This document summarizes an international collaboration between Athabasca University in Canada and Iceland University of Education on an online distance education course. It describes the history and preparation for the collaboration, the activities students engaged in like introductions and collaborative assignments, and conclusions. Students found value in interacting with those from another culture and country. They felt it expanded their perspectives and supported distance learning. Most felt the collaboration should continue but could be improved by giving it more weight in grading and grouping students by interest area for interactions. Place and culture played an important role in connecting students across distances.
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
Exploration of creativity within immersive teaching experience Ridvan Ata
Ridvan Ata conducted a case study exploring creativity within immersive teaching experiences in Second Life (SL). He interviewed educators who used SL for an Information Literacy module at the University of Sheffield. The study examined how educators expressed creativity according to the Four C Model: personalizing avatars (Mini-c), building 3D structures (Little-c), and maintaining professional blogs and journals (Pro-c). Educators felt SL gave insights to improve their traditional teaching and supported reflective practice. SL allowed for self-expression and helped challenge assumptions in an internationalized environment.
"Uncovering the Possibilities of Virtual Schooling for EFL"Susana Galante
This document summarizes a presentation about virtual schooling for teaching English as a foreign language. It discusses the design of an online high school English course in Israel that aimed to promote active learning and collaboration. Research was conducted on the course to understand student engagement and preferences. Key findings were that the virtual learning environment benefited student interaction, focus, and self-paced learning when it incorporated clear structure, multimodality, relevance, and small group work with high-quality teaching. Challenges included student readiness, retention, and start-up costs. Successful students were self-regulated, motivated, and had strong digital skills.
Iatefl 2021- Virtual Exchanges for Pre-service Teachers in a Globalized WorldSusana Galante
1. The document discusses using virtual exchanges to connect pre-service teachers internationally.
2. It describes an exchange between students in Israel and the US where they shared digital stories and provided feedback using tools like Flipgrid and Google Tour Builder.
3. Students found the exchange added value by improving their language skills and cultural understanding, and teachers saw benefits like incorporating technology into language learning.
Pedagogical Principles for Effective Distance Learning Susana Galante
1. The document outlines pedagogical principles for distance learning. It discusses synchronous and asynchronous learning modalities and challenges of distance learning like lack of human touch.
2. It emphasizes the importance of planning for synchronous meetings, including preparing tools and materials in advance and using a clear structure of pulse-checking, new material, group work and reflection. Breakout rooms, polling and screen sharing can aid interaction.
3. A variety of digital tools like Nearpod, Padlet and Flipgrid are recommended for active learning, collaboration and engagement during distance instruction.
VSS 2006 - Taking it from Good…to Better…to Best in Online Course DesignMichael Barbour
Barbour, M. K. & Gillis, L. B. (2006, November). Taking it from good…to better…to best in online course design. Paper presentation at the annual Virtual School Symposium, Plano, TX.
This document summarizes an international collaboration between Athabasca University in Canada and Iceland University of Education on an online distance education course. It describes the history and preparation for the collaboration, the activities students engaged in like introductions and collaborative assignments, and conclusions. Students found value in interacting with those from another culture and country. They felt it expanded their perspectives and supported distance learning. Most felt the collaboration should continue but could be improved by giving it more weight in grading and grouping students by interest area for interactions. Place and culture played an important role in connecting students across distances.
Making connections through multimodal tasks in virtual exchanges- IAEI Interc...Susana Galante
Workshop given at International Association of Intercultural Education (IAIE) 2021 conference hosted by Kibbutzim College of Education in Israel
See page 271 for the abstract here: https://drive.google.com/file/d/1t3F4m0sNPUIJRnptdbtcxOYvECtiE3I7/view
Exploration of creativity within immersive teaching experience Ridvan Ata
Ridvan Ata conducted a case study exploring creativity within immersive teaching experiences in Second Life (SL). He interviewed educators who used SL for an Information Literacy module at the University of Sheffield. The study examined how educators expressed creativity according to the Four C Model: personalizing avatars (Mini-c), building 3D structures (Little-c), and maintaining professional blogs and journals (Pro-c). Educators felt SL gave insights to improve their traditional teaching and supported reflective practice. SL allowed for self-expression and helped challenge assumptions in an internationalized environment.
"Uncovering the Possibilities of Virtual Schooling for EFL"Susana Galante
This document summarizes a presentation about virtual schooling for teaching English as a foreign language. It discusses the design of an online high school English course in Israel that aimed to promote active learning and collaboration. Research was conducted on the course to understand student engagement and preferences. Key findings were that the virtual learning environment benefited student interaction, focus, and self-paced learning when it incorporated clear structure, multimodality, relevance, and small group work with high-quality teaching. Challenges included student readiness, retention, and start-up costs. Successful students were self-regulated, motivated, and had strong digital skills.
Iatefl 2021- Virtual Exchanges for Pre-service Teachers in a Globalized WorldSusana Galante
1. The document discusses using virtual exchanges to connect pre-service teachers internationally.
2. It describes an exchange between students in Israel and the US where they shared digital stories and provided feedback using tools like Flipgrid and Google Tour Builder.
3. Students found the exchange added value by improving their language skills and cultural understanding, and teachers saw benefits like incorporating technology into language learning.
Pedagogical Principles for Effective Distance Learning Susana Galante
1. The document outlines pedagogical principles for distance learning. It discusses synchronous and asynchronous learning modalities and challenges of distance learning like lack of human touch.
2. It emphasizes the importance of planning for synchronous meetings, including preparing tools and materials in advance and using a clear structure of pulse-checking, new material, group work and reflection. Breakout rooms, polling and screen sharing can aid interaction.
3. A variety of digital tools like Nearpod, Padlet and Flipgrid are recommended for active learning, collaboration and engagement during distance instruction.
VSS 2006 - Taking it from Good…to Better…to Best in Online Course DesignMichael Barbour
Barbour, M. K. & Gillis, L. B. (2006, November). Taking it from good…to better…to best in online course design. Paper presentation at the annual Virtual School Symposium, Plano, TX.
The document discusses the Virtual Historian (VH), a digital history program created by Stéphane Lévesque. It provides an overview of VH's features, including its library of historical cases organized around essential questions, its use of primary sources and multimedia, and its focus on engaging students in active historical inquiry. Research studies found that students using VH performed better on tests of historical understanding compared to traditional instruction. Educators praised VH for developing students' historical thinking skills and empowering them to take part in the work of historians.
VSS 2006 - Lessons Learned in Virtual Schooling: The Newfoundland ExperienceMichael Barbour
Barbour, M. K. (2006, November). Lessons learned in virtual schooling: The Newfoundland experience. Paper presentation at the annual Virtual School Symposium, Plano, TX.
The document summarizes research on a virtual schooling pilot project for teaching English as a foreign language (EFL) to high school students. Key findings from the research include:
1) The virtual learning environment helped promote interaction, focus, and autonomous learning for students when certain support systems were in place.
2) Successful students exhibited high motivation, strong self-regulatory skills, and benefited from the individual attention available in the virtual space.
3) For virtual EFL programs to be sustainable, they must focus on recruitment of committed partner schools, suitable student selection, and a supportive virtual high school system to aid absorption and retention. Quality teaching design and small group interactions are also important.
This document discusses using technologies for authentic learning. It defines authentic learning as learning situated in real-world contexts involving authentic activities similar to problems students will face professionally. Key aspects of authentic learning include authentic contexts, activities, access to expert performances, multiple perspectives, collaboration, reflection, articulation to an audience, coaching, and authentic assessment. The document provides examples of how authentic learning has been applied and its benefits, such as developing portable skills and motivating students. It also discusses challenges in education today and trends pointing toward more authentic learning approaches.
Digital storytelling was found to enhance student engagement in the following ways:
It provided more opportunities for deep learning beyond the classroom through extended work on digital stories. It motivated students and increased their interest in the subject matter by allowing them control over their own learning. Peer learning and increased interactions between students and lecturers also contributed to engagement. Digital storytelling is an effective approach for enhancing student engagement and should be further supported in teacher education.
Barbour, M. K., & Adelstein, D. (2013, October). A student’s perspective: Effective asynchronous course design for virtual schools. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.
Junior Secondary Parent Information Night was held on August 13, 2014. The event introduced parents to the Junior Secondary leadership team and provided an overview of the Junior Secondary curriculum, programs, and facilities at Meridan State College. Key aspects included the community structure for pastoral care, core and elective subjects, academically talented programs, camps, the proposed BYOx trial for Year 7 in 2015, college sport opportunities, and ways for parents to stay connected digitally.
The document discusses shifting trends in art foundation programs, including the impact of 21st century learners, technology, social responsibility, and rethinking the role of art history. It explores emerging ideas around incorporating new technologies, collaboration, themes and critical thinking into foundation curricula. Breakout groups were tasked with discussing potential solutions and new assignment ideas addressing these trends.
The document outlines a vision for place-based education at UBC's West Kootenay Teacher Education program. It details a collaborative project between the program and local communities to tell the story of Japanese Canadians interned in the area during WWII. Student teachers, faculty, elders, and filmmakers worked together to create documentaries and oral histories. The project strengthened place-based learning, cultural understanding, and connections between educational institutions and communities in the region.
Peerwise - Paul Denny - Edinburgh 2011 (part 1)EdUniSciEng
Part 1 of Paul Denny's presentation at the LTKB workshop, Edinburgh 2011. PeerWise is a web-based repository of MCQs built by students. Students are given the responsibility of creating and moderating the resource. By leveraging the creativity and energy of a class, a large, diverse and rich resource can result.
The librarians at UCD Library taught a course on Web 2.0 and social media tools to undergraduate students. They developed the course to share their expertise with these tools gained from library projects. Teaching the course was challenging due to administrative duties, technical issues, and varying student skills, but it deepened the librarians' understanding of student research habits. Student feedback was positive and appreciated learning about new tools from the librarians' perspective. While demanding of time, teaching the course strengthened the library's profile on campus.
Collaborative learning-Workshop presentation to college Development Scotland ...Nkurunziza Janvier
In a range of presentations and workshops practitioners currently involved in research shared their research results and recommendations for policy and practice.
Workshop sessions included:
Transition from college to university through the development of higher order learning skills
Research Implications- Collaborative Learning in a wiki
Breakthroughs in Education; Make Building Stones Out of Stumbling Blocks
Teaching generation Y in FE: challenges and misconceptions
Education not credentialisation: let's all go read a book
Teacher Agency and Education Policy Change
For more information e.g. programme, presenters,etc, go to http://events.collegedevelopmentnetwork.ac.uk/events/show/4876
The document proposes a neighborhood learning exchange program where local residents in New York City would teach classes to middle school students on various topics. Residents would share their knowledge and skills by teaching classes on things like chess, healthy eating, and other topics not typically covered in school. The program aims to provide equal learning opportunities for kids through fun afterschool activities, while also building relationships between community members, students, and local schools. Expected outcomes include residents gaining fulfillment from mentoring youth, students acquiring new knowledge and skills, and the community benefitting from improved education and connections between groups.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
Archives and archivists can play a vital role in education across grade levels—from primary school to graduate programs. But simply placing students in a reading room with primary sources or showcasing “cool stuff” to a class does not necessarily facilitate student learning. Pedagogical design does. These slides by Marilyn Morgan and Marta Crilly capture their portion of a full-day workshop co-led by four archivists and educators to help others maximize interactions with students, adapt information literacy approaches, and develop mutually beneficial, collaborative relationships between archives and educational institutions.
We discussed emerging and innovative ideas and practices related to engaging students with archival materials, both in and outside of class assignments and how these archival activities should align with curriculum frameworks. We shared models of innovative projects and practical tips on building cross-discipline collaborations between archivists, educators, and humanists.
OLC Handout Digital Tools to Support Literacy Teacher Learning and CollaborationAfinitoLiteracy
The document discusses how literacy teacher education, leadership, and coaching must evolve to incorporate new digital literacies. It argues that educators must transform professional learning for teachers by: 1) building connected online professional learning communities using social media and digital tools; 2) facilitating meaningful shared learning experiences through online events and resources; and 3) collaborating as co-learners through activities like online discussion groups and brainstorming sessions. This evolution is necessary so teachers learn to harness the power of digital tools for 21st century student literacy.
This document outlines Elk Grove High School's plan to implement a 1:1 iPad program called "Pathways to Success for All Students" to improve student outcomes. The plan focuses on building capacity, collaboration, and cohesion. It describes how iPads will be used across departments to enhance career exploration, academic progress, literacy, understanding, and social wellness. Several teachers provide examples of how iPads will transform their courses through personalized learning, formative assessment, collaboration and addressing the needs of all students. The goal is to prepare all students for post-secondary success through a personalized learning pathway.
Life happens: Experiences of First-time Distance LearnersMark Brown
This document summarizes research on the experiences of first-time distance learners. The research aims to understand students' experiences in their own words and develop principles and frameworks to enhance engagement and success. 20 students were interviewed through weekly video diaries. Preliminary lessons found stories add context to complex factors impacting distance learners. While distance learning enables study, balancing it with life demands high resilience. Variable digital skills pose barriers. Self-reflection is important as support services are not always accessible. Next steps include a full report, student guide, and conference to discuss findings.
This document discusses possibilities for the future of music education. It explores how instructional delivery, communication and interaction, the physical classroom, and educational content may evolve. New technologies like online learning, discussion boards, dropboxes and response systems are described as ways to enhance student-teacher interaction. The physical classroom of the future may include student computers, interactive whiteboards and video games. However, challenges like effective teacher training and appropriate integration of technology into the curriculum are also noted. Overall, the document considers how music education may adapt to prepare students for an uncertain future.
Driving adoptions through communities of practiceCharles Key
This document summarizes presentations from an Open Education Week event about driving adoptions of open educational resources (OER) through communities of practice. It describes communities of practice at College Open Textbooks focusing on open textbooks, and examples of communities in water technology, developmental mathematics, American government, and educational psychology that have collaborated to develop open educational resources.
This document discusses using new media and Web 2.0 tools for teacher professional development. It covers topics like using social networks and mind mapping tools, communities of inquiry, and minimally invasive education approaches. Examples of Web 2.0 environments and mind mapping tools are provided. The document also discusses approaches like problem-based learning, case studies, and simulations that can be used in teaching with new technologies.
This document is the 2006 German Photography Annual. It likely contains photographs from German photographers that year as well as information about the photography industry and community in Germany for 2006. In 3 sentences or less, it summarizes the key topics, events, or photographers featured in the annual publication.
The document discusses the Virtual Historian (VH), a digital history program created by Stéphane Lévesque. It provides an overview of VH's features, including its library of historical cases organized around essential questions, its use of primary sources and multimedia, and its focus on engaging students in active historical inquiry. Research studies found that students using VH performed better on tests of historical understanding compared to traditional instruction. Educators praised VH for developing students' historical thinking skills and empowering them to take part in the work of historians.
VSS 2006 - Lessons Learned in Virtual Schooling: The Newfoundland ExperienceMichael Barbour
Barbour, M. K. (2006, November). Lessons learned in virtual schooling: The Newfoundland experience. Paper presentation at the annual Virtual School Symposium, Plano, TX.
The document summarizes research on a virtual schooling pilot project for teaching English as a foreign language (EFL) to high school students. Key findings from the research include:
1) The virtual learning environment helped promote interaction, focus, and autonomous learning for students when certain support systems were in place.
2) Successful students exhibited high motivation, strong self-regulatory skills, and benefited from the individual attention available in the virtual space.
3) For virtual EFL programs to be sustainable, they must focus on recruitment of committed partner schools, suitable student selection, and a supportive virtual high school system to aid absorption and retention. Quality teaching design and small group interactions are also important.
This document discusses using technologies for authentic learning. It defines authentic learning as learning situated in real-world contexts involving authentic activities similar to problems students will face professionally. Key aspects of authentic learning include authentic contexts, activities, access to expert performances, multiple perspectives, collaboration, reflection, articulation to an audience, coaching, and authentic assessment. The document provides examples of how authentic learning has been applied and its benefits, such as developing portable skills and motivating students. It also discusses challenges in education today and trends pointing toward more authentic learning approaches.
Digital storytelling was found to enhance student engagement in the following ways:
It provided more opportunities for deep learning beyond the classroom through extended work on digital stories. It motivated students and increased their interest in the subject matter by allowing them control over their own learning. Peer learning and increased interactions between students and lecturers also contributed to engagement. Digital storytelling is an effective approach for enhancing student engagement and should be further supported in teacher education.
Barbour, M. K., & Adelstein, D. (2013, October). A student’s perspective: Effective asynchronous course design for virtual schools. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.
Junior Secondary Parent Information Night was held on August 13, 2014. The event introduced parents to the Junior Secondary leadership team and provided an overview of the Junior Secondary curriculum, programs, and facilities at Meridan State College. Key aspects included the community structure for pastoral care, core and elective subjects, academically talented programs, camps, the proposed BYOx trial for Year 7 in 2015, college sport opportunities, and ways for parents to stay connected digitally.
The document discusses shifting trends in art foundation programs, including the impact of 21st century learners, technology, social responsibility, and rethinking the role of art history. It explores emerging ideas around incorporating new technologies, collaboration, themes and critical thinking into foundation curricula. Breakout groups were tasked with discussing potential solutions and new assignment ideas addressing these trends.
The document outlines a vision for place-based education at UBC's West Kootenay Teacher Education program. It details a collaborative project between the program and local communities to tell the story of Japanese Canadians interned in the area during WWII. Student teachers, faculty, elders, and filmmakers worked together to create documentaries and oral histories. The project strengthened place-based learning, cultural understanding, and connections between educational institutions and communities in the region.
Peerwise - Paul Denny - Edinburgh 2011 (part 1)EdUniSciEng
Part 1 of Paul Denny's presentation at the LTKB workshop, Edinburgh 2011. PeerWise is a web-based repository of MCQs built by students. Students are given the responsibility of creating and moderating the resource. By leveraging the creativity and energy of a class, a large, diverse and rich resource can result.
The librarians at UCD Library taught a course on Web 2.0 and social media tools to undergraduate students. They developed the course to share their expertise with these tools gained from library projects. Teaching the course was challenging due to administrative duties, technical issues, and varying student skills, but it deepened the librarians' understanding of student research habits. Student feedback was positive and appreciated learning about new tools from the librarians' perspective. While demanding of time, teaching the course strengthened the library's profile on campus.
Collaborative learning-Workshop presentation to college Development Scotland ...Nkurunziza Janvier
In a range of presentations and workshops practitioners currently involved in research shared their research results and recommendations for policy and practice.
Workshop sessions included:
Transition from college to university through the development of higher order learning skills
Research Implications- Collaborative Learning in a wiki
Breakthroughs in Education; Make Building Stones Out of Stumbling Blocks
Teaching generation Y in FE: challenges and misconceptions
Education not credentialisation: let's all go read a book
Teacher Agency and Education Policy Change
For more information e.g. programme, presenters,etc, go to http://events.collegedevelopmentnetwork.ac.uk/events/show/4876
The document proposes a neighborhood learning exchange program where local residents in New York City would teach classes to middle school students on various topics. Residents would share their knowledge and skills by teaching classes on things like chess, healthy eating, and other topics not typically covered in school. The program aims to provide equal learning opportunities for kids through fun afterschool activities, while also building relationships between community members, students, and local schools. Expected outcomes include residents gaining fulfillment from mentoring youth, students acquiring new knowledge and skills, and the community benefitting from improved education and connections between groups.
CIDER 2007 - Lessons Learned In Researching Virtual Schools: The Newfoundland...Michael Barbour
Barbour, M. K. (2007, October). Lessons learned in researching virtual schools: The Newfoundland and Labrador experience. An invited presentation by the Canadian Institute of Distance Education Research. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/513/990
Archives and archivists can play a vital role in education across grade levels—from primary school to graduate programs. But simply placing students in a reading room with primary sources or showcasing “cool stuff” to a class does not necessarily facilitate student learning. Pedagogical design does. These slides by Marilyn Morgan and Marta Crilly capture their portion of a full-day workshop co-led by four archivists and educators to help others maximize interactions with students, adapt information literacy approaches, and develop mutually beneficial, collaborative relationships between archives and educational institutions.
We discussed emerging and innovative ideas and practices related to engaging students with archival materials, both in and outside of class assignments and how these archival activities should align with curriculum frameworks. We shared models of innovative projects and practical tips on building cross-discipline collaborations between archivists, educators, and humanists.
OLC Handout Digital Tools to Support Literacy Teacher Learning and CollaborationAfinitoLiteracy
The document discusses how literacy teacher education, leadership, and coaching must evolve to incorporate new digital literacies. It argues that educators must transform professional learning for teachers by: 1) building connected online professional learning communities using social media and digital tools; 2) facilitating meaningful shared learning experiences through online events and resources; and 3) collaborating as co-learners through activities like online discussion groups and brainstorming sessions. This evolution is necessary so teachers learn to harness the power of digital tools for 21st century student literacy.
This document outlines Elk Grove High School's plan to implement a 1:1 iPad program called "Pathways to Success for All Students" to improve student outcomes. The plan focuses on building capacity, collaboration, and cohesion. It describes how iPads will be used across departments to enhance career exploration, academic progress, literacy, understanding, and social wellness. Several teachers provide examples of how iPads will transform their courses through personalized learning, formative assessment, collaboration and addressing the needs of all students. The goal is to prepare all students for post-secondary success through a personalized learning pathway.
Life happens: Experiences of First-time Distance LearnersMark Brown
This document summarizes research on the experiences of first-time distance learners. The research aims to understand students' experiences in their own words and develop principles and frameworks to enhance engagement and success. 20 students were interviewed through weekly video diaries. Preliminary lessons found stories add context to complex factors impacting distance learners. While distance learning enables study, balancing it with life demands high resilience. Variable digital skills pose barriers. Self-reflection is important as support services are not always accessible. Next steps include a full report, student guide, and conference to discuss findings.
This document discusses possibilities for the future of music education. It explores how instructional delivery, communication and interaction, the physical classroom, and educational content may evolve. New technologies like online learning, discussion boards, dropboxes and response systems are described as ways to enhance student-teacher interaction. The physical classroom of the future may include student computers, interactive whiteboards and video games. However, challenges like effective teacher training and appropriate integration of technology into the curriculum are also noted. Overall, the document considers how music education may adapt to prepare students for an uncertain future.
Driving adoptions through communities of practiceCharles Key
This document summarizes presentations from an Open Education Week event about driving adoptions of open educational resources (OER) through communities of practice. It describes communities of practice at College Open Textbooks focusing on open textbooks, and examples of communities in water technology, developmental mathematics, American government, and educational psychology that have collaborated to develop open educational resources.
This document discusses using new media and Web 2.0 tools for teacher professional development. It covers topics like using social networks and mind mapping tools, communities of inquiry, and minimally invasive education approaches. Examples of Web 2.0 environments and mind mapping tools are provided. The document also discusses approaches like problem-based learning, case studies, and simulations that can be used in teaching with new technologies.
This document is the 2006 German Photography Annual. It likely contains photographs from German photographers that year as well as information about the photography industry and community in Germany for 2006. In 3 sentences or less, it summarizes the key topics, events, or photographers featured in the annual publication.
This very short document appears to be a title "Sorrow 2007" followed by a series of non-alphabetic characters. It does not contain enough contextual information to generate a meaningful 3 sentence summary.
The document discusses Envision's multi-purpose trash can liners and how they were used to line up trucks for a celebration. It thanks several people for participating in the National Disability Employment Awareness Month celebration and mentions a big orange box and someone winding up, suggesting a game was about to begin.
The document appears to be a collection of photos and captions from various Envision Xpress events held at military bases across the United States to celebrate National Disability Employment Awareness Month. The events featured demonstrations of adaptive products for people with visual impairments, briefings on vision loss, and opportunities for customers to try out assistive technologies. Locations included bases in Colorado, Nebraska, Kansas, Missouri, Idaho, Washington, California, North Dakota, Tennessee, and Wyoming.
This presentation discusses the use of MOOCs at the University of Iceland. It provides background on early online education efforts in Iceland dating back to the 1990s. It also summarizes the results of a 2013 working group that recommended exploring MOOC integration. The presentation outlines a 2014 trial that linked courses in linguistics, statistics, education and distance education to MOOCs. It discusses challenges encountered and student feedback. Upcoming work on an Icelandic language MOOC and the European HOME project on MOOCs are also mentioned. The presentation concludes with recommendations around supporting MOOCs for small language communities and linking them to communities of practice.
The document summarizes events from National Disability Employment Awareness Month (NDEAM) 2007 at Whiteman Air Force Base, including a tour of a B-2 bomber for visually impaired employees from a nearby sheltered workshop. It mentions playing bingo and awarding an outstanding performer prize to Terry Thompson. The day's events included a visit from characters Jed and his friends and an expression of support for Whiteman Air Force Base.
The poem expresses the unconditional love and bond a mother feels for her first born child from the moment of birth. It reflects on the joy but also fear and uncertainty of parenthood, hoping to guide the child in the best way while knowing the outcome is unknown. The mother prays she has positively influenced her son each day and will always support him, with her love giving him courage wherever he goes, even as he becomes a man with a life and wife of his own. She knows he is strong but the home will always be open to him. The family sends their love on his 16th birthday.
The document describes the daily activities of several characters. Barbie dreams of being a princess attending parties with friends and enjoys riding her horse on weekends. Marie and Sophie, wake up at 8 am and can see the city from their house. They typically have lunch at 2 pm, go for walks in the afternoon, and have dinner at restaurants at 8 pm before going to bed at 10 pm. She also goes to the swimming pool with friends, goes shopping on Saturdays, and usually walks her dog in the evenings.
The poem expresses the unconditional love and bond a mother feels for her first born child from the moment of birth. It reflects on the joy but also fear and uncertainty of parenthood, hoping to guide the child in the best way while knowing the outcome is unknown. The mother prays she has positively influenced her son each day and will always support him, with her love giving him courage wherever he goes, even as he becomes a man with a life and wife of his own. She knows he is strong but the home will always be open to him. The family sends their love on his 16th birthday.
This document provides an overview of teacher education via distance learning at the University of Iceland from 1993 to 2011. It is divided into 5 periods:
1) 1993-2002: Campus sessions were combined with online teaching using email, discussion boards and learning management systems.
2) 2003-2007: The goal was for all courses to be available via distance education, with up to 50% of students in distance programs.
3) 2007-2008: Curriculum changes were made to address problems with course content, size and dropout rates among distance students. Co-teaching began.
4) 2008-2009: The Iceland University of Education merged with the University of Iceland during an economic crash.
5
This document discusses the challenges students face in virtual mobility courses. It notes that virtual mobility courses involve international collaboration, developing intercultural skills, and using a common language. While virtual mobility provides benefits like different perspectives and improved digital skills, students face challenges with technology use, online learning experience, cultural differences, and time scheduling across institutions. The document provides examples of student testimony praising the valuable experience and new skills gained from virtual mobility courses despite initial difficulties.
The document summarizes findings from two projects on supporting student retention in higher education. It discusses how integrating social and academic experiences can help students feel more engaged. Early team-building activities are highlighted as promoting continuity and social bonds. Doubting one's choice in major or university is common for about a third of first-year students and is linked to poorer experiences and lower retention rates. Recommendations focus on easing student transition, fostering motivation through future goals, and developing a sense of belonging through relationships and community.
eTwinning Projects Planning and their connection with Erasmus + Key Action 2HelleniceTwinning NSS
The document discusses best practices for planning eTwinning and Erasmus+ projects. It provides guidance on forming a project team within the school, choosing project partners, and agreeing on project aims and activities before beginning the project. An example project called "YEWS (Young European Writers Society)" is described that was focused on intercultural dialogue and writing short stories. Another project called "English Learning Friends" is presented in more detail, highlighting how it used eTwinning for communication and collaboration between students in different countries.
- The document discusses a blended learning project that provided teachers training and support to implement blended learning courses using a learning management system and pre-developed online content. 10 teachers participated initially with 4 continuing actively.
- The project found that blended learning provided students flexibility over time, location, and pace of learning. However, challenges included the time needed for teachers to learn new technologies and develop courses, as well as ensuring students had adequate access to technology and internet.
- Students reported appreciating increased access to course content online, while some struggled without textbooks or reliable technology access. Overall, the project demonstrated benefits of blended learning but also highlighted infrastructure and training needs.
The Christopher Stevens Youth Network/CE2.0 –iEARN Jordan Workshop
February 23rd, 2013
iEARN-Jordan conducted a training workshop on February 23rd, 2013 as part of the Christopher Stevens Youth Network: Global Connections 2.0. Fifteen educators from Jordan, Kuwait and the USA participated in the workshop. Ms. Khitam Al-Utaibi, iEARN-Jordan Representative delivered the training on two parts. The first part of the workshop was about learning what is iEARN and take a tour in some of the 300 online projects. After teachers were introduced to iEARN, they had hands on training on some of the essential aspects in Project-Based Learning as well as engaging teachers in some activities related to building skills in grouping strategies, debate strategies and tuning protocols in projects. iEARN International celebrates this year its 25th Anniversary and iEARN-Jordan celebrated this occasion with all participants in the presence of all attendees with a cake that has the logos of the US Department of State, iEARN-Jordan, GCE and the iEARN International logo for the 25th Anniversary.
Social media and e-learning in history teaching in UK HE – filling a gap?Jamie Wood
Presentation from Changing the Learning Landscape – Social Media in the Humanities workshop, 15th May 2013, Institute of Education University of London.
- The document announces staff changes in the Education Studies department, including new programme and award leaders.
- It provides information about recent publications and presentations by department staff around the world.
- It provides guidance to returning second year students on important tasks like collecting assignments from the previous year and notes that 40% of their degree classification will be based on this year's highest 100 credits.
What's the big deal about Blended Learning - Models, Results and ChallengesTerry Anderson
This document discusses blended learning models, results, and challenges. It begins by providing context about Athabasca University, a fully online Canadian university. It then discusses definitions of blended learning, which generally involve a mix of online and face-to-face learning. Research shows that blended learning can improve student achievement and satisfaction compared to solely face-to-face or online instruction when implemented well. However, blended learning also presents challenges related to design, facilitation, and assessing student work. The document concludes by discussing how universities may need to adapt physical campus spaces and services to complement online and blended learning.
Student transitions into blended learningVicki Dale
This document summarizes research on student transitions into blended learning programs. It discusses student expectations, perceived benefits and challenges, skills developed, and implications. Student cohorts (home undergraduates, international postgraduates) experienced blended learning differently due to factors like culture, program length, and prior online experience. Both cohorts valued flexibility but international students faced additional challenges adjusting to a new academic culture and system. The research implications are that all student transition requirements - including technical access, transformational attitudes and abilities - must be supported to ensure blended learning success.
Open SUNY NDLW: Using open source virtual-reality environments for community...Erin Maney
Immersive, 3-D environments have offered opportunities for distance participants to share in any number of activities. With the advent of open source environments that are low-cost and that come either pre-configured or easily configured, this instructor has used these environments in class activities including: presentations, discussions, poster sessions, team meetings within a class, and shared activities (such as visiting other islands or testing 3-D building). Using action research the effectiveness of these environments on community building has been studied and published; students have overcome the isolation of discussion-board-driven online environments and been able to form more effective academic and personal relationships within courses.
1. The document discusses blended learning, which combines face-to-face classroom instruction with online learning.
2. Blended learning is effective because it increases student interaction, engagement, and time with content, leading to better learning outcomes. Students are more active learners in a blended model.
3. Blended learning supports principles of language learning, such as providing more time for students to be exposed to the target language. It also makes class time more productive.
1) The document summarizes findings from a study on the development and use of distance learning and learning management systems (LMS) at the upper secondary level in Iceland from 2005-2009.
2) Interviews with teachers in 2007 found benefits like increased opportunities for rural schools but also drawbacks like increased workload. Teachers were beginning to use LMS and move to blended learning.
3) Interviews with administrators from 2005-2009 found increased use of LMS improved information flow. The financial crisis led schools to choose less expensive open source LMS like Moodle.
How OER Use Fosters Policy and Practice ChangeUna Daly
Community and technical colleges are increasingly advocating for open educational practices and policies to fulfill their open access mission. Affordability can be a significant access barrier for the high percentage of non-traditional students at community college. Non-traditional students often work to support themselves and family members while they attend college. As funding cuts have lead to higher tuition costs, many are unable to afford the expensive instructional materials.
Faculty have responded by adopting open educational resources (OER) and open textbooks to make college more affordable for their students. In the process, they are improving instructional practices as they customize materials to meet the unique needs of students at their college. A focus on online and interactive materials and regional workforce education has been noted. College administrators and trustees noting these successes are proposing open policies to encourage the use of OER in an increasing number of disciplines and in district-wide implementations.
Hear case studies from members of the Community College Consortium for Open Educational Resources (CCCOER) at OCWC on how adoption and creation of OER and open textbooks has improved affordability and teaching practice.
Faculty at College of the Canyons in Sociology, Water Technology, and statistics have created and adopted OER and open textbooks saving students $235,000 over a single year. An OER repository and a flexible infrastructure for supporting the sharing of faculty developed learning objects has been developed. Their Dean of Distance Education leads the CCCOER Advisory Board representing the consortium at conferences throughout the world.
Maricopa District, one of the largest community college districts in the U.S., has endorsed “the development and use of OER to support innovative and creative opportunities for all learners,” in its 5-year District-Wide Information and Instructional Technology Strategic Plan. Math faculty at three of the district colleges: Scottsdale, Paradise Valley, and Phoenix are sharing resources and strategies to provide multiple sections of high-enrollment math courses using OER. Pilots of OER math at three additional Maricopa community colleges will begin in Spring 2013. Scottsdale College alone has saved students over $200,000 in fall 2012.
CCCOER was founded in the Foothill–De Anza College District to create awareness and build a community of practice around OER at public two-year colleges. As proof of concept, the Collaborative Statistics textbook was openly licensed and imported into the Connexions repository at Rice University. The textbook was widely adopted by math faculty at De-Anza college and 20 other colleges in North America and has saved students at De-Anza over a million dollars to date.
The Student Ambassadors for Digital Literacy (SADL) programme aimed to improve undergraduate students' digital and information literacy skills through peer-led workshops. Senior student ambassadors helped deliver workshops on topics like evaluating information, academic research practices, and digital identity. Evaluations found the programme improved students' skills and confidence, and benefited both participants and senior ambassadors, though some wanted more technical skills covered. Maintaining the community and scaling the programme while keeping it student-focused were noted as ongoing challenges.
This document summarizes a presentation about moving teaching online during COVID-19. It discusses the University of Liverpool's experience with e-learning and focuses on on-campus taught programs. It introduces the concept of "Hybrid Active Learning" which combines synchronous small group teaching and asynchronous online content. Key aspects of Hybrid Active Learning discussed are using synchronous time for active learning, maximizing the on-campus experience, and streamlining assessments. The document also covers learning design principles, tools to engage students, and tips for online teaching.
My Internet - Our Internet: Developing (M)OOCs on Digital Citizenship for Edu...Sólveig Jakobsdóttir
Jakobsdóttir, Sólveig. (2017, October). My Internet - Our Internet: Developing MOOCs on digital citizenship for educators in Iceland. Erindi á World Conference For Online Learning, Toronto.
The Educamp model: experience and use in professional development of teachers...Sólveig Jakobsdóttir
Presentation at NERA, March 6 2017. Sólveig Jakobsdóttir, Bjarndís Fjóla Jónsdóttir, Þorbjörg Guðmundsdóttir, Svava Pétursdóttir. University of Iceland
Embedding MOOCs in University courses: experiences and lessons learnedSólveig Jakobsdóttir
Jakobsdóttir, S., Bjarnason, G., Gunnarsson, K. H. og Kristófersdóttir, D. D. (2016, June). Embedding MOOCs in university courses: experiences and lessons learned. á EDEN 2016 annual conference: Re-imagining learning environments, Budapest.
This document summarizes the findings of a research project on teaching and learning in Icelandic schools from 2009-2011. Key findings include:
- ICT was found to have positive effects when integrated into learning, though economic challenges limited equipment purchases.
- A new assessment tool in the InfoMentor system was found to increase teacher oversight and consistency, though initiation needed improvement.
- Interviews showed principals play an important role in ICT integration, but economic pressures caused uncertainty about technology development.
- Observations found most classrooms had basic ICT, though dedicated ICT classes allowed more advanced uses like social media and multimedia.
The fourteenth Cambridge International Conference on Open, Distance and E-Learning 2011: Internationalisation and social justice: the role of open, distance and e-learing
Sólveig Jakobsdóttir. (2010, 9. febrúar 2010). Félagsnet í fræðilegu samhengi: rafræn tengsl og persónusköpun ungs fólks á netinu. Erindi var flutt á málþingi SAFT Reykjavík.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
1. Impact of place and culture in an
online environment:
Lessons from an international, collaborative
teacher education project
Debra Hoven
Athabasca University
debrah@athabascau.ca
Sólveig Jakobsdóttir
Iceland University of education
soljak@hi.is
2. Overview
• The collaboration with the online DE course -
history and origin – IUE+BSU
• AU+IUE collaboration
• Preparation 2007-2008
• Students’ activities and experiences
• Conclusions and suggestions
4. The process
PhD students Faculty DE-course
1991-1996 members - • Design, piloting
Fulbright 2001 2001-2
• Sólveig • Iceland U of Ed • Co-teaching
Jakobsdóttir 2003-6
• Bemidji State U,
• Patricia L. Rogers MN
5. DE course(s) at IUE-BSU
Year IUE BSU Cross-cultural Communication, learning environment
no of no of communication
s’s s’s
2001 8 vc-lecture, sync WebCT (IUE)
2002 17 vc-lecture, sync WebCT (IUE)
2003 20 10 to 25 Student async WebCT (BSU)
2004 6 10 to 25 Student async WebCT (BSU)
Sharepoint, Webdemo, Smartmeeting
2005 7 10 to 25 Student async, sync D2L, Moodle, Smartmeeting (2D, 3D),
Skype
2006 4 9 Student async, sync D2L, Moodle, Skype, Skypecast, Vyew
Elgg, Wimba, YackPack
6. Cross-cultural DE collaboration:
rationale
• Students - number, experiences, ideas
• Expanding cultural horizons
• Language (the Icelandic students)
• Course content, enriching
• Learning environments – extending, trying out
new communication tools
7. Changes in 2006 to 2007
• BSU faculty member moved to admin/
another university
• IUE doubled size of course in credits (2,5 to 5),
• Change schedule, course moved
from summer session to spring semester;
• Taught two years out of three
• Result: no collaboration in 2007
11. Establishing a relationship 2.../2
Initial contacts Organization of collaboration
• Availability (time zones, • Set-up of student sites and
semesters, etc.) collaboration spaces
• Access to respective sites (Moodle, Wikis, Skype)
• Establishing personal and • Access and practicalities
professional credentials • Group sizes
• Common research
interests → pedagogies
• Exchange of sites
• Technical tools available
12. Ongoing discussion 1 .../3
• Personal interludes
• Practicalities e.g., articles, student groupings,
drop-outs and add-ons etc.
• Assignment design/adjustments
• Collaboration suggestions
• Sharing humour and teaching
• Student problems e.g. tardiness, lack of
cooperation, grumblings +strategies
• Mutual support and encouragement
13. Ongoing discussion 2 .../3
• Progress reports
• Reflection + springboarding of ideas & explanations
• Technical problems and troubleshooting
• Cross-cultural discussions, e.g. Valentine’s day local
holidays
• Division of labour
• Suggested technologies
• Personal teaching challenges+ mutual support
• Possible meeting time and place
• Guest session planning
14. Ongoing discussion 3 .../3
• Most sessions ended with a summary of what
we had talked about & decided + strategies for
next stage
• Post-course communication: discussion of
what worked and what didn’t, sharing of
reflections, discussion & debriefing of s’s
results and reactions.
15. Course comparison: AU+IUE
AU IUE
• 19 students (21) • 16 students (20)
• Background – varied, • Background – educators at
education, nursing.. different school levels
• Intro/mandatory course in • Elective course (DE intro) in
MDE program ICT in educ. M.Ed.program
• Flexibility in teaching low • Flexibility in teaching high
• LMS: Moodle (all courses) • LMS: Moodle (for course)
Varied assignments in both courses
LInk identified for assignment 2 in mid-
semester – 3 week period
16. Technologies
• Moodle – discussion forums, wiki (grouping,
skype usernames)
• Wiki (external, Wikispaces) – readings,
resources, groups
• Skype
• Wimba
• Elluminate Live (+vRooms)
• +Other tools by respective sites
20. Canadian student:
• Hi ya everyone...
Just from all the photos, I think it's safe to say
Iceland and Canada are two of the most
beautiful countries in the world...we are all so
very lucky...
Road trip anyone?
How's the beer in Iceland?
Chat soon.
21. Major collaborative task
Similarities in assignment 2 – IUE adopted description
from AU:
• Student groups (2 - 4 s’s from each U)
• Select, read and review one article
• “Present” it to others in the course.
• Provide the 'reader' with summary (analyze and
critique)
• Read as many as possible of the other student
presentations
• Make at least two comments or queries about at least
two other presentations.
22. Guest lecturer + debriefing & Q/A
• Professor Terry Anderson: Reducing the
loneliness of the distance learner using social
software (2007)
23. (Informal) student survey (Iceland)
• Reflections during/at the end of course, + survey
e-mailed one year later end of April 2009
• 16 students completed the course in 2008:
9 reflected on the communications
• Students asked to reflect on their experiences
regarding the course/communication with the
Athabasca students. Including what was most
memorable, whether to continue collaboration,
how to improve the collaboration
24. Student reflections:
What they remembered most?
• The communications with students at Athabasca University in Canada and the coming to
terms with Moodle. That is getting to know the system, my experience had been negative at
first but it all ended well.
• These were enjoyable communication, it was wonderful to be connected with such a large
group. One gained a stronger belief in distance education and the learning materials were
very good and the whole organization regarding interaction and projects.
• I found it very interesting to communicate with the pupils in Canada and comment each
other responds. It was also interesting to get to learn all the distance learning systems as
Moodles, Elg, Skype etc.
• Probably I learned to use some new software and also I enjoyed the communications with
Athabasca. The work I did on the final report I wrote about distance education in my home
town with a fellow student has also been useful.
• Fun experience with the foreign student group and how incredibly active the students were
and how high quality the contributions were from the student group in their master's
program about DE at Athabasca University in Canada.
25. Student reflections
• Canadian student: Great moodle forums, as this was a very
interactive bunch and definitely the exposure to the
students from Iceland. Reflective learning since the course
occurred.
• Also from a general evaluation after the course (Canadian
student):
• The experience with the Icelandic students, the Elluminate
sessions, and the session with Terry Anderson were all
great additions to the course. I am sure it took a lot of
planning and additional time outside of regular
responsibilities and work schedules. I cannot express how
grateful I am that she took the time to do so.
26. Student reflections
Whether collaboration should be continued
• Absolutely - keep the collaboration going and develop it...
• Yes I think so. I at least thought this was interesting.
• Yes, that is for sure.
• Yes, I think one learns a lot even if it is time consuming.
• I thought it was interesting to communicate with Athabasca and it
enlivened the course. I am aiming for adult learning as a specialty
and am highly interested in distance learning and teaching. In the
two courses I have completed in the master's program there have
perhaps not been that many people who have had the exact same
interest area and therefore it was fun to find immediately one with
the same interests among the Canadian students. We chatted a lot
and I think it is likely that we will continue our communication. I
recommend that the collaboration will continue.
27. Student reflections
Whether collaboration should be continued
Canadian student: Absolutely yes...it is so wonderful to
gain an international perspective of learning, I firmly
believe we are all connected.
28. Student reflections
How to improve the collaboration
Put in course description, weigh more in grading, group people
by interest areas and/or have interactions in smaller groups,
have the whole course not just one assignment together
• However it has to be in the course description. I did not know about this when I
registered for the course and was startled when I got to know that I was expected to
work with people in Canada in a language I had not used productively for many years -
only to listen and read. There are many people studying at the university who have
much worse English than I have and could not work like that. Such students would likely
not choose this course.
• I would have thought that these communications and projects connected to them could
have weighed more in the grading because they took so much time.
• It would be a good idea like someone pointed to at the Wimba meeting yesterday to divide
the group by interest areas.
• Well, maybe it is a bit long since the course was held for me to think of something...
maybe increase the number of courses like this or have a whole course organized
together not just part of it.
• Canadian student: More partnered mini-assignments
29. How to make it work?
Necessary Desirable
• Instructors’ interest & • Instructor agreement
commitment about workload
• Common objectives distribution
and/or content • Inclusion in course
• Usable, accessible descriptions
common spaces • Funding
• S’s willingness
• Institutional facilitation/
non-intervention
• Sharing of ideas and
resources
30. Importance of place and culture?
• Initiation (to establish common links) –
identification of shared contexts, e.g. isolation,
extremes of climate, remoteness, cultural
influences from immigration, tolerance and
flexibility, risk-taking + opportunity to experiment
• Learning: experience of distance – geographical,
temporal, cultural
• Social/emotional presence: affirming identity;
locating in place – connecting
• Organizational: DE culture, flexibility &
permeability
32. Impact of place and culture in an
online environment:
Lessons from an international, collaborative
teacher education project
Debra Hoven
Athabasca University
debrah@athabascau.ca
Sólveig Jakobsdóttir
Iceland University of education
soljak@hi.is