The Centre for Learning, Teaching and Technology (LTTC) facilitates the effective use of technology in education for both staff and students. It focuses on eLearning, ITCE and ITC tests, and learning technologies development. The LTTC provides support through workshops, resources, and a help desk to aid the use of platforms like Blackboard, Moodle, and Mahara. It also coordinates ITCE training and testing which is required for graduation.
Teaching and Learning Support Activities at Osaka UniversityHaruo Takemura
This presentation describes activities of Teaching and Learning Support Center, Osaka University. These includes faculty development, pre-faculty development, IT systems for education etc.
Education and New Technologies - a Proposal from AUGE to the WorldManuel Castro
New professional student modular activities from CRECe New Technologies in Education area from AUGE / OCU collaborative work with UNED presented at the Edunine 2017 conference in Santos, Brazil
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
Using iPads to Enhance Teaching and Learning by Joe DalePeggy George
Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html
Guidelines for developing online courses for SWAYAMAtifa Aqueel
This presentation describes the guidelines to develop online courses for SWAYAM which is an initiative by MHRD India to develop and make available " Massive Online Open Courses(MOOCs)" to the learners throughout the country.
20 years of international education experience. IB, CIE and American systems. Have taught everyone from PreK kids to college seniors to adults. Variety of administrative roles: IT Manager/Director, Technology Integrator/Coach, etc.
Teaching and Learning Support Activities at Osaka UniversityHaruo Takemura
This presentation describes activities of Teaching and Learning Support Center, Osaka University. These includes faculty development, pre-faculty development, IT systems for education etc.
Education and New Technologies - a Proposal from AUGE to the WorldManuel Castro
New professional student modular activities from CRECe New Technologies in Education area from AUGE / OCU collaborative work with UNED presented at the Edunine 2017 conference in Santos, Brazil
Practical Competences in a Changing World New Learning Technologies in Renewa...Manuel Castro
Our world is in continuous change, and inside the Engineering Education arena we saw those changes arising mainly in the last 10 years. Teaching methodologies are evolving such as remote and virtual laboratories, MOOCs and blended learning, among others like learning analytics, assessment and engagement, they will be analyzed and connected. Those activities and learning technologies are impacting Renewable Energies Engineering Education as part of the Engineering areas. The evolution of teaching through face-to-face, distance learning and now online learning will be linked to the increasing use of technology in teaching, analyzing the main critical factors in the EHEA as changes followed by other areas like Middle East and North Africa. This evolution is a key driving factor towards blended learning and jumping to open education (OCW and MOOCs) which are caused today by a change in the higher education paradigm pushed by the international crisis as well as the in-depth refurbishing of the public and private university roles in the different education steps and in life-long learning
Using iPads to Enhance Teaching and Learning by Joe DalePeggy George
Joe is an independent Modern Foreign Languages and technology consultant from the Isle of Wight, UK. He has been speaking at conferences and virtual conferences since 2006 and works with major language associations in UK and internationally. He is the host of the TES MFL forum (http://community.tes.co.uk/forums/28.aspx) and MFL portal manager for the OU’s Vital programme (http://www.core-ed.org.uk/activities/ou-vital-2013-a-joint-project-with-open-university). Joe's blog: www.joedale.typepad.com Joe shared his most recent research on ipads and his experience and knowledge about using iPads to enhance teaching and learning. Classroom 2.0 LIVE presentation 01-12-13 Recordings and Livebinder links: http://live.classroom20.com/1/post/2013/01/using-ipads-to-enhance-teaching-and-learning.html
Guidelines for developing online courses for SWAYAMAtifa Aqueel
This presentation describes the guidelines to develop online courses for SWAYAM which is an initiative by MHRD India to develop and make available " Massive Online Open Courses(MOOCs)" to the learners throughout the country.
20 years of international education experience. IB, CIE and American systems. Have taught everyone from PreK kids to college seniors to adults. Variety of administrative roles: IT Manager/Director, Technology Integrator/Coach, etc.
Campus IB - a People-Oriented E-learning EnvironmentMichael Zeiller
Presentation at ED-MEDIA 2008 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Vienna, June 30 – July 4, 2008.
Paper by Michael Zeiller, Martina Jelinek & Sebastian Eschenbach
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
OERs and MOOCs – the Romanian experience Diana Andone
OERs and MOOCs – the Romanian experience paper, authors Radu Vasiu, Diana Andone, presented at International Conference on Web & Open Access to Learning, 24-27 November 2014, Dubai, UEA.
Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The paper analyses the use of OER and MOOCs in different study cases in Romanian universities. Several OER initiatives resulted from the over 1000 academia involved in the DidaTec lifelong learning and training for higher education teachers in the technical sciences and engineering field as a training course for university professors in 12 universities, within the aim of improving the use of ICT in higher education. Four universities from Romania started a Romanian MOOC environment, the UniCampus, which provides free access to valuable education in Romanian language, presented by well-known professors. The evaluation and quality assurance challenges of the Unicampus are mainly due to the restrictive educational setting in Romania. Two study cases on blending MOOCs in traditional higher education courses at undergraduate and Master level are also analysed from the impact on students’ motivation. Integrating MOOCs in blended learning empower students with new abilities and requires a new and open teacher model.
Campus IB - a People-Oriented E-learning EnvironmentMichael Zeiller
Presentation at ED-MEDIA 2008 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Vienna, June 30 – July 4, 2008.
Paper by Michael Zeiller, Martina Jelinek & Sebastian Eschenbach
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
The characteristics of an open education, the reason to open up, the innovations having impact towards opening up and the case studies of integration of TEL in education for opening up.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
TLC2016 - Digicouching pedagogy in online learning on Humak University of App...BlackboardEMEA
Presenter: Paivi Timonen
Organisation: Humak - Humanistic University of Applied Sciences
Description: The Humak University of Applied Sciences runs online learning on Moodle/Moodlerooms and online webinars (Adobe Connect /Collaborate). Pedagogical aim is couching pedagogy which Humak has developed for the purpose to develop socio constructive learning. Studies are on digital environments. For supporting learning on small groups Humak uses real time webinars. For real time webinars we have developed a pedagogical path for activating and deepening students learning. Humak has recent experience on cMOOCs (Constructive Massive Online Courses).
OERs and MOOCs – the Romanian experience Diana Andone
OERs and MOOCs – the Romanian experience paper, authors Radu Vasiu, Diana Andone, presented at International Conference on Web & Open Access to Learning, 24-27 November 2014, Dubai, UEA.
Using Open Educational Resources (OER) provides opportunities for collaboration both in the classroom and beyond. Started in 2008 and gathering momentum over the past two years, now an online phenomenon, MOOCs (Massive Open Online Courses) reunite different perspectives over a globalized online learning. The paper analyses the use of OER and MOOCs in different study cases in Romanian universities. Several OER initiatives resulted from the over 1000 academia involved in the DidaTec lifelong learning and training for higher education teachers in the technical sciences and engineering field as a training course for university professors in 12 universities, within the aim of improving the use of ICT in higher education. Four universities from Romania started a Romanian MOOC environment, the UniCampus, which provides free access to valuable education in Romanian language, presented by well-known professors. The evaluation and quality assurance challenges of the Unicampus are mainly due to the restrictive educational setting in Romania. Two study cases on blending MOOCs in traditional higher education courses at undergraduate and Master level are also analysed from the impact on students’ motivation. Integrating MOOCs in blended learning empower students with new abilities and requires a new and open teacher model.
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A 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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
LTTC Briefing
1. The Centre for Learning, Teaching and
Technology
Briefing
2. The Centre for Learning, Teaching and Technology Briefing
LTTC
The Centre’s primary function is to facilitate staff and
students
• to utilize information and communications technology
effectively in education, and
• to develop innovative teaching and learning
strategies in meeting the challenges of the 21st
century
• Location: B4-P-02
• http://www.ied.edu.hk/lttc
3. The Centre for Learning, Teaching and Technology Briefing
Three areas of focus
• eLearning
• ITCE and ITC test
• Learning Technologies and Multimedia Development
4. The Centre for Learning, Teaching and Technology Briefing
eLearning Platforms
• Learning Management System (LMS)@HKIEd
• Blackboard 9 (Bb9)
‣ Course materials sharing: course materials(e.g., notes), and
assignment submission, etc.
‣ Communication Tools: Discussion Board, Blogs, Journals, Emails
and Messages
‣ Assessment tools: assessment tasks includes Assignment
submission, Turnitin, Test/Survey, Quiz, Blog, Journal, Forum, and
check the grades in My Grades of Bb9.
• http://elearn.ied.edu.hk or MyIED eLearning
or LTTC website http://www.ied.edu.hk/lttc
5. The Centre for Learning, Teaching and Technology Briefing
eLearning Platforms
• Pilot LMS in 2011-12
• Moodle
Providing alternatives to enhance students’ experience in using
technologies in education and to highlight and assess students’
learning outcomes
http://moodle.ied.edu.hk
• e-Portfolio System
• Mahara
Building and developing students’ portfolios to collect their skills,
efforts, progress and achievements
http://mahara.ied.edu.hk
6. The Centre for Learning, Teaching and Technology Briefing
Support from LTTC
• Training workshops: Bb9, Moodle and Mahara
• Self-learn resources: Bb9
• Hot-line and email enquiry
• General Enquiries
• T: 2948 7047 E: lttc@ied.edu.hk
7. The Centre for Learning, Teaching and Technology Briefing
What is ITCE?
• Education Manpower Bureau (EMB) announced a plan of
Information Technology Competency in Education (ITCE) in 1998
for the integration of IT in schools
• Three levels [Basic (BIT), Intermediate (IIT), Upper Intermediate
(UIIT)] of ITCE were designed and developed
• School teachers were required to attain Upper Intermediate Level
(UIIT)
• Graduation requirement at HKIEd
• All pre-service students and in-service teachers must attain the
UIIT Level as a requirement for graduation.
8. The Centre for Learning, Teaching and Technology Briefing
Portfolio Track System
Students of the following programmes are required to attain the UIIT Level
prior to graduation by submitting an ITCE Portfolio.
• Bachelor of Education (Honours) (Primary) (4-year Full-time)
• Bachelor of Education (Honours) (Music) - Primary (4-year Full-time)
• Bachelor of Education (Honours) (Visual Arts) - Primary (4-year Full-time)
• Bachelor of Education (Honours) (Physical Education) - Primary (4-year Full-time)
• Bachelor of Education (Honours) (Professional and Vocational Education) (3-year
Part-time)
• Postgraduate Diploma in Education (Primary) (1-Year Full-time)
• Postgraduate Diploma in Education (Secondary) (1-Year Full-time)
• Postgraduate Diploma in Education (Primary) (2-Year Part-time and SKP)
• Postgraduate Diploma in Education (Secondary) (2-Year Part-time and SKP)
9. The Centre for Learning, Teaching and Technology Briefing
ITCE Provisions (for all students)
• ITCE Workshops – with hands-on/ conducted by Instructors from
LTTC
• Web Page Design I
• Web Page Design II
• Multimedia Production I
• Multimedia Production II - Stage One
• Multimedia Production II - Stage Two
• Spreadsheet Operation
• Computer-Based Training (CBT)
• Web-based and self-learned training tutorials–on campus
10. The Centre for Learning, Teaching and Technology Briefing
Information Technology Competence
(ITC) Test
• ITC Test is a new graduation requirement for non-education
programmes
• HKIEd students of the following programmes* have to attend the test for
the required IT competence
• BA in Languages Studies
• BA in Creative Arts & Culture
• BSS in Global & Environmental Studies
• Students are required to go to the CUHK to attend the ITC test
• Detail information is posted on LTTC website
* The listed programmes will be updated in due course.
11. The Centre for Learning, Teaching and Technology Briefing
Learning Technologies & Multimedia
Development
12. The Centre for Learning, Teaching and Technology Briefing
Learning Technologies & Multimedia
Development
• Provision of professional development workshops for staff and
students to promote innovative applications of ICT in education
• e-Content Development: Sourcing, processing and producing
digital images, digital audios, digital videos, and website design,
etc.
• e-Content Sharing: Sharing and publishing digital images,
audios and videos, and Video-Based Learning Community
(VBCL), etc.
• Learning 2.0: Web2.0 tools, e-portfolio, collaborative mind
mapping, iGoogle, Google docs, iTunes and iTunes U, etc.
• Development of virtual campus in Second Life
13. The Centre for Learning, Teaching and Technology Briefing
All LTTC workshops
• All Workshops information and corresponding
enrollment links
• http://www.lttc.ied.edu.hk/?cat=35
14. The Centre for Learning, Teaching and Technology Briefing
http://www.lttc.ied.edu.hk