E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
E-SLP webinar week: lessons learned from the pilot digital competent educatorsEADTU
E-SLP webinar week: lessons learned from the pilot digital competent educators by Virpi Uotinen, Päivi Kananen, Eva Cendon, Aysun Günes, Magda Zarebski, Glória Bastos (Day 3: 15 October 2020)
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
Open Higher Education for Refugees by Florian Rampelt (kiron)EduSkills OECD
This presentation was given by Florian Rampelt of kiron at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The Future of Tertiary Education in the Digital Era by Jamil SalmiEduSkills OECD
This presentation was given by Jamil Salmi at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
No one left behind, uned strategies (staff support webinar)EADTU
by José Luis Aznarte Mellado, Deputy Vice-Chancellor of Intelligent Data Management. Llanos Tobarra Abad, Deputy Vice-Chancellor of Digital Contents Production. Ángeles Sánchez-Elvira Paniagua IUED Director. Vice-Rectorate of Digitalization and Innovation, UNED. Staff support webinar, 21 September 2020
[SLP webinar week] Challenges and opportunities for the recognition of short ...EADTU
[SLP webinar week] Challenges and opportunities for the recognition of short learning programmes (SLPs) within the European Higher Education Area by Clare Dunn, The OUUK. Day 2, 14 October 2020
Open Higher Education for Refugees by Florian Rampelt (kiron)EduSkills OECD
This presentation was given by Florian Rampelt of kiron at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
The Future of Tertiary Education in the Digital Era by Jamil SalmiEduSkills OECD
This presentation was given by Jamil Salmi at the international seminar “Opening higher education: what the future might bring” 8-9 december 2016, in Berlin, Germany, jointly organised by OECD Centre for Educational Research and Innovation (CERI) and Laureate International Universities (LIU).
No one left behind, uned strategies (staff support webinar)EADTU
by José Luis Aznarte Mellado, Deputy Vice-Chancellor of Intelligent Data Management. Llanos Tobarra Abad, Deputy Vice-Chancellor of Digital Contents Production. Ángeles Sánchez-Elvira Paniagua IUED Director. Vice-Rectorate of Digitalization and Innovation, UNED. Staff support webinar, 21 September 2020
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Accessibility for Remote and Hybrid Classes3Play Media
Classrooms are changing – how do we adapt? In this session, Dawn Hunziker and Barbie Lopez from the University of Arizona will share best practices for creating an inclusive classroom. They’ll share tips they’ve learned from building accessible courses for the new era.
Using new technologies, with a particular focus on teaching languages. A description of the usage of these technologies, their advantages and disadvantages. Methodology to foster good communication and improve your teaching practice.
How do we develop part-time distance teaching staff in best practices for usi...BlackboardEMEA
Designing appropriate online staff development for part-time distance teaching staff presents many challenges. Traditionally, much of what is learnt happens ‘on the job’, as staff try out new approaches or meet each other for a chat over coffee (Clus, 2011). In a geographically distributed institution such as The Open University, this sort of situated and social learning is unlikely to take place often, particularly for its part-time staff. In addition, staff often will have the time and motivation to participate only in development or training which is directly relevant to their own working practices and is very timely for them (Ottenbreit-Leftwich, 2010). To encourage staff to make the best use of technologies and to adopt them enthusiastically, we need to make development engaging and attractive. In this presentation we discuss how we address these challenges when designing and developing training and development opportunities in the use of Blackboard Collaborate for part-time distance teaching staff in
The Open University. An overview of the various resources and courses we have produced will be discussed, alongside participant perspectives. Our development pathways include experiential and peer learning in cohort groups, exploiting the potential of short online courses (Campbell & Macdonald, 2011), as well as supported self-study routes using online resources. Each of the development pathways we provide allows staff the opportunity to participate in shared reflection, fostering a sense of community (Baran and Correia, 2014; Perry and Edwards, 2009). As well as these main development pathways, ongoing support, for those not presently participating in one of our development pathways, is provided through online communities of practice (Kear, 2011).
Basically this presentation is part of Education ,science and technology.in this presentation E-Learning,ICT agenda,and advantage and disadvantage of E-Learning is discussed.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Tools for Administrators of Blended Learning ProgramsiNACOL
iNACOL, in partnership with the New York City Schools iLearnNYC program, developed administrative tools to assist administrators in support of blended learning teachers.
Overcoming Barriers to Online Engagement through carefull design and delivery...EADTU
Empower Webinar Week. Disclaimer: Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Managing online tutorials at scale at the open university (staff support webinar)
1. Managing online
tutorials at scale at The
Open University
Zoe Gipson – Senior Product Development Manager
Learning Systems Team, LXT, CIO Portfolio, The Open University
2. Contents
The OU context & scale
Online learning
Responding to increasing demand
Tips for managing different
types of events
2
01
02
03
04
05 Summary
4. The Open University
4
• Established in 1969, celebrated 50th
birthday last year!
• Since then over two million students
taught worldwide
• National Student Survey highlights
the OU’s consistent quality – in the
top 3 universities to have consistently
achieved over 90% for student
satisfaction.
5. Mission
5
We believe that education
should be open to any
one, any time, any place
Our mission is to be open to
Methods
Places
Ideas
People
7. The OU model
7
• Open access
• High quality learning materials
• One-to-one support
• Interactivity and feedback
• Formative and summative assessment
• Residential/day schools
• Social networking
9. Typical OU module
9
• Students study part-time from home
(or work, bus, train, prison, submarine…)
• Modules run for 6 or 9 months
(30 or 60 credits)
• Average 16-20 study hours per week
• Student:Tutor ratio around 20:1.
• Teaching material structured around the module website, with links
out to our real time collaboration tool of choice, Adobe Connect
• Weekly study planner
• Face-to-face and online tutorials – currently face-to-face are cancelled for
the rest of 2020
• Everything online, but physical materials also important: books, etc.
10. Online tutorials at scale
10
• Using Adobe Connect since October 2016 – integrating Adobe Connect
with the OU’s Virtual Learning Environment
• Over 4500 OU staff trained (tutors and central academic staff) – many
remote
• On average we can have up to 3500 concurrent users and at peak this
goes up to 5500
• ~40,000 scheduled online events per year
• Over 43,000 recordings with a total view count of >1 million
• Wide range of learning events: from 1(tutor):20(students) tutorials to
module-wide events with 350+ participants
11. Seamless and consistent
11
• The OU is already operating at scale
• Centralised admin for set up of rooms, groups and timetabling
• Consistent approach to accessing online rooms and recordings – give tutors
space to concentrate on how they deliver their tutorials
• Training resources for ~4500 tutors – skill set
• Sharing knowledge
13. Challenges facing online learning
13
• Remote learners have a variety of requirements:
• Varying technical abilities
• Different devices, operating systems and internet connection
• Responsibilities: work commitments, children, carers, etc.
• Accessibility requirements
• Motivation
• Expectations
• Engagement
14. Everyone wants to be online…
14
• Requests to add more rooms for staff to use
• Training staff that have never used Adobe Connect before
• Supporting staff to adapt presentations or delivery style for an online
audience
• Adapting guest access guidance
• Ensuring we have the capacity
• We cannot fix everyone’s internet connection…
15. Increase in online tutorials
15
0
1000
2000
3000
4000
5000
6000
7000
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Number of planned tutorials
2019 2019 2020 2020
16. Increase in online tutorials
16
Overall the demand for scheduled tutorials has not
increased dramatically.
We are already operating at scale, with the majority of
tutorials being online.
18. Increase in other rooms
18
Use of rooms outside the scheduled online tutorials
has significantly increased
Contacts with students outside their modules has
increased with supportive sessions during lockdown
Use of staff online rooms tripled!
19. 4. Tips for managing
different types of
events
20. What do you need to do?
20
Beyond tutorials.
Keep people connected.
Reach a diverse audience, working remotely and on various devices.
Planning is similar to that of a face to face meeting/tutorial.
• Who is hosting the room and how many participants do you
anticipate?
• Why do you need an online meeting/event/tutorial?
• When will the session take place?
• Where – set up a room for your session and the URL is the location.
• What are the types of activities you want in your room?
• How will you achieve this?
21. Delivery of online tutorials
21
• Good audio, USB headsets recommended.
• Good quality webcam and internet connection.
• Pace the session.
• Leave thinking time and reaction time.
• Learning and teaching events are more than a video conference.
• Control participation, e.g. mics, webcam and draw.
• Plan your session and describe the room and content as part of your
narrative.
• Providing materials in advance if requested and add supportive notes for key
points.
• Speak slowly and clearly – repeat or rephrase what you have said.
• Remind Participants they can use the text chat and status icons to
communicate.
• For busy sessions over 30+ consider two Hosts, one to talk and one to handle
text chat and status.
One size does not fit all, but small adjustments can make a difference to many.
22. Student-only rooms
22
Requirement for students to access online rooms without tutors present. Use
Adobe Connect templates to provide rooms in a managed way.
• Social space to build
communities
• Familiarisation of
Adobe Connect and
preparation for online
tutorials
• Group activities
linked to learning
outcomes
• Time-dependent
team activities to
prepare collaborative
work towards
assessment
• Presenting/speaking
skills
23. Extended use cases
23
• Enabled staff to train advisors – both internally and externally
• Study skills workshops with students, can be larger events 200+
• Exam monitoring sessions using webcams
• Poster competition with OU Vice Chancellor announcing winner
• Academic Professional Development events for staff and research students
• OU Student Association workshops and virtual pub quizzes
• AL online conference with over 430 attendees
• Many research projects
25. Continuing objectives at the OU
25
• Create a rich digital learning experience using innovative learning
technologies.
• Allow a supported learning journey with collaborative communities of
students and academics.
• Enable and use of state-of-the-art teaching and assessment methods.
Ongoing challenges for online tutorials
• Ensure users have the right technical set up
• Training is key
• Adapting for any event
26. Zoe Gipson – The Open University
Zoe.gipson@open.ac.uk
THANK YOU