This presentation discusses using mobile technology for field learning activities and multimodal presentations. It offers background on mobile learning and then transitions into activities and sequences for teachers and learners to begin conducting their own field research in the Humanities. It is intended to transform habitus for learners, to make connections through mobile technology, and to compose meaning in multimodal ways.
A key-note presented at Rotterdam University of Applied Sciences in february 2014 about how philosophy of "embodiment of human being" can help design the Smart City. Instead of making the city digital, how can we use digital processing to make for a better experience in the actual, concrete world in which our bodies are situated?
A key-note presented at Rotterdam University of Applied Sciences in february 2014 about how philosophy of "embodiment of human being" can help design the Smart City. Instead of making the city digital, how can we use digital processing to make for a better experience in the actual, concrete world in which our bodies are situated?
Informal peer critique and the negotiation of habitus in a design studio (AEC...colin gray
Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu’s habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co-construction of habitus by individual students and the design pedagogy.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
Informal peer critique and the negotiation of habitus in a design studio (AEC...colin gray
Critique is considered to be a central feature of design education, serving as both a structural mechanism that provides regular feedback, and a high stakes assessment tool. This study utilizes informal peer critique as a natural extension of this existing form, engaging the practice community in reflection-in-action due to the natural physical co-location of the studio environment. The purpose of this study is to gain greater understanding of the pedagogical role of informal critique in shaping design thinking and judgment, as seen through the framing of Bourdieu’s habitus. The methodology of this study is informed by a critical theory perspective, and uses a combination of interview, observation, and stimulated recall in the process of data collection. Divergent viewpoints on the role of informal v. formal spaces, objectivity v. subjectivity of critique, and differences between professor and peer feedback are addressed. Additionally, beliefs about critique on the individual and group level are analysed as critical elements of an evolving habitus, supported by or developed in response to the culture inscribed by the pedagogy and design studio. This form of critique reveals tacit design thinking and conceptions of design, and outlines the co-construction of habitus by individual students and the design pedagogy.
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
This presentation sketches a few projects and concepts that I'm interested in that illustrate potential opportunities for modeling civic intelligence for the common good.
This is an introduction workshop to Designing Interactions / Experiences module I’m teaching at Köln International School of Design of the Cologne University of Applied Sciences, which I’m honored to give by invitation of Professor Philipp Heidkamp.
Research (supplemented by informal observation) over the past ten years has shown that students of all ages have particular difficulties finding, interacting with and using information; difficulties that are exacerbated by characteristics of the WWW and by the nature of students’ interaction with it. If we want students to develop as independent learners and problem –solvers, in and out of the classroom, we need to address these difficulties in a systematic way.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/informationliteracywhatwhyandhow.asp
A 2006 presentation to the HE Academy on behalf of JISC on what we heard learnt about context-modelling and how that should be incorporated in the design of learning content. Based on our 2003 model of informal e-learning
Sustainable Development Goals Challenges in mapping our world with geography ...Karl Donert
A presentation given at the Bilingual Geography teacher training course examining the Sustainable Development Goals. The presentation examines approaches and methods suited to innovative learning and teaching.
The search for early signs of important changes and themes in education, technology and society occupy a number of people scattered over the globe every year when producing the NMC Horizon Report (http://www.nmc.org). A scan of the horizon reveals signals and can provide foresight to support current challenges in research, innovation, policy and practice. Some of the challenges are more or less well-understood but where solutions remain elusive; others are wicked challenges - complex to even define. David will discuss techniques, outcomes and tactical insight in the field of near future work.
This presentation is focused on the learner. Each day we face a classroom of diversity and it is our job as educators to find ways to educate our youth in order to prepare them for the future. Universal Design for Learning is the key to the success of our students.
This is a presentation that Pekka Ihanainen and I did discussing aesthetic literacy, which we define as the ability to enact learning in open spaces through a process of aligning and attuning oneself to the open environment.
(m)Learning in the (Wide) Open: a presentation delivered as part of #ILMWSMichael Sean Gallagher
The presentation was delivered as part of the Interagency Mobile Learning Webinar Series (#IMLWS) on May 21, 2014. http://www.adlnet.gov/interagency-mobile-learning-webinar-series-2014//
Pedagogy of Simultaneity and Learning in the Open: Networked Learning Confere...Michael Sean Gallagher
This is a draft of a presentation for the Networked Learning Conference 2014 in Edinburgh, Scotland on new pedagogies for making use mobile learning in the open (open as in physically/geographically/intellectually open).
This presentation was used by my colleague and I to stimulate ideas ahead of our presentation at Networked Learning Conference 2014 in Edinburgh in April. We used this presentation as something to respond to and it proved highly generative for other ideas.
mLearning Field Activities: Day 2 (Review and Questions for Teachers)Michael Sean Gallagher
This presentation builds on the mLearning presentation from http://www.slideshare.net/gallagher.michaelsean/mlearning-habitus-and-field-activities. Together these presentations were delivered in Helsinki, Finland in May, 2013.
These presentations discusses using mobile technology for field learning activities and multimodal presentations. They offer background on mobile learning and then transition into activities and sequences for teachers and learners to begin conducting their own field research in the Humanities. They are intended to transform habitus for learners, to make connections through mobile technology, and to compose meaning in multimodal ways.
This presentation is almost all imagery. Meaning is presented through groupings and assemblies of related images. This presentation was given at the University of Edinburgh
A short introduction to the MobiMOOC 2012 session on Mobiles for Development (M4D). More information about the course can be found at http://mobimooc.wikispaces.com/a+MobiMOOC+hello%21.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
Instructions for Submissions thorugh G- Classroom.pptx
mLearning : Habitus and Field Activities
1. mLearning: Habitus and Field
Activities
Michael Sean Gallagher
Institute of Education, University of London
http://michaelseangallagher.org/ @mseangallagher
2. What is mlearning?
“tools such as computers and mobile
phones function as interactive agents in the
process of coming to know, creating a
human-technology system to
communicate, to mediate agreements
between learners and to aid recall and
reflection”
(Sharples, 2005, 7)
3. What is Mlearning?
Technology includes (but not limited to):
Tablets
Phones
GPS devices
MP3 Players
Laptops *
* Criteria for inclusion: Does the technology transform the habitus?
4. What is Mlearning?
Habitus: a structure of the mind
characterized by a set of acquired
schemata, sensibilities, dispositions
and taste.
“That which is mobile is not
knowledge or information, but is the
individual’s habitus.”
(Kress, Pachler)
5. What is mlearning?
“the ability to bring things into conjunction which might have
previously have been relatively difficult to join” (Kress, Pachler)
6. Mlearning for General Education
Content Access
Literacy
Assessment
News
Administration
Collaboration
Composition/Curation
8. Mlearning for Secondary Education
Access/Administration
Literacy/Numeracy
Discipline specific investigations
Field Activities
Media Creation/Curation
Reflection/Composition *
Test Preparation
Collaboration
“For the things we have to learn before we can do them, we learn by
doing them.” ― Aristotle
9. Mlearning for Higher Education
Access/Administration
Data Collection/Field Activities
Media Creation/Curation
Composition/Reflection
Data Management
Collaboration
Dissemination
10. mLearning for Developing Nations
m4d
Literacy
Agriculture
Health
Governance
Disaster Response and Relief
Learning
Finance (M-Pesa)
11. Scope and Significance
New modes for new media and theoretical positions
New methods of selection
New mechanisms for demonstrating knowledge
Reinvestment in the local and the geographical
All require reflective activities
12. Multimodality
First, multimodality assumes that
representation and communication
always draw on a multiplicity of
modes, all of which contribute to
meaning
Second, multimodality assumes that
resources are socially shaped over
time to become meaning making
resources that articulate the
meanings demanded by different
communities.
Third, people orchestrate meaning
through their selection and
configuration of modes
*Taken from MODE Multimodality
Glossary
13. Multimodality & Mobile: For Learners
What media/modes are you including? Why?
What is their social significance (to the discipline, classmates,
society)?
How will they be arranged/orchestrated?
Why did you choose this layout? What does it emphasize or
foreground?
What is your position (theory, opinion, thesis)?
How is your position linked to your composition?
What tools and technologies will you use to present this?
* Reflection=Evidence of Learning
14. Composing w/mobile: Sequence
1. Research questions
2. Theoretical positioning
3. Methods of selection (media, theory, modes, tools)
4. Layout/Design
5. Tools *
6. Workflow/Timeline
7. Data collection and curation
8. Field Notes
9. Analysis, Assembly and Reflection
10. Dissemination
*never forget data management
15. Presentation of Meaning
‘Containers’ for mobile
Montage
Collage
Mosaic
Maps (GPS)
Remixes
Mashups
Blog posts
“…completely at odds with our modern visual experience, because
everything today is based on montage”- Esa-Pekka Salonen
17. Mobile Field Diaries
“I never travel without my diary. One should always have something
sensational to read in the train”-Oscar Wilde
18. Mobile Vantage Points: Place
1. Choose a research question (what do you want to know?)
2. Research that question (person, locale, street, idea)
3. Choose media to collect and tell the story
4. Choose a vantage point from which to explore the place
1. Individual (personal history, famous artist, past civilization)
2. Idea, artwork, or architecture
3. Neighborhood, street, environment (aural, visual, sensory
landscapes)
5. Collect Data and Reflect in Field Diaries
23. Mobile Field Activities
Helsinki
What fields or fields of study (art, literature, history, architecture,
biology, botany)?
What vantage point (person, neighborhood, idea, architecture, etc.)?
What do we want to know (research questions)?
What media would tell that story?
What data do we need to collect?
What tools will we use?
Image from Axilera
24. Before the Field Diaries: Questions
Tools
Have you tested the tools?
Where is the data stored?
Can you export the data?
Does it have location (GPS) coordinates?
Storage and Presentation
Where will this media be collected and composed?
Where will it be presented? Blog? Private vs. public?
How will others interact with your presentation? Blog
comments?
25. Field Diaries: Questions
Reflective
What inspired you to collect this data at this location?
What does it mean to you?
How does it advance your research question?
How would I assess work created this way?
Practical
What difficulties did you experience collecting the data?
What tools might have better served your needs?
How are you going to disseminate this media?
26. Post-Field Diaries: Questions
What media will I use to present my composition?
What will I foreground? Background?
What tools will I use to assemble this composition?
How will I disseminate it?
27. mLearning: Habitus and Field
Activities
Michael Sean Gallagher
Institute of Education, University of London
http://michaelseangallagher.org/ @mseangallagher