Aga Palalas discusses some vital elements of the design principles for mobile learning. See the webinar at https://www.youtube.com/watch?v=frSOfBRAdP8&feature=player_detailpage
Presentation eLearning and ICT4D changing realities and challengesInge de Waard
Short presentation that was used to start a discussion on new educational technologies and approaches for ICT4D. Given for the Deutsche Welle Akademie (DW Akademie), which offers media training for journalists and activists around the world.
Presentation eLearning and ICT4D changing realities and challengesInge de Waard
Short presentation that was used to start a discussion on new educational technologies and approaches for ICT4D. Given for the Deutsche Welle Akademie (DW Akademie), which offers media training for journalists and activists around the world.
The Social Semantic Server - A Flexible Framework to Support Informal Learnin...Sebastian Dennerlein
Introduction: Scaling Informal Workplace Learning
System Design: Designing a flexible framework for informal workplace learning
Theoretical Underpinning
Design Principles
System Implementation: SOA for a Hybrid Knowledge Representation
Software Architecture
Services
Applications: B&P, KnowBrain & Bookmarker/ Attacher
Conclusion on the Support of Informal Learning
Future Work: Next Steps & What else can be achieve by the SSS?
Presentation at MATURE Workshop on User Centred Requirements Processes for E-Learning and Knowledge Management – A European-Wide Perspective (#MUCRP09) July 2009 http://tinyurl.com/mod9l9
ADL’s recent research review uncovered the fact that very few actual ID models for mobile learning truly exist. Instead of creating a new ID model, they have presented a framework that can be used to incorporate mobile learning considerations into existing ID models and agile approaches to optimize them for the mobile learner. Ideally, instructional designers should now consider focusing on new opportunities for improving performance and augmenting skills, not just on knowledge transfer.
The flexible approach proposed by the framework takes both instruction and performance support into consideration for the mobile learning task or challenge at hand. This session will provide you with ADL’s mobile learning research findings and an overview of the MoTIF project. This session will specifically address the mLearning considerations during the analysis and design phases. Participants will also receive a list of mobile learning resources and discuss opportunities for getting involved with the community supporting this effort and evolving the framework.
Slides for start-up meeting of the HEA projects funded under 'Digital Literacy in the Disciplines' programme, largely reporting on findings from the Jisc Developing Digital Literacies programme.
Impact of mobile access on learner interactions in a mooc method and findingsInge de Waard
This presentations zooms in on the impact of mobile access on learner interactions in MOOCs. It briefly touches the rationale, the methodology of the research and it offers a link to the final thesis, as well as to follow up research looking at self-directed learning.
Expanding MALL outside the Classroom: Real-Life Context-Dependent and Context-Independent Language Activities. Agnieszka examined out-of-class language learning opportunities drawing on the learners' own context and personal experiences. She discussed a range of MALL activities, both individual and collaborative that take advantage of the affordances of mobile devices and the context affordances mediated by the mobiles.
Aga Palalas shares her perspective on the vital elements of the mobile learning ecosystem. See a corresponding video at https://www.youtube.com/watch?v=KnOecJu4BjQ&feature=player_detailpage
One of nine short presentations created by Aga Palalas for the M4D m-Learning MOOC - https://www.m4d-mooc.org. This one focuses on the pedagogy of mobile learning. You can watch a corresponding webinar at https://www.youtube.com/watch?v=ZMQ5nFV5ecA&feature=player_detailpage
Aga Palalas talks about the benefits of incorporating social networking tools into mobile learning. In the first part of this video Aga shares some recent stats indicating the growing popularity and access to the social networking tools.
Subsequently, Aga discusses the pedagogical aspects of the use of social networking tools and how to harness these new participatory forms to support mobile learning. Watch this webinar at https://www.youtube.com/watch?v=71Mqra-URKI&feature=player_detailpage
Aga Palalas focuses on selected best practices for mobile-assisted language learning (design, delivery, outcomes, and learning experience). To see the webinar go to: https://www.youtube.com/watch?v=puoIOA5LbXc&feature=player_detailpage
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
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?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. Design principles for m-learning
Dr. Agnieszka (Aga) Palalas
Prepared for M4D MOOC – October 2013
https://www.m4d-mooc.org/portal
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2. Design principles for m-learning
Outcome:
To determine basic design principles for mobile
learning and identify the key limitations to the
design and development of mobile instruction.
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3. Needs Assessment
Before you start the design…
•
True need for m-learning?
•
What educational problem?
•
M-learning versus other educational solutions?
•
Benefits of mobile learning in the unique
educational context?
•
Resource requirements (physical/logistic, technological, human,
and monetary)?
Consider the potential enablers, challenges and risks.
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4. Needs Assessment
•
•
Mobile technologies
Access to the Internet and power
•
Device usage and mobility patterns and context
•
Learning outcomes
•
Learner needs and preferences
•
Theoretical framework
•
Existing materials incl. educational apps
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5. Key Characteristics of M-Learning
Design learning experience that is:
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Authentic
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Contextual (context-independent vs. embedded)
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Collaborative, connected
•
Personalized
•
Active
•
Relevant and meaningful
•
Formal and informal
•
Flexible and focused
•
Guided by experts
•
Supported by experts and peers
•
Engaging and empowering
……contingent on needs and context
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6. Aspects of Design
m-learning ≠ compact/ shrunk e-learning
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Content (incl. learner-generated artifacts)
•
Delivery (incl. the physical and temporal setting)
•
Interaction, sharing, and communication
•
Learning and teaching activities
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7. Content Design
•
Multimedia
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Bite-sized yet connected
•
Access to existing content and resources
•
Required and optional
•
Personalized and student-generated
•
Reminders, notifications, updates
•
Educational apps
•
Social media
…contingent on needs and context
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8. Delivery Design
•
Physical aspect (location)
–
–
personal <> social space
–
•
context-dependent <> independent (flexible <> location-bound)
quite <> loud and busy
Temporal
–
–
flexible <> focused
–
•
brief event <> series of episodes <> long activity <> course-long (continuous)
spaced-out
Technology
–
offline vs. online
–
resources web-based or residing locally
–
phones vs. tablets
–
cross-platform
–
social network usage
…contingent on needs and context
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9. Interaction Design
Individual <> collaborative
Formal <> informal
F2F <> via mobile devices <> blended
•
Communication
–
–
•
channel and medium, e.g., text-based chat <> phlog
synchronous <> asynchronous e.g., phone call <> email
Sharing and exchange
–
artifacts
–
questions
–
resources
–
peer evaluation
–
peer support
…contingent on needs and context
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10. Activities Design
According to the type of learning (behaviourist, constructivist,
situated…)
•
More suitable for mobile:
–
blend focused and spontaneous tasks and activities
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data collection and sharing
–
personal reflection
–
accessing resources (just-in-time, on-demand information)
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connecting with the community of practice
–
accessing experts and supports
–
assessments
–
augmented reality tasks and games…
…contingent on needs and context
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11. Activities Design
•
•
•
•
Start with the learner
Educational problem >> outcomes
Technologies and unique context
Make the learning experience:
–
–
–
Engaging and empowering
Authentic and active
Situated and context-aware (whenever possible)
Be prepared for change…
…contingent on needs and context
11