Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
New trends in media for public information disseminationNancy Cudis
The digital space is a huge potential for the Philippine government to tap on to spread the word about their programs. Are they ready to embrace the digital space?
Massive Open Online Content & Wearable TechnologyIrene Mae Datoy
1. Current trends in media and information such as social media, online video, and wearable technology provide both opportunities and challenges for businesses and individuals. They allow lower-cost marketing but can also be addictive and expose personal information.
2. Writers and bloggers can more easily connect with clients and share expertise online, growing their networks, but social media also risks exposing children to inappropriate content.
3. While new technologies remove barriers to sharing ideas, overuse can divert focus from tasks and lower motivation, especially in teenagers.
This document discusses the evolution of the World Wide Web and web technologies. It provides an overview of Web 1.0 as a read-only system with one-way content produced by experts, and the emergence of Web 2.0 which enabled users to collaboratively create and share content using social media tools. The document also discusses how these technologies have influenced learning and today's students, noting shifts towards more visual, experiential and social styles of learning. It outlines activities demonstrating social bookmarking using Delicious and social networking using Ning.
This document discusses personal learning environments (PLEs) and how learning has changed from traditional classroom-based and linear models to being more networked and using online resources. It defines a PLE as a learner-centric approach where individuals control a set of lightweight tools and services to direct their own learning. Another section outlines the history and goals of the Frontier Learning Network collaborative project between several schools and colleges to enhance learning options through networking and mobile technologies. The document contains several references and resources on these topics.
This document summarizes John Cook's research focusing on using mobile devices to augment, support, and transform learning. It discusses two projects - CONTSENS, a completed project using augmented reality to explore educational institutions, and mLeMan, a new project creating skills qualifications for mobile learning managers. The document outlines Cook's current focus on using design-based research and augmented reality techniques to gather stakeholder viewpoints and help redesign learning spaces to support 21st century pedagogies.
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Exploring Learning Ecologies: Models and Experiences So Far BCcampus
The document discusses models for exploring learning ecologies and experiences. It introduces the Learning + Technology Development Model, which unifies learning, technology, and learner experience in an iterative development process. It also presents the Learning Ecology Framework, which views learning in stages from instructor-controlled to social. A case study of a university course is described that uses these models, focusing on learner needs and a positive experience. Formative and summative evaluations are discussed, and the models are evaluated for their usefulness.
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
New trends in media for public information disseminationNancy Cudis
The digital space is a huge potential for the Philippine government to tap on to spread the word about their programs. Are they ready to embrace the digital space?
Massive Open Online Content & Wearable TechnologyIrene Mae Datoy
1. Current trends in media and information such as social media, online video, and wearable technology provide both opportunities and challenges for businesses and individuals. They allow lower-cost marketing but can also be addictive and expose personal information.
2. Writers and bloggers can more easily connect with clients and share expertise online, growing their networks, but social media also risks exposing children to inappropriate content.
3. While new technologies remove barriers to sharing ideas, overuse can divert focus from tasks and lower motivation, especially in teenagers.
This document discusses the evolution of the World Wide Web and web technologies. It provides an overview of Web 1.0 as a read-only system with one-way content produced by experts, and the emergence of Web 2.0 which enabled users to collaboratively create and share content using social media tools. The document also discusses how these technologies have influenced learning and today's students, noting shifts towards more visual, experiential and social styles of learning. It outlines activities demonstrating social bookmarking using Delicious and social networking using Ning.
This document discusses personal learning environments (PLEs) and how learning has changed from traditional classroom-based and linear models to being more networked and using online resources. It defines a PLE as a learner-centric approach where individuals control a set of lightweight tools and services to direct their own learning. Another section outlines the history and goals of the Frontier Learning Network collaborative project between several schools and colleges to enhance learning options through networking and mobile technologies. The document contains several references and resources on these topics.
This document summarizes John Cook's research focusing on using mobile devices to augment, support, and transform learning. It discusses two projects - CONTSENS, a completed project using augmented reality to explore educational institutions, and mLeMan, a new project creating skills qualifications for mobile learning managers. The document outlines Cook's current focus on using design-based research and augmented reality techniques to gather stakeholder viewpoints and help redesign learning spaces to support 21st century pedagogies.
The aim of this project is to provide a contextualised, social and historical account of urban education, focusing on systems and beliefs that contribute to the construction of the surrounding discourses.
Another aim of this project is to scaffold the trainee teachers’ understanding of what is possible with mobile learning in terms of filed trips.
Exploring Learning Ecologies: Models and Experiences So Far BCcampus
The document discusses models for exploring learning ecologies and experiences. It introduces the Learning + Technology Development Model, which unifies learning, technology, and learner experience in an iterative development process. It also presents the Learning Ecology Framework, which views learning in stages from instructor-controlled to social. A case study of a university course is described that uses these models, focusing on learner needs and a positive experience. Formative and summative evaluations are discussed, and the models are evaluated for their usefulness.
Social media intelligence involves gathering and analyzing social media content to gain valuable insights. It can be used in industries to generate leads, protect reputation, monitor strategy effectiveness and maximize communications. In higher education, it provides a way to understand student experience through their own voices in real time to inform decision making. The document discusses using social media intelligence research at UBC to highlight student perspectives and improve their learning and experience.
(New) Media Education: Teachers, join the conversation Dino Amenduni
Learn web 2.0 tools from students
In order to learn how to teach students better
(slideshow presented at Marco Polo, Bari, for the seminar "Managers of new learning: school leaders or student?")
The document discusses the evolution of educational technology and online learning from the late 1980s to the present. It covers the early web-based learning in universities in the 1990s, the rise of e-learning and virtual learning environments, and the emergence of Web 2.0 and social learning approaches. It proposes several models to support the new "Learning 2.0" paradigm, including personal learning environments, VLE 2.0 platforms, social learning environments, and social learning networks.
Workshop hosted for the Doctor of Management Fall Symposium on October 10, 2009. Scenes include excerpts from poignant moments in sustainability, social issues, and an overview of technologies, tools, courses and research links.
25 Tools: A Toolbox for Learning Professionals 2009Jane Hart
This document presents a toolbox of 25 categories of learning tools compiled by Jane Hart. It provides 3 tools within each category, including the most popular or emerging tools as selected by learning professionals in 2009. Within each category there is a short description of the tools and their purposes. The full details of all the tools can be found online at the provided website.
Overview of MOOC platforms trends: Creating your own open online course using...Martin Hawksey
Slides used as part of ocTEL week 5 webinar. The session introduces the wider landscape of MOOC platforms before highlighting how the ocTEL platform was developed using the WordPress platform
A preliminary analysis of learning awareness in floss projectsSara Fernandes
It can be argued that participating in free/libre open source software (FLOSS) projects can have a positive effect in the contributor's learning process. The need to interact with other contributors, to read other people's code, write documentation, or use different tools, can motivate and implicitly foster learning. In order to validate this statement we design an appropriate questionnaire asking FLOSS contributors about their experience in FLOSS projects. In this paper, we illustrate how this questionnaire was designed and what we expect to learn from the answers. We conclude the paper with a preview of the results from three cases studies.
Open and online education - chances and challenges for Higher Educationtimokos
Presentation for the Dutch Ministery of Education on the developments in Open and Online Education and the chances and challenges for public higher education.
Social Learning: an explanation using TwitterJane Hart
The document discusses social learning using Twitter. It defines social learning as learning through networks and communities, making connections with others, sharing knowledge and resources, and engaging in communication and collaboration. The document provides examples of how Twitter can be used for these social learning activities, such as following experts, asking and answering questions, sharing links and files, and participating in live online discussions. It emphasizes that social learning on Twitter involves interaction, participation and sharing to build relationships and learn from others.
CEMCA EdTech Notes: Massive Open Online CoursesCEMCA
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and explains their origins in the Open Educational Resources movement. There are two main types of MOOCs - cMOOCs which follow a connectivist pedagogy and xMOOCs which follow an instructivist model. xMOOCs are more common and make up the majority of current MOOCs. The document also summarizes research on how learners experience MOOCs and how they learn in open online environments through connecting to knowledge resources, other learners, and contributing new knowledge.
This document discusses the changing landscape of learning and development with the rise of social media. It outlines five ways that social media is being used for learning: formal structured learning, personal directed learning, group directed learning, intra-organizational learning, and accidental/serendipitous learning. It also discusses implications for learning and development professionals, including adopting a new mindset that recognizes self-directed and social learning, using new platforms like personal learning environments and social networks, and acquiring new skills to leverage these technologies.
This document provides an overview of Web 2.0 and its potential impact on teaching and learning. It discusses the evolution from Web 1.0 to Web 2.0, highlighting how Web 2.0 encourages collaboration, social interaction and user-generated content through various online tools. Web 2.0 aligns well with the preferences of today's students for visual, experiential and social learning. The document then outlines a workshop agenda focused on introducing several popular Web 2.0 tools like Twitter, Delicious and Ning, with hands-on activities for participants to experience their use and reflect on applications for education.
A framework for integrating the internet into eltahmedabbas1121
The document presents a framework for integrating the Internet into English language teaching (ELT) even when there is limited or no access to the Internet. It begins by outlining reasons to use the Internet in ELT such as increasing motivation and engagement. It then presents a framework that organizes instruction based on levels of Internet access, from unlimited access where it can be used as a medium, to limited access where Internet concepts can still be incorporated. Examples are given for activities that can be done at each access level.
Why Institutions Adopt MOOCs: Breaking Down Traditional Barriers or Reproduci...Mark Brown
The document discusses the rationale for institutions adopting MOOCs and Dublin City University's (DCU) experience. It outlines DCU's key drivers, including extending access, fostering innovation, and establishing an international brand. DCU considered various MOOC platforms based on criteria like technical capabilities, pedagogical fit, and sustainability. FutureLearn was determined to best meet DCU's needs. DCU plans to launch 3 MOOCs in 2016 to further its mission, with the goal of MOOCs enhancing education rather than being the primary focus.
Keynote on 2 June 2017 at the Learning Carnival – Celebrating Innovation and Excellence in Teaching and Learning
Hosted by North-West University @Mmabatho Palms, Mahikeng,
South Africa
The session will provide you with a clear understanding of which social learning tools are available and fit-for-purpose for corporate use. Jane will discuss what tools organisations are using, and will provide practical advice on getting started and setting up informal and social learning tools so they add value to your organisation.
Surgical Education Research: Tips, Skills and Opportunities r_ajjawi
In this interactive workshop we aim to familiarise participants with ways in which surgical educational research is carried out, especially highlighting how it differs from more familiar biomedical approaches. In doing so we will:
- Provide exemplars of educational research carried out by surgeon educators
- Discuss challenges and identify opportunities for developing oneself as a researcher in surgical education.
Social media intelligence involves gathering and analyzing social media content to gain valuable insights. It can be used in industries to generate leads, protect reputation, monitor strategy effectiveness and maximize communications. In higher education, it provides a way to understand student experience through their own voices in real time to inform decision making. The document discusses using social media intelligence research at UBC to highlight student perspectives and improve their learning and experience.
(New) Media Education: Teachers, join the conversation Dino Amenduni
Learn web 2.0 tools from students
In order to learn how to teach students better
(slideshow presented at Marco Polo, Bari, for the seminar "Managers of new learning: school leaders or student?")
The document discusses the evolution of educational technology and online learning from the late 1980s to the present. It covers the early web-based learning in universities in the 1990s, the rise of e-learning and virtual learning environments, and the emergence of Web 2.0 and social learning approaches. It proposes several models to support the new "Learning 2.0" paradigm, including personal learning environments, VLE 2.0 platforms, social learning environments, and social learning networks.
Workshop hosted for the Doctor of Management Fall Symposium on October 10, 2009. Scenes include excerpts from poignant moments in sustainability, social issues, and an overview of technologies, tools, courses and research links.
25 Tools: A Toolbox for Learning Professionals 2009Jane Hart
This document presents a toolbox of 25 categories of learning tools compiled by Jane Hart. It provides 3 tools within each category, including the most popular or emerging tools as selected by learning professionals in 2009. Within each category there is a short description of the tools and their purposes. The full details of all the tools can be found online at the provided website.
Overview of MOOC platforms trends: Creating your own open online course using...Martin Hawksey
Slides used as part of ocTEL week 5 webinar. The session introduces the wider landscape of MOOC platforms before highlighting how the ocTEL platform was developed using the WordPress platform
A preliminary analysis of learning awareness in floss projectsSara Fernandes
It can be argued that participating in free/libre open source software (FLOSS) projects can have a positive effect in the contributor's learning process. The need to interact with other contributors, to read other people's code, write documentation, or use different tools, can motivate and implicitly foster learning. In order to validate this statement we design an appropriate questionnaire asking FLOSS contributors about their experience in FLOSS projects. In this paper, we illustrate how this questionnaire was designed and what we expect to learn from the answers. We conclude the paper with a preview of the results from three cases studies.
Open and online education - chances and challenges for Higher Educationtimokos
Presentation for the Dutch Ministery of Education on the developments in Open and Online Education and the chances and challenges for public higher education.
Social Learning: an explanation using TwitterJane Hart
The document discusses social learning using Twitter. It defines social learning as learning through networks and communities, making connections with others, sharing knowledge and resources, and engaging in communication and collaboration. The document provides examples of how Twitter can be used for these social learning activities, such as following experts, asking and answering questions, sharing links and files, and participating in live online discussions. It emphasizes that social learning on Twitter involves interaction, participation and sharing to build relationships and learn from others.
CEMCA EdTech Notes: Massive Open Online CoursesCEMCA
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and explains their origins in the Open Educational Resources movement. There are two main types of MOOCs - cMOOCs which follow a connectivist pedagogy and xMOOCs which follow an instructivist model. xMOOCs are more common and make up the majority of current MOOCs. The document also summarizes research on how learners experience MOOCs and how they learn in open online environments through connecting to knowledge resources, other learners, and contributing new knowledge.
This document discusses the changing landscape of learning and development with the rise of social media. It outlines five ways that social media is being used for learning: formal structured learning, personal directed learning, group directed learning, intra-organizational learning, and accidental/serendipitous learning. It also discusses implications for learning and development professionals, including adopting a new mindset that recognizes self-directed and social learning, using new platforms like personal learning environments and social networks, and acquiring new skills to leverage these technologies.
This document provides an overview of Web 2.0 and its potential impact on teaching and learning. It discusses the evolution from Web 1.0 to Web 2.0, highlighting how Web 2.0 encourages collaboration, social interaction and user-generated content through various online tools. Web 2.0 aligns well with the preferences of today's students for visual, experiential and social learning. The document then outlines a workshop agenda focused on introducing several popular Web 2.0 tools like Twitter, Delicious and Ning, with hands-on activities for participants to experience their use and reflect on applications for education.
A framework for integrating the internet into eltahmedabbas1121
The document presents a framework for integrating the Internet into English language teaching (ELT) even when there is limited or no access to the Internet. It begins by outlining reasons to use the Internet in ELT such as increasing motivation and engagement. It then presents a framework that organizes instruction based on levels of Internet access, from unlimited access where it can be used as a medium, to limited access where Internet concepts can still be incorporated. Examples are given for activities that can be done at each access level.
Why Institutions Adopt MOOCs: Breaking Down Traditional Barriers or Reproduci...Mark Brown
The document discusses the rationale for institutions adopting MOOCs and Dublin City University's (DCU) experience. It outlines DCU's key drivers, including extending access, fostering innovation, and establishing an international brand. DCU considered various MOOC platforms based on criteria like technical capabilities, pedagogical fit, and sustainability. FutureLearn was determined to best meet DCU's needs. DCU plans to launch 3 MOOCs in 2016 to further its mission, with the goal of MOOCs enhancing education rather than being the primary focus.
Keynote on 2 June 2017 at the Learning Carnival – Celebrating Innovation and Excellence in Teaching and Learning
Hosted by North-West University @Mmabatho Palms, Mahikeng,
South Africa
The session will provide you with a clear understanding of which social learning tools are available and fit-for-purpose for corporate use. Jane will discuss what tools organisations are using, and will provide practical advice on getting started and setting up informal and social learning tools so they add value to your organisation.
Surgical Education Research: Tips, Skills and Opportunities r_ajjawi
In this interactive workshop we aim to familiarise participants with ways in which surgical educational research is carried out, especially highlighting how it differs from more familiar biomedical approaches. In doing so we will:
- Provide exemplars of educational research carried out by surgeon educators
- Discuss challenges and identify opportunities for developing oneself as a researcher in surgical education.
Presentation of Pharo at the ESUG conference.
Pharo is a new dynamically typed language. It is inspired from Smalltalk and it is
elegant, simple and powerful. http://www.pharo.org
El documento describe el desarrollo fetal entre los 3 y 6 meses de embarazo. Durante este periodo, los sistemas y órganos del feto se desarrollan y fortalecen, y el feto comienza a moverse. Las embarazadas deben mantener una dieta saludable y equilibrada, beber suficiente agua, y evitar el exceso de peso.
Tours de viaje por este y norte de Europa, salidas desde América. 2013 MapaplusMapaplus
Circuitos por Europa desde América. Visite países como: Croacia, Polonia, Inglaterra y Escocia, Suiza, Italia, Las Ciudades Imperiales, Rumanía, Bulgaria, Escandinavia, Países Bálticos, Rusia. Tours organizados con vuelo intercontinental desde América con Mapaplus.
This document summarizes information from a study trip to Salekhard in 2014. Chapter II discusses accommodation options, noting high prices for rent and limited availability. Chapter IV overviews top projects in Salekhard, including an LNG plant, oil and gas fields/pipelines, and infrastructure projects. It lists the major companies involved in these projects. Chapter VI concludes there are challenges including lack of infrastructure, high costs, and decision making centered in Moscow.
Gesiuris Asset Management es una gestora de fondos independiente fundada en 1986 que ofrece servicios de gestión, administración y representación de instituciones de inversión colectiva. La compañía tiene más de 687 millones de euros en activos bajo gestión y administración y 42 fondos propios. El equipo gestor está compuesto por 8 profesionales con amplia experiencia en los mercados financieros.
Este documento resume una presentación sobre corrupción y transparencia en las administraciones públicas en España. Se discute que España ocupa el puesto 31 en un ranking de transparencia y que existen desafíos como la falta de una ley de acceso a la información pública y datos políticamente sensibles. No obstante, la tecnología puede ayudar mediante herramientas como Tu Derecho a Saber que permiten la fiscalización ciudadana. Se proponen proyectos futuros como mapear las relaciones de poder y conciliar el gasto público.
Este documento contiene varios versículos bíblicos que enfatizan la importancia de seguir los caminos de Dios y evitar el mal. Advierten contra la envidia de los malvados, el apartarse de la ley divina y la codicia por riquezas. Afirman que el gozo de los impíos es breve y que aunque se eleven, su final será como estiércol que perece para siempre.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a los bancos rusos, la prohibición de la venta de aviones y equipos a Rusia, y sanciones contra funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
El Real Betis Balompié es un club de fútbol fundado en 1907 en Sevilla. Ha ganado un título de Liga y dos Copas del Rey y juega en el Estadio Benito Villamarín. El club tiene una gran afición conocida como Supporters Gol Sur y su himno incluye las letras "Betis musho Betis, en este mundo lo que más quiero".
Aplicación de airocide en centros educativosrobertolorente
El documento describe la tecnología Airocide, un sistema de purificación de aire que utiliza fotocatálisis para descomponer contaminantes como virus, bacterias y compuestos orgánicos volátiles en dióxido de carbono y agua. Se recomienda el uso de este sistema en centros educativos para mejorar la calidad del aire y reducir el riesgo de enfermedades, especialmente para los niños.
The document describes new features in HiPath Xpressions v4.0, including web access to voice messages from a PC and continuous playback of messages over the telephone. It provides details on new enhancements like trusted number access for bypassing login, one-button controls for playback, and programmable shortcut paths. The update also improves integration with the HiPath 4000 system.
This document discusses cloud adoption in South Africa and Symantec's role in cloud security. It provides statistics on current cloud solutions adopted in South Africa, perceptions of value, concerns and barriers. Cost savings and future adoption projections are presented. The document then discusses Symantec's global intelligence network and pre-integrated security applications. Cloud computing statistics on market size and popular service types are shown. The document emphasizes that cloud computing is inevitable and poses some security challenges.
The document discusses the benefits of fruit juice consumption. It notes that Spanish people consume on average 20.8 liters of juice per year, similar to the European average. The most popular juice flavors are orange, pineapple, peach, and apple. Fruit juice is high in vitamins and minerals that support health. It contains antioxidants like vitamins C and E that protect cells from damage. Minerals in juice like potassium and magnesium also support important body functions. Overall, drinking fruit juice provides hydration and nutrients to support health.
Este documento ofrece información sobre cursos de formación profesional para el empleo en diferentes especialidades como administración, comercio, hostelería, construcción, energía, pequeño comercio, sanidad y frio y climatización. Los cursos son gratuitos, subvencionados y con compromiso de contratación. Se detallan objetivos, contenidos y duración de los programas formativos.
1) La química verde es una filosofía que busca reducir la contaminación mediante procesos limpios y materiales no contaminantes o peligrosos.
2) Sus principios incluyen prevenir la formación de residuos, diseñar procesos y productos con baja toxicidad, y usar materias primas y energía de forma sostenible.
3) Ejemplos son los biocombustibles, tintorería ecológica, y polímeros producidos de manera más sustentable.
La Vía de la Plata era una antigua vía romana que atravesaba el oeste de España de sur a norte desde Mérida hasta Astorga. Fue construida inicialmente por el emperador Augusto para conectar ciudades militares romanas y explotar yacimientos mineros, y finalizada por Trajano y Adriano. A lo largo de la ruta se encuentran monumentos como la ciudad de Mérida, la presa romana de Proserpina, la muralla de Galisteo, el arco romano de Cáparra, el despoblado de Castrot
This presentation on 'Current and Future Trends in e-learning' was delivered as part of the MEd in Surgical Education - Module 4 at Imperial College London on 27th February 2014.
This document summarizes a presentation about the impact of social media on social work. It discusses how social workers need to stay technologically competent to help clients who have embraced technology. It also examines factors that influence the adoption of social media and outlines some of the ethical issues and challenges social workers face regarding boundaries and client privacy in the digital age. The presentation emphasizes that social workers must adopt a learning mindset and be willing to adapt to continuous changes in how technology shapes communication and interactions.
The document discusses the author's internship at Orchestra Technology, a technology company that provides services and products to help customers manage and optimize network performance. Through independent projects, the internship helped the author gain experience in data sciences, telecommunications networks, and leadership skills by assisting new interns. The organization strives to serve as a virtual extension for customers and seamlessly complete projects. The internship further enhanced the author's knowledge in data extraction, processing, and analysis fields.
The document discusses how technology has evolved over time and impacted society, noting that while it began with the Industrial Revolution replacing manual labor with machines, it now allows for remote communication and easy storage and analysis of data, changing how businesses and organizations operate. Both positive and negative effects of technology on communication, data handling, and work processes are examined.
Studying and Using Social Media in Academic Research_Paton_Chrisyan_stanford
The document discusses using social media in academic research. It provides examples of studies using technologies like iPods, Twitter, Facebook and Skype for data collection and communication. It raises questions about developing research methods for studying social media given its rapid evolution. It also discusses establishing a research agenda for IMIA to explore leveraging social tools and implications at the intersection of health, informatics and social media.
The document summarizes the use of social media in healthcare. It discusses how social media use has increased across all age groups and how it is now the top online activity. It outlines the evolution of social networking sites and tools like blogs, photos, videos and how they have transformed one-way communication to two-way dialogues. The document then focuses on how these social media tools are being used in healthcare for information sharing, medical education, collaboration, research and professional networking. It provides examples of hospitals, organizations and individuals using social media and the benefits it provides.
- 3 billion people currently use the internet, with internet and mobile technology usage expanding rapidly due to new technologies like wearable devices, virtual and augmented reality, big data, and the Internet of Things.
- Educators are increasingly embracing technological innovation in the classroom to enhance learning, engage students, make education more global, and connect students to new ideas and resources.
- Social media, mobile apps, makerspaces, ebooks, and online courses give teachers new tools to empower and personalize learning for students.
Social Media Training Workshop - Imperial College Londonmtorotro
The document discusses using social media platforms to improve communication across the School of Medicine. It provides an agenda for a session that will help attendees identify major social media platforms, discuss user demographics and how they affect platform selection, and choose relevant platforms for specific areas. Demographic data on social media usage in the US, UK, and among undergraduate medical students is presented. Examples of Twitter semantics and a Storify page for the workshop are also included.
May 26 presentation to the Symposium for eLearning of Eastern Ontario (SELEO). A review of how all teaching needs to change to address the needs of 21st Century Learners.
Duncan Digital Literacies in Medical Education (IMP Med Ed Day - Duncan, BC) ...Rebecca Raworth, MLIS
This document summarizes a presentation on digital literacies in medical education. The presentation introduces digital literacy and its importance in medical education. It outlines that students are already using technology for learning and that hospitals are using technology like social media. It then discusses topics like 21st century pedagogy, social media, digital tools used in education and clinical practice, and emerging technologies. Attendees are encouraged to experiment with technologies like adding YouTube videos to syllabi and prescribing apps to help bring medical education into the digital age.
Networked Scholars, or, Why on earth do academics use social media and why ...George Veletsianos
This workshop is divided in 2 parts. In the first part, I will discuss how/why academics use social media and online networks for scholarship, and explore the opportunities and tensions that exist in these spaces. In the second part of the workshop, I will facilitate small group and large group conversations on this topic based on participant interests. Potential topics of exploration may include but are not limited to: social media participation strategies; self-disclosures on social media; capturing and analyzing social media data; ethics of social media research; social media use for networked learning.
A social media revolution: Using social media to enhance teaching, student le...Sue Beckingham
This keynote presentation discusses how social media can be used to enhance teaching, student learning, and engagement with professional networks. It provides examples of how students at Sheffield Hallam University have created social media groups to facilitate peer learning. The presentation also outlines how academics can develop an online presence through professional networking platforms like LinkedIn and building a personal learning network on Twitter to stay informed on their field and collaborate with international colleagues. Building an online scholarly identity and participating in digital communities of practice are presented as important aspects of becoming a digitally savvy academic.
Social media has become a fundamental way that people communicate. Doctors and hospitals have increasingly adopted social media tools to connect with patients and share information. The document discusses the evolution and rise of popular social media platforms like Facebook, Twitter, YouTube and LinkedIn. It provides statistics on their growing usage and how professionals in healthcare fields are utilizing social media for medical education, collaboration and networking.
This document provides an overview of social media and its impact on healthcare. It discusses how social media has evolved from early platforms like blogs and photos to now include major sites like Facebook, Twitter, and LinkedIn. The document outlines how social media is used in various aspects of healthcare such as medical education, collaboration, research, and professional networking. It also addresses both the benefits and risks of using social media in healthcare contexts.
A Proposed Research Methodology To Conduct Studies About Ubiquitous Learning ...Ann Davidson
There is currently a revolution going on, that is changing how people live, work and play and consequently, how they learn. This revolution is happening through the use of various technological objects that many people are using on a daily basis. The text below calls attention to a proposed research methodology for conducting studies about ubiquitous learning technologies. Two major themes oversee the structure of this text: what should researchers look at and how should they look at it. It starts by describing the context of how these technologies are being used. It then lays out the elements of a conceptual framework. Following this, the text describes the advantages and pitfalls of ethnography and action-research. Finally, it provides recommendations for researchers who are interested in investigating ubiquitous learning.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Current and Future Trends in e-learning - MEd in Surgical Education - Imperial College London
1. Dr Maria Toro-Troconis
27th February 2013
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
2. Pre-reading materials - Storify
Current and Future Trends in e-Learning
http://storify.com/torotroconis/current-and-future-trends-in-e-learning
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
3. Learning Outcomes
By the end of this session you should be able to:
• Identify the main 'disruptive innovations' and 'disruptive technologies' that may have an
impact in teaching and learning in the next 5 years.
• Recognise the effects of these innovations in teaching and learning in medical
education.
• Demonstrate awareness of the benefits and importance of social media use for
healthcare professionals.
• Define Massive Online Open Courses (MOOCs) and recognise its potential impact in
Education.
• Define Digital Literacies and recognise its importance in the future of Education.
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
4. Smart Response Student System - Mentimeter
Please access the following link from you Smart phone, laptop or Tablet:
http://www.vot.rs
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
5. How much of the Storify provided did you cover?
1. All of it
2. Some of it
3. None
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
6. Which of the following best describes your attitude towards digital
technologies like social networks, blogs, collaboration tools, etc.?
1. Using them is second nature to me
2. I know how to use them but it is not easy for me
3. I do not use them but feel the need to learn
4. I do not use them and do not feel the need to learn how to use them
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
7. Disruptive Innovation – Disruptive Technology
‘A disruptive innovation is an innovation that helps create
a new market and value network, and eventually goes on
to disrupt an existing market and value network (over a few
years or decades), displacing an earlier technology’.
‘The term disruptive technology has been widely used as a
synonym of disruptive innovation’.
Wikipedia Definition of ‘Disruptive Innovation’: http://en.wikipedia.org/wiki/Disruptive_innovation
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
8. Sustaining Innovation
In contrast to disruptive innovation, a ‟sustaining
innovation’ does not create new markets or value networks but
rather only evolves existing ones with better value.
Wikipedia Definition of ‘Disruptive Innovation’: http://en.wikipedia.org/wiki/Disruptive_innovation
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
9. Have ‘CDs and USB Flash Drives’ been a Disruptive Innovation or
a Sustainable Innovation?
Think if they have replaced a market…
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
10. Has ‘Downloadable Digital Media’ been a Disruptive Innovation or
a Sustainable Innovation?
Think if they have replaced a market…
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
11. Disruptive Innovation – Mobile Technology
„There are, at the last estimate by Mike Short, Vice-President of
Telefonica Europe, currently 82 million mobile phones in the UK (a
penetration rate of 130%)‟ (JISC Mobile and Wireless Technology
review, 2011, p.10)
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
12. Disruptive Innovation – Leap Motion
Introducing the Leap Motion
http://www.youtube.com/watch?v=_d6KuiuteIA
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
13. What are the main disruptive markets with the penetration of
mobile devices and touch screen devices?
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
14. Disruptive Innovation – Augmented Reality
Google Glass
http://www.youtube.com/watch?v=F_DsUl_vqvo
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
15. Disruptive Innovation – Augmented Reality
A Day Made of Glass 2: Same Day. Expanded Corning Vision (2012)
http://www.youtube.com/watch?feature=player_embedded&v=jZkHpNn
XLB0#!
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
16. Disruptive Innovation – Augmented Reality
A Look into the Body – Augmented Reality in Computer Aided Surgery
http://www.in.tum.de/en/research/research-highlights/augmented-reality-in-
medicine.html
Augmented Reality medical app
http://mobilecrossmedia.blogspot.co.uk/2010/01/augmented-reality-medical-
app.html
Health CARE (Creating Augmented Reality for Education) City University
Farzana Latif
http://www.youtube.com/watch?feature=player_embedded&v=kMWdFadqjg0#!
17. Learning is changing
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
18. Blin and Munro (2008) concluded that:
‘although use of the VLE is widespread within the university, little disruption of
teaching practices . . . has occurred‟ (2008, p. 488)
Christensen et al. argue, „traditional instructional practices have changed
little despite the introduction of computer and other modern technologies’
(2011, p. 83).
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
19. Learning is changing
According to Wheeler (2013), learning is change because:
“ – the pace of technology developments is changing rapidly
- what we can learn no longer has any boundaries.
- learning is also changing because we can contribute to knowledge
on a
global scale.
- we now have tools at our disposal that enable us to connect to any
knowledge we want, anywhere, and at any time we prefer‟.”
Wheeler, S. (2013). ‘Learning is changing’. Learning with 'e's Blog
http://steve-wheeler.blogspot.co.uk/2013/02/learning-is-changing.html [Accessed 20 February 2013]
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
20. Social Media
Image source: http://twentyproject.com/social-media-for-business/
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
21. Select the social media tools you have you heard of?
1. Twitter
2. Facebook
3. Linkedln
4. WordPress
5. Google+
6. Delicious
7. Khan Academy
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
22. Select the social media tools you have used?
1. Twitter
2. Facebook
3. Linkedln
4. WordPress
5. Google+
6. Delicious
7. Khan Academy
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
23. Discuss in groups what social media tools you have used and/or
you’re using and how they support your profession.
(10 min)
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
24. Social Media
• Social media, such as wikis, blogs, Twitter (#hashtag), social bookmarking tools,
social networking websites, etc. facilitate collaboration and gathering and sharing
of information.
• Social media can facilitate research dialogues.
Minocha, S. and Petre, M. (2012). Handbook of Social Media , The Open University
http://www.vitae.ac.uk/CMS/files/upload/Vitae_Innovate_Open_University_Social_Media_
Handbook_2012.pdf
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
25. Examples of Social Media sites used by Healthcare Professionals
• Dr. Anne Marie Cunningham’s (Blog) on Medical Education
http://wishfulthinkinginmedicaleducation.blogspot.co.uk/
• Dr Ronald Kavanagh (Website, Blog, Patient Education, Appointments, etc.)
http://www.ronankavanagh.ie/
• Medicine and Social Media by Dr Bertalan Mesko
http://scienceroll.com/medicine-20/
• Medicine, Health and Social Media by Dr. Brian Vartabedian’s (Blog)
http://www.33charts.com/
• Dr. Wendy Sue Swanson’s use of video technology for sharing information
(Video Blog)
http://seattlemamadoc.seattlechildrens.org/
• The Social MEDdia Course
http://thecourse.webicina.com/
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
26. Twitter Hashtags for Healthcare Professionals
Social Media in Healthcare Hashtags via Symplur
#hcsm
http://www.symplur.com/healthcare-hashtags/hcsm/
#hcsmeu
http://www.symplur.com/healthcare-hashtags/hcsmeu/
#ukmeded
http://www.symplur.com/?s=%23ukmeded&cat=5
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
27. MOOCS – Massively Open Online Courses
What is a MOOC? By Dave Cormier
http://www.youtube.com/watch?feature=player_embedded&v=eW3gMGqcZQc
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
28. MOOCS – Massively Open Online Courses
• Edx (MIT, Harvard and University of California Berkeley)
• Coursera (Stanford University, California Institute of
Technology, University of Washington, among others)
• Udacity – Co-Founders (Sebastian Thrun, David Stavens
and Mike Sokolsky )
• Future Learn (Open University - UK)
• UnX – Iberoamerican MOOC (Open University Spain)
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
29. Connectivism
Connectivism is a learning theory based on the premise that knowledge
exists in the world rather than in the head of an individual
(Siemens, 2005).
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age, International Journal of
Instructional Technology and Distance Learning, Vol. 2 No. 1
http://www.itdl.org/Journal/Jan_05/article01.htm
Downes, S. (2012). The rise of MOOCs. http://www.downes.ca/post/57911 accessed 2012-09-22
Daniel, J. Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility
http://www.tonybates.ca/wp-content/uploads/Making-Sense-of-MOOCs.pdf
30. Types of MOOCS
cMOOCs – Knowledge creation and generation
xMOOCs – Knowledge duplication
Subramanian, P.(2013). Towards a massive online education:
A Business Model Innovation for Elite Universities in the UK.
MBA Thesis – Imperial College Busines School
http://prabhus.com/media/Subramanian-P-2012-WEMBA-thesis.pdf
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
31. Activity Theory
Vygotsky (1978), Engestrom (1987)
Flavin, M. (2012). Disruptive technologies in higher education. Research in
Learning Technology. Supplement: ALT-C 2012 Conference Proceedings.
http://tinyurl.com/b63raw2
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
32. Digital Literacies
„Digital Literacy defines those capabilities which fit an individual for
living, learning and working in a digital society‟ (JISC, 2009)
Digital Literacies with Dr Doug Belshaw
http://www.slideshare.net/dajbelshaw
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
33. Digital Literacies
Digital Literacies with Dr Doug Belshaw
http://www.slideshare.net/dajbelshaw
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
34. Digital Literacies
JISC - Developing Digital Literacies Programme – 2011-13
The programme aims to promote the development of
coherent, inclusive and holistic institutional strategies and
organisational approaches for developing digital literacies for all staff
and students in UK further and higher education.
Digidol – Developing Digital Literacy – Cardiff University
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
35. Summary
Topics covered:
• ‘Disruptive innovations' and 'disruptive technologies' and their impact in teaching and
learning.
• Effects of these innovations in teaching and learning in medical education.
• Benefits and importance of social media use for healthcare professionals.
• Massive Online Open Courses (MOOCs) and its potential impact in Education.
• Digital Literacies and recognise its importance in the future of Education.
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
36. THANK YOU!
Dr Maria Toro-Troconis
m.toro@imperial.ac.uk
@mtorotro
Current and future trends in eLearning – Dr Maria Toro-Troconis - @mtorotro
Editor's Notes
Gesture based interfaces
ConnectivismConnectivism is a theory of learning based on the premise that knowledge exists in the world rather than in the head of an individual. Connectivism proposes a perspective similar to Vygotsky'sActivity theory in that it regards knowledge as existing within systems which are accessed through people participating in activities. It bears some similarity with Bandura'sSocial Learning Theory that proposes that people learn through contact. The add-on "a learning theory for the digital age", that appears in Siemens' paper[1] indicates the emphasis it gives to how technology affects how people live, how they communicate and how they learn.
ConnectivismConnectivism is a theory of learning based on the premise that knowledge exists in the world rather than in the head of an individual. Connectivism proposes a perspective similar to Vygotsky'sActivity theory in that it regards knowledge as existing within systems which are accessed through people participating in activities. It bears some similarity with Bandura'sSocial Learning Theory that proposes that people learn through contact. The add-on "a learning theory for the digital age", that appears in Siemens' paper[1] indicates the emphasis it gives to how technology affects how people live, how they communicate and how they learn.
ConnectivismConnectivism is a theory of learning based on the premise that knowledge exists in the world rather than in the head of an individual. Connectivism proposes a perspective similar to Vygotsky'sActivity theory in that it regards knowledge as existing within systems which are accessed through people participating in activities. It bears some similarity with Bandura'sSocial Learning Theory that proposes that people learn through contact. The add-on "a learning theory for the digital age", that appears in Siemens' paper[1] indicates the emphasis it gives to how technology affects how people live, how they communicate and how they learn.
ConnectivismConnectivism is a theory of learning based on the premise that knowledge exists in the world rather than in the head of an individual. Connectivism proposes a perspective similar to Vygotsky'sActivity theory in that it regards knowledge as existing within systems which are accessed through people participating in activities. It bears some similarity with Bandura'sSocial Learning Theory that proposes that people learn through contact. The add-on "a learning theory for the digital age", that appears in Siemens' paper[1] indicates the emphasis it gives to how technology affects how people live, how they communicate and how they learn.
ConnectivismConnectivism is a theory of learning based on the premise that knowledge exists in the world rather than in the head of an individual. Connectivism proposes a perspective similar to Vygotsky'sActivity theory in that it regards knowledge as existing within systems which are accessed through people participating in activities. It bears some similarity with Bandura'sSocial Learning Theory that proposes that people learn through contact. The add-on "a learning theory for the digital age", that appears in Siemens' paper[1] indicates the emphasis it gives to how technology affects how people live, how they communicate and how they learn.
Vygotsky (1978) represented the first generation model of humanactivity as a simple triangle (Figure 1). Vygotsky’s model illustrates his theory thathuman beings do not interact directly with their environment. Instead, they use tools(including signs and codes as well as physical apparatus) as mediators.Engestro¨m (1987) developed the expanded model of human activity (the activitysystem) to include and highlight the collaborative nature of human activity by addingsocial elements to Vygotsky’s original model of human activity, as shown in Figure 2.The bottom row of the triangle (the layer added by Engestro¨m) features the rules,the community and the division of labour as its nodes. The rules node represents theconventions and regulations shaping an activity (such as assessment within aneducation system). Community refers to those affected by the activity, and thedivision of labour node represents who does what in an activity, thereby illustratingboth the distribution of tasks, and the hierarchy of power.
Digital literacies and changing the culture of our academics and teaching practices as well as provide guidance on what learning activities lend themselve to online learning and what lend itself to face to face or collaborative learning.
Digital literacies and changing the culture of our academics and teaching practices as well as provide guidance on what learning activities lend themselve to online learning and what lend itself to face to face or collaborative learning.
Digital literacies and changing the culture of our academics and teaching practices as well as provide guidance on what learning activities lend themselve to online learning and what lend itself to face to face or collaborative learning.