. He found that students embraced this option as Facebook is a website that they are familiar with. The students were comfortable to ask questions, collaborate and share resources online. This meant that all students had access to the same information while off campus and prevented staff from answering the same questions in multiple emails. Luke Summers introduced YouTube as a compulsory platform for assessments of the first year students. They each had to film themselves performing ten paramedic skills and submit this video for assessment via YouTube. He was able to reduce the time it took to grade these assessments from one hundred minutes per student to just thirty minutes. Hugo Goodson was part of a team of five staff who competed in a clinical simulation competition. He used Twitter and Facebook to promote Team AUT and raise awareness of our programme. Social media was the perfect medium to exchange information on simulation and keep up to date on the latest international trends. This team won the competition in Australia and has been invited to compete in the US and Czech Republic. IMPLICATIONS Lecturers have developed a confidence in using new technologies within their teaching practice, and have seen the potential of participating within global communities of experts in the field of Paramedicine. FUTURE DIRECTIONS After building lecturer confidence and capability in the use of mobile social media in 2014, in 2015 the projects will focus upon designing and evaluating the integration of mobile social media within each course context, and as a way of bridging practical experience while in the field. PUBLICATIONS Cochrane, T, Narayan, V, Brannigan, R, Frenchman, K, Nicholson, E, Rutherford, S, . . . Neill, C. (2014). #npf14lmd aut university case studies. Poster presented at the Rhetoric and Reality, proceedings of the 31st Ascilite Conference, Otago Polytechnic, Dunedin. Poster retrieved from http://ascilite2014.otago.ac.nz/posters/#291 ABSTRACT Paramedicine is a mobile profession, and today’s ubiquitously connected smartphones and access to open resources provides an ideal opportunity for empowering paramedics in their mobile work contexts.The project explores how to integrate mobile technologies into the curriculum to meet the needs of this peripatetic profession. Mobilising Paramedic Education “There is a new way of sharing free medical education resources using the hashtag FOAM, which stands for Free Open Access Medical education.” MOA in use at AUT North. AUT Paramedicine Google Plus Community AUT Paramedicine Facebook page (L to R) Luke Summers, Emily Grieg, Hugo Goodson