This document discusses the evolution of education ecosystems through mobile innovations. It begins by introducing concepts of natural and artificial selection in ecosystems. Examples are provided of how industries like aviation and mobile technology have evolved through adapting to changes. The education ecosystem is also evolving, with new models of universities emerging that leverage mobile technologies and adapt delivery. Partnerships are discussed between Stanford and universities in countries to explore mobile learning solutions for underserved groups. The value of these innovations is in creating a sustainable, value-centered education ecosystem that empowers all learners.
The document summarizes findings from the JISC Learner Experience Programme (LXP) regarding students' use of technology. The LXP studied students across different disciplines and found extensive use of various tools for tasks like researching, communicating, and completing assignments. Students had personalized approaches and used tools in unintended ways compared to institutional policies. This points to a mismatch between policy directives focused on lifelong learning and the realities of students' technology use in a rapidly changing social and educational context.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
The document discusses open educational resources (OERs) and practices at the Knowledge Cloud. It defines OERs as educational resources that can be freely used and adapted for teaching and learning. It describes how OERs are typically organized and stored as learning objects in learning object repositories (LORs). It also introduces the concepts of open learning designs (Open LDs), which describe the teaching and learning process for a unit or course, and learning design repositories (LDRs) which store Open LDs along with metadata.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
The document summarizes findings from the JISC Learner Experience Programme (LXP) regarding students' use of technology. The LXP studied students across different disciplines and found extensive use of various tools for tasks like researching, communicating, and completing assignments. Students had personalized approaches and used tools in unintended ways compared to institutional policies. This points to a mismatch between policy directives focused on lifelong learning and the realities of students' technology use in a rapidly changing social and educational context.
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
The document discusses open educational resources (OERs) and practices at the Knowledge Cloud. It defines OERs as educational resources that can be freely used and adapted for teaching and learning. It describes how OERs are typically organized and stored as learning objects in learning object repositories (LORs). It also introduces the concepts of open learning designs (Open LDs), which describe the teaching and learning process for a unit or course, and learning design repositories (LDRs) which store Open LDs along with metadata.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
1) Curriki is a free online platform that allows teachers to find, create, and share open educational resources in order to transform education through collaboration and technology.
2) Curriki aims to improve teacher engagement and effectiveness by empowering them to access customized curricula and collaborate with other professionals.
3) By adopting an open and shared model, Curriki could save schools hundreds of millions of dollars annually on instructional materials while generating social benefits through higher student achievement and graduation rates.
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
Open to What? The future of European education in the digital revolutionAlan Bruce
The document discusses the challenges and opportunities facing education in a changing world. It notes that constant change, issues like migration, economic pressures, and technological advances are reshaping human relationships and expectations of education. Open educational resources have potential but also risks if not designed well and placed in a proper learning context. The role of the teacher remains critical amid these changes. Overall education must focus on inclusion, diversity, research, and preparing students for an uncertain future rather than just reacting to past models. It cannot have open classrooms but closed minds.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
This keynote presentation discusses using an alternate reality game (ARG) to teach a class about digital literacy, creativity, and curiosity. The instructor worked with students over 12 weeks to solve puzzles and clues related to a fictional character named Rufi Franzen. Students collaborated online and worked to unravel the mystery. In the finale, the class revealed a video they created about Rufi that was shown on a large screen in a famous city. Student feedback showed the ARG approach was a transformative learning experience that developed their problem-solving, collaboration, and engagement with course material.
This document summarizes John Cook's research focusing on using mobile devices to augment, support, and transform learning. It discusses two projects - CONTSENS, a completed project using augmented reality to explore educational institutions, and mLeMan, a new project creating skills qualifications for mobile learning managers. The document outlines Cook's current focus on using design-based research and augmented reality techniques to gather stakeholder viewpoints and help redesign learning spaces to support 21st century pedagogies.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Open Educational Resources and Open Access: Promise or Peril for Higher Educa...Terry Anderson
The document summarizes Terry Anderson's presentation on open educational resources and open access. Some key points:
- Open scholarship involves making intellectual work openly accessible online through practices like open educational resources, open textbooks, open data, and open publishing.
- Definitions of "open" include free availability and reuse of content without financial or legal barriers.
- Barriers to adopting open educational resources include a lack of instructor incentives and concerns about quality.
- Open access publishing is emerging as an alternative to traditional for-profit journal publishing through open access journals and institutional repositories.
- Open scholars can license their work with Creative Commons to maximize its impact and reuse.
Learning with Open Eyes: The Role of Learning AnalyticsErik Duval
This document is a slide presentation about learning analytics given by Erik Duval. The presentation discusses open standards, open content, open learning and how learning analytics can help understand what is happening in open online learning environments. Specific examples of visualizing personal learning environment usage and evaluating student activity meters are presented. The importance of learning analytics for coping with and understanding the "always on" nature of online learning is emphasized. The presentation concludes by encouraging questions.
This document discusses open and collaborative models of learning, knowledge production, and education. It emphasizes learner-centered approaches where learners decide what, when, how, and how quickly to learn. Peer-to-peer interactions and social learning are important. The document also references concepts like autopoiesis, the commons, commoning, open knowledge, and constructing diversity in forms of socialization and knowledge production. Overall it promotes collaborative, relationship-based models of learning and knowledge validation that are open and distributed by nature.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
- 3 billion people currently use the internet, with internet and mobile technology usage expanding rapidly due to new technologies like wearable devices, virtual and augmented reality, big data, and the Internet of Things.
- Educators are increasingly embracing technological innovation in the classroom to enhance learning, engage students, make education more global, and connect students to new ideas and resources.
- Social media, mobile apps, makerspaces, ebooks, and online courses give teachers new tools to empower and personalize learning for students.
Teaching with Technology: Social Media Tools and Mobile Apps for Secondary S...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in education. Within this area, social media tools such as Facebook, LinkedIn, Twitter and WordPress share a common usage in supporting communication, collaboration, news aggregation, teaching, learning and knowledge sharing. This workshop highlights some of the core competencies (professional and personal) required for teachers to function effectively in a technologically driven environment and introduces social media tools and mobile apps that can be easily adopted and adapted (‘mashed up’) in the classroom. The goal is to share a toolkit of free online resources with secondary school teachers who are willing to use emerging technologies to engage their students in the classroom.
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
1) Curriki is a free online platform that allows teachers to find, create, and share open educational resources in order to transform education through collaboration and technology.
2) Curriki aims to improve teacher engagement and effectiveness by empowering them to access customized curricula and collaborate with other professionals.
3) By adopting an open and shared model, Curriki could save schools hundreds of millions of dollars annually on instructional materials while generating social benefits through higher student achievement and graduation rates.
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
Open to What? The future of European education in the digital revolutionAlan Bruce
The document discusses the challenges and opportunities facing education in a changing world. It notes that constant change, issues like migration, economic pressures, and technological advances are reshaping human relationships and expectations of education. Open educational resources have potential but also risks if not designed well and placed in a proper learning context. The role of the teacher remains critical amid these changes. Overall education must focus on inclusion, diversity, research, and preparing students for an uncertain future rather than just reacting to past models. It cannot have open classrooms but closed minds.
This document summarizes the closing remarks from a conference on student-centered learning. It discusses the roles of learners, instructors, pedagogies, technology, and institutions in student-centered learning. Learners are in the driver's seat but receive guidance from instructors. Pedagogies define how learners progress while technology powers the learning process. Institutions provide the infrastructure and resources to support student-centered learning. The document highlights quotes from several conference speakers about topics like the role of students, digital tools, and challenges in implementing student-centered models.
Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.
Online learning innovation for higher educationicdeslides
This keynote at the International Forum for Partnerships on the Qingdao Declaration, Qingdao, China, discusses new policies for online, open and flexible learning in relation to the new Sustainable Development Goal 4: Education 2030. A simple foresight for Education 2030 post secondary education is presented. Three principles for implementing Education 2030 (megapolicies: Innovation, Openness and Collaboration ) are illustrated with actual cases.
This keynote presentation discusses using an alternate reality game (ARG) to teach a class about digital literacy, creativity, and curiosity. The instructor worked with students over 12 weeks to solve puzzles and clues related to a fictional character named Rufi Franzen. Students collaborated online and worked to unravel the mystery. In the finale, the class revealed a video they created about Rufi that was shown on a large screen in a famous city. Student feedback showed the ARG approach was a transformative learning experience that developed their problem-solving, collaboration, and engagement with course material.
This document summarizes John Cook's research focusing on using mobile devices to augment, support, and transform learning. It discusses two projects - CONTSENS, a completed project using augmented reality to explore educational institutions, and mLeMan, a new project creating skills qualifications for mobile learning managers. The document outlines Cook's current focus on using design-based research and augmented reality techniques to gather stakeholder viewpoints and help redesign learning spaces to support 21st century pedagogies.
This is the large version. A very cut down version was presented at my Inaugural Lecture on 5 March 2014, Bristol, UK which is now on YouTube: make some coffee and take a peek? https://www.youtube.com/watch?v=HWnyfqOxR6E
Open Educational Resources and Open Access: Promise or Peril for Higher Educa...Terry Anderson
The document summarizes Terry Anderson's presentation on open educational resources and open access. Some key points:
- Open scholarship involves making intellectual work openly accessible online through practices like open educational resources, open textbooks, open data, and open publishing.
- Definitions of "open" include free availability and reuse of content without financial or legal barriers.
- Barriers to adopting open educational resources include a lack of instructor incentives and concerns about quality.
- Open access publishing is emerging as an alternative to traditional for-profit journal publishing through open access journals and institutional repositories.
- Open scholars can license their work with Creative Commons to maximize its impact and reuse.
Learning with Open Eyes: The Role of Learning AnalyticsErik Duval
This document is a slide presentation about learning analytics given by Erik Duval. The presentation discusses open standards, open content, open learning and how learning analytics can help understand what is happening in open online learning environments. Specific examples of visualizing personal learning environment usage and evaluating student activity meters are presented. The importance of learning analytics for coping with and understanding the "always on" nature of online learning is emphasized. The presentation concludes by encouraging questions.
This document discusses open and collaborative models of learning, knowledge production, and education. It emphasizes learner-centered approaches where learners decide what, when, how, and how quickly to learn. Peer-to-peer interactions and social learning are important. The document also references concepts like autopoiesis, the commons, commoning, open knowledge, and constructing diversity in forms of socialization and knowledge production. Overall it promotes collaborative, relationship-based models of learning and knowledge validation that are open and distributed by nature.
Digital Learning Environments: A multidisciplinary focus on 21st century lear...Judy O'Connell
As a result of an extensive curriculum review a new multi-disciplinary degree programme in education and information studies was developed to uniquely facilitate educators’ capacity to be responsive to the demands
of a digitally connected world. Charles Sturt University’s Master of Education (Knowledge Networks and Digital Innovation) aims to develop agile leaders in new cultures of digital formal and informal learning. By examining key features and influences of global connectedness,
information organisation, communication and participatory cultures of learning, students are provided with the opportunity to reflect on their professional practice in a networked learning community, and to improve learning and teaching in digital environments.
- 3 billion people currently use the internet, with internet and mobile technology usage expanding rapidly due to new technologies like wearable devices, virtual and augmented reality, big data, and the Internet of Things.
- Educators are increasingly embracing technological innovation in the classroom to enhance learning, engage students, make education more global, and connect students to new ideas and resources.
- Social media, mobile apps, makerspaces, ebooks, and online courses give teachers new tools to empower and personalize learning for students.
Teaching with Technology: Social Media Tools and Mobile Apps for Secondary S...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in education. Within this area, social media tools such as Facebook, LinkedIn, Twitter and WordPress share a common usage in supporting communication, collaboration, news aggregation, teaching, learning and knowledge sharing. This workshop highlights some of the core competencies (professional and personal) required for teachers to function effectively in a technologically driven environment and introduces social media tools and mobile apps that can be easily adopted and adapted (‘mashed up’) in the classroom. The goal is to share a toolkit of free online resources with secondary school teachers who are willing to use emerging technologies to engage their students in the classroom.
Teaching with Technology: Social Media Tools and Mobile Apps for Primary Sch...Cheryl Peltier-Davis
There is significant value in using Social Media and Mobile Apps in education. Within this area, social media tools such as Facebook, LinkedIn, Twitter and WordPress share a common usage in supporting communication, collaboration, news aggregation, teaching, learning and knowledge sharing. This workshop highlights some of the core competencies (professional and personal) required for teachers to function effectively in a technologically driven environment and introduces social media tools and mobile apps that can be easily adopted and adapted (‘mashed up’) in the classroom. The goal is to share a toolkit of free online resources with primary school teachers who are willing to use emerging technologies to engage their students in the classroom.
learning in a networked world: the role of social media and augmented learning.
Keynote presentation to the New Educator Program Hedley Beare Centre for Teaching and Learning 23-25 August 2011
The document discusses preparing for the future of education through mobile and networked learning. It outlines challenges like an aging population, changing work environments, and emerging technologies. Example projects are mentioned like mobile learning apps, virtual reality simulators, and new models of schools. Questions are posed about challenges, interests, and potential partners to help inform strategies moving forward.
1) The document discusses the Stanford Clean Slate Project and its Programmable Open Mobile Internet (POMI) initiative to promote digital innovation and empowerment through affordable mobile technologies.
2) A key aspect of this work is the PocketSchool program, which aims to address educational divides by providing mobile devices preloaded with educational applications to help teach literacy, math, and other subjects.
3) The document outlines several other related projects including a proposed mobile wireless sensor simulation lab to enhance STEM education and an ePortfolio system to support learning, assessment, and employment opportunities.
Immersive Technology Strategies June 2013 E-NewsletterDavid Wortley
The newsletter discusses upcoming conferences on immersive technologies and serious games. It also summarizes debates on the future of education and the role of teachers in light of emerging technologies. Applications of immersive technologies for health and creating smart societies are highlighted. The newsletter provides an overview of recent work and upcoming speaking engagements by the author on topics like gamification and using sensors to monitor lifestyle factors.
Imagining the Internet mobililty shifts keynoteelonuniversity
The document summarizes the work of the Imagining the Internet Center at Elon University, which explores emerging technologies and their social impact. The Center conducts surveys of experts about the future of the internet, education, and other topics. Past surveys have focused on issues like the role of mobile devices, virtual worlds, changing nature of work and education, and the impact of new technologies on human intelligence and behavior. The Center aims to inform policy and debate through research on the development and effects of new communication technologies.
This document discusses challenges and opportunities related to introducing mobile learning in university settings. It contains 11 blog posts by Dr. James Ward on topics like:
- The future of mobile learning and how it will challenge traditional teaching practices.
- Three major challenges of introducing mobile learning in universities: managing change, creating a vision and communication plan, and overcoming resistance. It provides recommendations like using a change management model and identifying early successes.
- Opportunities for universities to leverage mobile devices, apps, and social media to engage students and deliver information just-in-time.
The blogs reflect on trends like digital literacy and the role of emerging technologies in connecting people and knowledge. Mobile learning is poised to
This document summarizes a presentation about preparing students for college through the use of web 2.0 and cloud technologies. Research shows these technologies are increasingly important in life, work, and education. Disruptive innovations like online learning are changing education, so teachers must teach skills like collaboration using Google Docs, tagging, and discerning credible online sources. The research emphasizes that cloud technologies and teaching collaborative and technology skills are vital for student career and college readiness.
Globally-minded educators are needed to develop global projects that connect students internationally. Global projects help students develop important skills like digital literacy, cross-cultural communication, and collaboration. Educators should consider tools like wikis, Skype, and blogs that facilitate online collaboration and shared learning spaces between students in different countries. Successful global projects have won awards while also engaging students' minds and helping them learn to appreciate different perspectives.
Mobile learning isn’t one flavour or one approach it’s a whole grocery storeAndy Black
on the fly presentation on its not on flavour of mible learning its a whole grocery store .
presetation develpoed by Geoff Stead and Andy Black
delivered by Andy
This document introduces the concept of SOAR (Students Own All Resources) learning in a proposed digital school system. The system would give students personalized access to curriculum through a Digital Individualized Education Plan (DIEP) tailored to their individual needs and interests. Students would access just-in-time instructional content as needed using a digital toolset, allowing them to learn at their own pace. The goal is to increase student engagement and achievement by giving them ownership over their education.
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
The document discusses how the skills needed for today's workforce have changed and how education needs to adapt. It argues that basic skills are no longer enough and that students must learn skills like problem-solving, critical thinking, and effective communication. It also highlights how technologies can help transform education by making it more engaging, flexible and empowering students to learn.
This document discusses the potential for mobile learning or "m-learning" in education. It notes that with over 5 billion cellular phone subscribers globally, mobile technologies could be leveraged to support learning anywhere and anytime. The document reviews definitions of mobile learning, how it builds upon existing distance and online education models. Benefits identified include increased interactivity, motivation, and accommodation of different learning styles. Challenges include potential distraction and academic integrity issues. The document advocates for policies and teacher training to help schools embrace mobile learning.
Presentation for Graduates Harrietville 2008mackas
This document discusses the use of information and communications technology (ICT) in education. It provides context on ICT and outlines how ICT can be used to transform learning, develop new skills, and allow students to express themselves. The document also reviews studies that show students are proficient with basic ICT but need more advanced skills. It then discusses how various Web 2.0 tools can be used collaboratively in the classroom to support student-directed, authentic learning.
The document discusses education and how it has changed from ancient to modern times. It notes that in ancient times, education took place outdoors without books or technology, while modern education utilizes classrooms, digital tools, and focuses on developing students' character and preparing them for the future.
Providing Solutions II Forum and Engaging VET Learners Through iPads Workshop Spectronics
The document discusses using iPads to engage vocational education and training (VET) learners through mobile learning. It outlines principles of universal design for learning, which involves providing multiple means of representation, engagement and expression to accommodate learner differences. The document also lists advantages and disadvantages of using iPads, examples of accessibility features, and examples of reading and writing apps that can support literacy on the iPad within the framework of universal design for learning.
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More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Gustavo Alves, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
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https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Presentation of Daina Gudoniene, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
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https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
This document summarizes Politehnica University Timisoara's efforts towards digital transformation since 2015. It discusses building competencies for digital education among academic and non-academic staff as well as students through training, support, mentoring and involvement of external stakeholders. It also describes the university's virtual campus, microcredentials program, participation in European projects like MODE-IT and ACADIGIA to develop online training and mentorship programs, and adoption of blended learning approaches. The goal is to develop life-long learning skills for students in the 21st century through open online resources and credentials.
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Creating environments for learner-centered learning: Paving the way for hyflex
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Presentation of Kathrin Marie Otrel-Cass for EDEN's Time for Action in Shaping HE 4.0 webinar series on 'Learning Design in the Eye of the Storm #onlinetogether' - July 5, 2021, 17:00 CEST
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Hybrid education has the potential to be more inclusive if developed well. It requires considering diverse student needs, backgrounds, and ensuring all students feel safe and have equal access to learn. However, increased use of online and hybrid approaches may exacerbate teacher workload without support. Assessing student learning and providing practical training also present challenges in online and hybrid environments. Moving forward, it is important to focus on privacy, ethics, and addressing biases when using learning analytics tools to understand student learning.
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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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Mobile Innovations and Evolutions in Education Ecosystem
1. Mobile Innovations and Evolution in the Education Ecosystem Paul Kim Chief Technology Officer Assistant Dean Stanford University School of Education phkim@stanford.edu
2. All living things evolve... So do thoughts, values, practices, organizations, etc. Therefore, evolution is everywhere around us. Let’s study some basic terms first.
4. Natural Selection New change is introduced to the ecosystem. Predator is part of the ecosystem and it is certainly part of the environment the species interact with. No change means extinction. Better species = More competitive service, product, delivery, etc. http://evolution.berkeley.edu/evolibrary/article//evo_39
5. Artificial Selection Interactions and Influences Natural selection => Responsive or reactive Artificial selection processes within organizations, models, etc. = Initiative or proactive Try out and see what works better or becomes better; Identify best practices and eliminate bad features or procedures; keep what work best; and scale up your model. You cannot expect a change if you just think about it and never try. http://upload.wikimedia.org/wikipedia/commons/a/a7/Cornselection.jpg
6. A business or industry, as a living organism, often must evolve (i.e., to overcome or even leverage changes) in order to seek higher efficiencies and ensure itslong-term sustainability (Kim, 2010).
7. Let’s look at some evolution examples from the industries.
8. Evolving at a slower clock speed Boeing 747-100 1969 Take off… Land… The same way No faster Boeing 747-200 1976 Boeing 747-400 1989 Value priority Ticket Price Operation Cost Profitable Routes Boeing 777-300 1994
9. 1981 Call Text message Take photo Edit video Browse Mobinar Do whatever Value priority Expansion and Quality of User Experience When ICT is the main driver of evolution = faster clock speed
10.
11.
12.
13. What can we learn? If the external evolution rate exceeds the internal evolution rate, extinction is eminent. Adapt to the changing rules of the game. Or die out. We know it, but the knowing and doing gap abounds. Many organizations are not good at evolving because they are busy putting out daily fires. Organizational change requires organizational cohesion through value alignment. Everyone is appreciating the same value.)
15. MYSPACE for Grand Canyon University - From “almost closing down status” in 2001. (1949-2003 / 2004-2010) Making it the first for-profit Christian college in the United States. IPO NASDAQ in 2008. As of Dec. 2009: 37,000. Major genetic mutation occurred in 2003: non-profit to for-profit. Hybrid: on-ground and online. Joined the major league http://finance.yahoo.com/
16. Founded in 1996 Completely online. Started as non-profit and received accreditation in 2003. 9000 students. 95% advanced degree seeking students. One 3-story building in the middle of desert in Arizona. Going for organic growth.
20. Cloud services (Plug-n-Play) – buildings, online library DB, admission, writing support center, IT support, everything that are not core competencies / Faculty contract by course – highly disintegrated model
21.
22. What’s for sure? Although the clock speed is still slow, more artificial selections to be made in the education ecosystem.
33. Mobile Technology for Innovative, Inclusive, Integrative, & International Education Ecosystem.
34. POMI 2020Programmable Open Mobile Internet The Stanford Clean Slate Programhttp://cleanslate.stanford.edu
35. 33 Stanford Faculty Team Education Applications Paul Kim HCI Scott Klemmer Security Dan Boneh John Mitchell Languages Monica Lam Distributed Systems David Mazieres Phil Levis OS Mendel Rosenblum Architecture Christos Kozyrakis Economics Ramesh Johari Guru Parulkar Nick McKeown Networking Fouad Tobagi Andrea Goldsmith Radio Arogyaswami Paulraj
38. PocketSchool for those who have no access to school StoryReader coupled with paper stories!
39. Do you believe sesame street was helpful for children to learn? How about mobile sesame street? More important matter is that smartphones of today are going to be much better than just mobile sesame street. Never owned a book in his life.
40. Pocket school: Exploring mobile technology as a sustainable literacy education option for underserved children in Latin America. International Journal of Educational Development. 28(4), pp. 435-445. An action research for the development of mobile learning system for the underserved. Educational Technology Research & Development. 57(3), pp. 415-435.
41. Socioeconomic Strata, Mobile Technology, & Education: A comparative Analysis. Educational Technology Research & Development (DOI: 10.1007/s11423-010-9172-3.
49. Digital storytelling among Israeli and Palestinian Children in the Era of Mobile Innovation. (To appear in Educational Media and Technology Yearbook, Volume 36.) Creativity Gap in the Global Era: Using Mobile Devices to Assess and Develop Critical Thinking Skills Among Palestinian Youth. (Forth coming).
50. Global Partnership Tumba College of Technology, Rwanda Civic engagement, Genocide victims with HIV/AIDS/ Micro-business-based women empowerment / Entrepreneurship & Mobile Storytelling Dr. Gatare Minister of ICT
51. 49 Raising HIV Awareness Counter the mis-conception Competition game based Learning HIV/AIDS & Track Learning entrepreneurship 49
56. PocketSchool Do you remember why pocket-size mobile technology is different from desktop or even notebook computers?
57. Portability Less electricity consumption Ease of implementation Ease of maintenance Performance tracking Individualized intervention The list goes on…
58. Contextualized innovation vs. Reverse innovation - Much more energy efficient device. Alternative energy option for developing countries is green ideas for developed countries. Must be game-based/ activity-based in developing countries.
59.
60. Value-centeredEducation Ecosystem Service Learning Model Relevant and Meaningful Experiences for everyone Global Partnership for Global Causes Sustainable Education Ecosystem
61. Mobile technology makes a bottom up approach actually possible. Easier to implement in a much shorter time. Leverage widely available cellular networks. Equalize access to educational development opportunities for all. Strategic value alignment to cause evolution in the education ecosystem (University students + Faculty + Children + Real world problems )
63. Alberto in a rural village school in Baja California, Mexico “I want to study with the mobile computer, too!” Mobile Exam and Audio Games for the blind. (Dominican Republic) We always look for partners!
74. Remotely Operated Science Experiment - A new approach to supplement real-time collaboration and online learning. (Forth coming). Stanford Mobile Inquiry-based Learning Environment (SMILE): using mobile phones to promote student inquires in the elementary classroom. (To appear in the Proceedings of World Congress in Computer Science, Computer Engineering, and Applied Computing. July, 2011)
75. Exploration of a Self-Directed Mobile Learning Model for the Extremely Underserved Communities. (International Journal of Educational Development. 10.1016/j.ijedudev.2011.05.008). PocketSchool Interactive Learning Ad-hoc Network and HIV/AIDS Education in the Developing Region. (Forth coming).
77. 21st Century Value-Centered Education Ecosystem ANSWERS “WHY?” Shared peace & prosperity, mental & physical wellbeing, unity (Afghan refugee, Uganda refugee, Nomadic Indian tribes, HIV/AIDS victims of the genocide, children in Qalqylya, Palestine, students with disabilities, Ashram Ghandi, etc. MOTIVATE CONSTITUENCIES IGNITE PASSION VALUE NURTURE CATALYZE APPLICABLE PEDAGOGY CONTENT CONTEXTUALIZED ENABLING AGENT TECHNOLOGY NEW POSSIBILITIES Must continue to evolve VCEE
78. The Future is Here; It's Just Not Widely Distributed, Yet. - William Gibson The Future is Not Widely Distributed. Therefore, It is Not Here, Yet. - Paul Kim
80. Let’s remember Dr. Kim Foreman, Professor of Education, San Francisco State University, who died on a jungle road while striving to educate and empower future leaders of Rwanda
Editor's Notes
Let’s turn our attention to another region in the world.This is a heavily armed military checkpoint in Qalqylya, Palestine.In order to go to school, each child must go through this check point everyday2 hours of electricity a day2 hours of water a dayNo computer no Internet No LibraryExtremely underserved school because of political reasonsHard to receive external aids
Children develop
With PSILAN, the coordinator can set up either complete anonymous or privately-tracked competition sessions for outcome analyses.Although all potential barriers and issues have not been fully addressed, a competition game based public health education program is expected to generate enough buzz in rural villages and get the people to talk about and share correct answers on the way to the competition games. Such idea is to counter the misconceptions around HIV/AIDS (e.g., HIV as evil spirit) and learn to prevent it at all costs.
Basically, the idea here is to convert quality HIV/AIDS learning content into competition game based assessment in Kinyarwanda and Swahili for rural villagers in Rwanda, Tanzania, Zambia, and Burundi. This project is to help increase participation rates while offering incentives for participants. Considering the cost of running current instructor-led or printed media-based HIV/AIDS education programs and low participant rates, PSILAN is to turn lecture-based education content into a competition game solution involving graphics and audios (i.e., for the illiterate). Once completed, the program will be announced as a competition to earn US $1 in remote rural villages and participant can play the competition to earn US $1 by answering an acceptable number of quizzes on HIV/AIDS.
Greenberg et al. also reported that monetary incentives played a key role in motivating eligible women to complete their HIV intervention study. In terms of contextualization for increased sustainability, PSILAN for HIV/AIDS education project is basically adding competition game component coupled with incentive structure to already existing mobile education projects such as the work of Ofotokun et al. who found non-interactive, yet culturally adapted mobile education devices to be still cost-effective in raising HIV awareness among rural villagers in Nigeria. Overall, the findings from PSILAN for HIV/AIDS project are to be reported in the upcoming reports.
We are in the process of developing programs for private sector to participate in our projects. Some of the initial discussions are being held with partnering organizations with local cellular operators. For example, in Rwanda, initial talks have identified potential ways to engage MTN to purchase and distribute commercial models of PSILAN incorporating existing nation-wide wi-fi model for content delivery. Also, through partnering NGOs in Latin America, mobile companies have helped us identify potential strategies of embedding commercial contents in the education materials to seek brand recognition in villages and pay for the cost of the mobile learning models in various countries. This type of partnership prototype models will be implemented in the next 24 months to investigate opportunities and challenges in the areas of scalability and sustainability.
What we are looking for in the future is not “one ipad per child.”It’s got to be “one inspirational moment“one smiley face“one dream“one hope“and one child at a time.”Together we, we make one world.Thank you.
PSILAN architecture can be highly decentralized to work with available local network services (e.g., GSM, Wi-Fi, Wi-Max, etc.) and grow to address local needs at various levels (e.g., femtocell, picocell, community, or village network, etc.).
For example, if a village has no network of any kind, a simple Wi-fi access point or picocell access point could be turned on to serve as a micro backbone for a small learning network. With a simple access point with default network settings, one can instantly start servicing PSILAN and learners in the coverage area can join PSILAN with available mobile devices that can support the given network.
Since the core component of the PSILAN application that needs to be installed on mobile devices is light-weight, the mobile application installs quickly over the network and consumes minimal resources of the mobile devices. Because of the simplicity of PSILAN, it could be deployed within hours and easily taken to rural villages or hard-to-reach regions. It is designed so that non-technical people can easily author contents. Therefore, the potential use of PSILAN in under-developed region is quite noteworthy.
With cellular network coupling (i.e., in order to link with mobile Internet service provided by a cellular network carrier), PSILAN could enable ad-hoc interactive learning network (e.g., educational games), village-wide mobile survey network (e.g., public health survey), micro-economy development(e.g., village advertisement or marketing survey), social entrepreneurship support network (e.g., village woman empowerment programs), etc. Overall, Pocketschool Interactive Learning AdHoc Network solutions can be used as learning and assessment management solutions for various learning scenarios and programs especially in the underserved regions around the world.