Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
E-Learning Roadmap and Initiatives in Malaysian Higher EducationCEMCA
Presentation by Prof. Dato Dr. Ansary Ahmed & Prof. Dr. John Arul Philips for ICT Leadership in Higher Education Workshop on 24-26 February 2013 at Hyderabad, India
Skills@Library at the University of LeedsHelen Howard
Presentation for the academic skills support event at Leeds Metropolitan University June 2012, outlining why and how Skills@Library evolved and looking at the services we provide.
E-Learning Roadmap and Initiatives in Malaysian Higher EducationCEMCA
Presentation by Prof. Dato Dr. Ansary Ahmed & Prof. Dr. John Arul Philips for ICT Leadership in Higher Education Workshop on 24-26 February 2013 at Hyderabad, India
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).
Defining a quality model for Blended Learning course for adult learners: the experience of Patronato EPASA CNA (Italian National Confederation of the Craft Sector and Small and
Medium Enterprises)
In order to improve the quality of the traning process of their employes the Patronato EPASA CNA started a experimentation of a new model of traning. The needs of the patronato were to:
* To develop a training system for a large number of learners, geographically distributed throughout the country, which is economically sustainable
* To develop a training system that meets the needs of learners with different levels of skills and knowledge.
* To develop a training system that enables the assessment of the effectiveness of the training and monitoring the level of learning for each individual operator.
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
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).
Defining a quality model for Blended Learning course for adult learners: the experience of Patronato EPASA CNA (Italian National Confederation of the Craft Sector and Small and
Medium Enterprises)
In order to improve the quality of the traning process of their employes the Patronato EPASA CNA started a experimentation of a new model of traning. The needs of the patronato were to:
* To develop a training system for a large number of learners, geographically distributed throughout the country, which is economically sustainable
* To develop a training system that meets the needs of learners with different levels of skills and knowledge.
* To develop a training system that enables the assessment of the effectiveness of the training and monitoring the level of learning for each individual operator.
Keynote presentation by Dr Catherine O'Mahony at annual ITLA Winter Conference, Jan 13-14 2022. This presentation references work by Dr Sarah Thelen on Digital Education for Teaching in UCC as well as work by Siobhan O'Neill on Pandemic Pedagogy.
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Teaching in a Hybrid Virtual ClassroomZac Woolfitt
Media and Learning - Online conference https://media-and-learning.eu/event/media-learning-online-autumn-2021/
Many teaching staff are now faced with a situation where they are not only expected to continue to teach students remotely online, but are also dealing with the learning needs of students in the class with them. This type of teaching goes by a variety of different names, Hybrid, HyFlex, Flexible, Dual Mode to name but a few. Supporting teaching staff in this situation can be a challenge as they and the services that facilitate them struggle with what for many is a juggling act that far too often results in one group of students feeling left out. During this presentation and discussions session, experienceed practioners will share their tips and suggestions for making hybrid work well from a pedagogical as well as a technical point of view.
Panellists:
Zac Woolfitt, Inholland University of Applied Sciences, The Netherlands, Practical approaches to teaching in the Hybrid Classroom
Anas Ghadouani, The University of Western Australia, Australia
Danielle Hinton, Higher Education Futures institute (HEFi), University of Birmingham, UK
Rónán Ó Muirthile, IADT, Ireland, Hybrid teaching: Lessons and learnings from professional broadcasting
Moderator: Fleur Braunsdorf, University of Amsterdam, The Netherlands
2009: Særmagasin: Kina - det nye nærmarked. Opgøret med VestenAnders Rostgaard
Kinas transformation fra underudviklet land mod verdensmagt går stærkt – og stærkere end de fleste tror. Danske virksomheder som Vestas, Grundfos og Danfoss kæmper for at følge med i det høje tempo. Tag i syv kapitler med på besøg hos danske firmaer i Kina, der i øjeblikket tager del i “Kinas renæssance.”
Marina Lønning er divisjonsdirektør i Telenor Norge med ansvar for bedriftsmarkedet. Hun vil presentere Telenors strategi med hovedfokus på hvordan Telenor møter endringene i bedriftsmarkedet hvor den enkelte medarbeider stadig får større makt og innflytelse.
As organizations rely more and more on IT systems, as the workforce gets more and more mobile, as services become more and more intertwined with products, and as devices get more and more connected to the internet, the security of an organization’s IT infrastructure becomes more and more critical.
Find out more: http://www.nordicitsecurity.com/
Free entrance for end-users. Please register here: http://www.nordicitsecurity.com/nordic-it-security-vip-delegation-programme/
Tony Ross, president of United Way of Pennsylvania, gave this presentation as part of the PA Budget Town Hall Meeting held in Scranton, PA on March 9, 2012.
The role of robotic innovation in ore characterization, mineralogy and geomet...Mining On Top
The role of robotic innovation in ore characterization, mineralogy and geometallurgy
Mette Dobel,Global Product Manager, Laboratory solutions, FLSmidth, Denmark
Mining On Top: Helsinki
16-17 September 2013 | Helsinki
Value-oriented investment firm that commits people, capital, and fortitude to help address the critical issues facing public companies. Includes company, market and strategy overview.
Note: Confidential and proprietary information omitted from public version.
A trip down Moodle lane - 10 years of Moodle at NMITDavid Sturrock
A presentation at the MoodleMoot NZ 2014, Nelson Marlborough Institute of Technology, Nelson. NMIT has been using Moodle since 2004 and this presentation covers the highlights, including adoption strategies, collaborative projects and using a selection of non-standard plugins.
Evaluating the Impact of an eLearning Strategy on the Quality of Teaching and...CITE
DOHERTY, Iain (eLearning Pedagogical Support Unit, Center for the Enhancement of Teaching and Learning. The University of Hong Kong)
http://citers2012.cite.hku.hk/en/paper_521.htm
Engaging Learners Through Interactive Pre-Recorded Lectures by Dr. Reece Soph...Reece Sophocleous
Slides presented at the University of Wollongong Early Career Academic Network November Showcase 2022 by Dr. Reece Sophocleous reflecting on delivering online pre-recorded lectures and methods used to ensure student engagement was maintained.
Moodle VLE at University of Parma. Co-Lab experience - ICTP Worskhop LectureSara Valla
Lecture at
ICTP and UNESCO Workshop "New Trends for Science Dissemination"
Moodle Virtual Learning Environment (LEA) at University of Parma: 3 case histories to gain experience and discover best practices for administration, management and teaching
of on-line courses.
The birth of the Digital Co-Laboratory
Designing Active Learning in Moodle – a preview of the Learning Designer tools Eileen Kennedy, D. N. Dimakopoulos, Diana Laurillard
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
Broadening the scope of a Maths module for student Technology teachers Sue Milne, Sarah Honeychurch, Niall Barr
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
A proposal for integrating Serious Games made with Unity3D into Moodle courses Frank Poschner, Dieter Wloka
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
The Moodle Gradebook as a tool inducing regular revisions in students' learning process Piotr Jaworski
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
Using the Moodle Quiz for Formative and Summative Assessment: Safe Exam Browser and Laptops for Assessments Projects Mike Wilson
Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie
Many a Mickle Makes a Muckle: A multitude of Moodle mods to enhance the student learning experience Roger Emery, Daran Price
Presented at Moodlemoot Edinburgh 2014 www.moodlemoot.ie
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
Moodle supporting problem based project-organised learning at aalborg university
1. IRELAND & UK
MOODLEMOOT
2012
Brian Møller
e-learning consultant
ELSA, Aalborg University
Moodle supporting problem-based,
project-organised learning
at Aalborg University
IRELAND & UK MOODLEMOOT 2012
2. AGENDA
We offer no solution or cheat sheet
Share some of the difficulties, challenges and
considerations we have had and encountered when trying
to implement Moodle across Aalborg University within the
framework of the pedagogical model of problem-based,
project-organized work
Shout-out – learn from the rest of you!
IRELAND & UK MOODLEMOOT 2012
4. Campuses: Main campus at Aalborg. Satellites at Esbjerg and Copenhagen
IRELAND & UK MOODLEMOOT 2012
5. ABOUT AALBORG UNIVERSITY 1/2
Young and modern: Aalborg University was inaugurated in 1974
IRELAND & UK MOODLEMOOT 2012
6. ABOUT AALBORG UNIVERSITY 2/2
•Four faculties:
•The Faculty of Humanities
•The Faculty of Social Sciences
•The Faculty of Engineering and Science
•The Faculty of Medicine
•15.000 students
•10% international students
•2000 faculty and 800 administrative and technical staff
•11 schools
•A 'school' is an organisational unit under the faculties. A
School has relations to multiple 'Study Boards', which are
connected together in a peer-community within the School.
IRELAND & UK MOODLEMOOT 2012
7. THE E-LEARNING UNIT AT
AALBORG UNIVERSITY (ELSA) 1/2
• Organisationally situated under the ICT-department at
the Faculty of Humanities
• Collaborate with all the it-departments across the university
• Staff
• 6 persons (equivalent to 4 full-time positions) - e-learning
consultants
• Project management, user contact and support
• 6 student-helpers
• 1 full time equivalent (technical staff)
• Hosting Moodles and technical support for ELSA
• Collaboration with the it-department at the Faculty of Social
Sciences
• Hosting Moodles and support
IRELAND & UK MOODLEMOOT 2012
8. THE E-LEARNING UNIT AT
AALBORG UNIVERSITY (ELSA) 2/2
Mission: "Responsible for providing technical,
organisational and pedagogical support in use and
maintenance of e-learning systems for educational
activities at the University of Aalborg"
•Focus of implementation (three legged stool):
Leg Leg Leg
Technical Organisational Pedagogical
IRELAND & UK MOODLEMOOT 2012
9. PROBLEM BASED LEARNING AT
AAU 1/3
The Aalborg-model is comprised of the following main terms:
•Problem
•can be theoretical, practical, social, technical, symbolic-cultural and/or scientific
•the starting point directing the students’ learning process and situates the learning in a context
•grows out of students’ wondering within different disciplines and professional environments
•has to be exemplary
•Project
•complex work effort
•a problem is formulated, analysed and processed
•during the project work the students acquire knowledge and skills – the project is a learning process
•Groups / team
•Teamwork, problem analytic, result based, mutual criticism, knowledge sharing [more]
•Supervisor
•Each student group has one or more supervisors for a project
•Courses
•Project courses: Courses offered as part of a study program that relate directly to the term theme and the students’
project work
•Study courses:
•required as part of a study program that introduce students to fundamental concepts, theories or skills of a particular
discipline
•These courses are assessed (examined) separately from the project courses and project work
IRELAND & UK MOODLEMOOT 2012
10. PROBLEM BASED LEARNING AT
AAU 2/3
Problem
Work process
Teacher Participant
controlled Solution controlled
Traditional Active learning PBL -
classroom The AAU model
setting Mix of lectures
and exercises
Transfer of
information
Source: Thomas Ryberg, e-Learning Lab, AAU (adapted)
IRELAND & UK MOODLEMOOT 2012
11. PROBLEM BASED LEARNING AT
AAU 3/3
Problem
Work process
Teacher Participant
controlled Solution controlled
Traditional Active learning PBL -
classroom The AAU model
setting Mix of lectures
and exercises
Transfer of
information
Source: Thomas Ryberg, e-Learning Lab, AAU (adapted)
IRELAND & UK MOODLEMOOT 2012
12. SEMESTER OVERVIEW 1/2
Semester
5 ECTS
Courses 50% 5 ECTS
5 ECTS
15 ECTS
Project 50%
Semester: A semester is comprised of courses and a project, each weighing 50%
IRELAND & UK MOODLEMOOT 2012
13. SEMESTER OVERVIEW 2/2
Semester
5 ECTS
Courses 50% 5 ECTS - Active
learning
5 ECTS
15 ECTS
Project 50%
- PBL
Semester: A semester is comprised of courses and a project, each weighing 50%
IRELAND & UK MOODLEMOOT 2012
14. STUDENT PROJECTS/GROUPS
•Problem based project work takes place within student
groups, which are characterised by:
•Collaboration, sharing and working closely together in;
•design
•negotiation and decision making
•analysis
•reflection
•The binding collaboration of members on successful
completion of the project is an essential component of the
overall approach to learning
•Often in collaboration with external partners/the business
community or as an interdisciplinary construction
IRELAND & UK MOODLEMOOT 2012
15. MOODLE AND THE AAU MODEL 1/3
MOODLE at AAU
Traditional Active learning -
classroom setting dynamic learning
process
Transfer of (social
information constructivism?)
•Course materials •Open forums for
•References/literature interaction
•Links •Quizzes
•Notifications from •Assignments
teachers and •Peer review (groups)
secretariat
IRELAND & UK MOODLEMOOT 2012
16. MOODLE AND THE AAU MODEL 2/3
MOODLE at AAU
Traditional Active learning - Student projects
classroom setting dynamic learning
process PBL -
Transfer of (social The AAU model
information constructivism?)
•Course materials •Open forums for
•References/literature interaction
•Links •Quizzes
•Notifications from •Assignments
teachers and •Peer review (groups)
secretariat
IRELAND & UK MOODLEMOOT 2012
17. MOODLE AND THE AAU MODEL 3/3
MOODLE at AAU
Traditional Active learning - Student projects
classroom setting dynamic learning
process PBL
Transfer of (social The AAU model
information constructivism?)
?
•Course materials •Open forums for
•References/literature interaction
•Links •Quizzes
•Notifications from •Assignments
teachers and •Peer review (groups)
secretariat
IRELAND & UK MOODLEMOOT 2012
18. WHAT HAVE WE DONE
•External tools (Leg )
•Mahara
•Internal organisation inside Moodle (Leg )
•Project rooms, supervision rooms
•Both on school-/course level but also for a single group of
students
•Massive administrative burden to organise and setup (100s-
1000s of student groups)
IRELAND & UK MOODLEMOOT 2012
19. NEXT STEPS/CONSIDERATIONS
•Moodle activities (Leg )
•Strengthen teachers in regard to active learning
•Students in regard to their project groups
•Moodle 1.9 > 2.2
•Rethink entire process (with the pedagogical model more in mind)
•One Moodle as opposed to one Moodle pr school
•Ease administrative burden altogether
•Better support for interdisciplinary work
•Goal: Action is done where the local competences and knowledge
reside
•Self enroll in courses (both students and teachers)
•Creation of courses
•Preparing courses for archiving
IRELAND & UK MOODLEMOOT 2012
20. PLEASE DROP BY…
Aalborg University delegation
•Lars Anderson
•Tina Funck
•Lillian Buus
•Lars Peter Enevoldsen
•Jakob Cloos Bojesen
•Brian Møller
IRELAND & UK MOODLEMOOT 2012
21. FURTHER INFORMATION
•Aalborg University
http://www.en.aau.dk
•About the Aalborg model for problem based learning
http://www.en.aau.dk/About+Aalborg+University/The+Aalborg+model+for+proble
m+based+learning+%28PBL%29/
•Download folder about PBL-The Aalborg Model
http://files.portal.aau.dk/filesharing/download?filename=aau/aau/2010/~/pub/PBL
_aalborg_modellen.pdf
•ELSA’s website
http://www.elsa.aau.dk
IRELAND & UK MOODLEMOOT 2012