2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
2008 Was it worth it? Looking back at EdDSue Greener
Brief presentation - retrospective on doing a professional doctorate as a member of academic staff. Delivered to HR subject group at Brighton Business School 2008
Effectiveness of Flipped Learning: Improving Pre-service Teachers’ Prowess in...Dr. Almodaires
In the current study, the aim is to determine the effectiveness of flipped learning approach in developing pre-service teachers’ skills and knowledge in creating and editing digital videos. Furthermore, the approach was evaluated through the theoretical lens of constructivism and experiential learning
This article is a proposal for an empirical study planned to study the impact of Social media in learning and teaching processes during COVID-19 and its expected impact on post COVID-19. This study will be exclusively focus on teaching chemistry using the help of Technology at secondary level.
KEYWORDS: Apps, Chemistry, Blended learning, Integrated learning, Pedagogy, Technology.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Enhancing Student Learning Experience and Satisfaction Using Virtual Learning...M H
The paper presents a project that aims to enhance students experiences and satisfaction through the use of a Virtual Learning Environment. Particularly, it aims at developing a blended learning community to support diverse student population, including students with special learning needs. This project focuses on the teaching/learning aspects of students experiences and satisfaction. Other aspects are geared towards use by student support staff and those whose main responsibility is technical or system administration support. Various methods were used to measure the success of the project and its implementation. Evaluation results show a significant increase in student satisfaction and enhanced progression rate.
Thinking Differently: A Visual Note Recording Strategy to Improve LearningDr. Almodaires
The use of visuals in the learning environment is increasing every day. The idea of connecting images with existing knowledge is one way to effectively learn and remember........
My eLearning team delivered an afternoon workshop on creating engaging eLearning experiences. This PowerPoint provided a theoretical lens for the workshop. We built on this theory to deliver three more parts to the workshop: the Learning Management System, Cloud Services and Tablet Devices.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
12. This presentation elaborates various ideas such as the importance of understanding our learners, learner characteristics, various dimensions and modes of learning etc.
Presentation from an invited speaker in a Webinar arranged by Institution of Informatization of Education - Moscow State Humanitarian University:
Theme:
"Features of the interaction of the teacher and student in distance learning"
(PRESENTATION FILE)
Topic:
"Distance Learning Experience: Teaching the Thais and Beyond"
By: Asst. Prof. Dr. Anuchai Theeraroungchaisri
More info: http://ininfo.mggu-sh.ru/news/221-features-of-the-interaction-of-the-teacher-and-student-in-distance-learning-2013
Transforming distance education curricula through distributive leadershipMike KEPPELL
This paper examines a core leadership strategy for transforming learning and
teaching in distance education through flexible and blended learning. It focuses on
a project centred on distributive leadership that involves collaboration, shared
purpose, responsibility and recognition of leadership irrespective of role or
position within an organisation. Distributive leadership was a core principle in
facilitating the transformation of learning and teaching through a Teaching
Fellowship Scheme that empowered leaders across a regional distance education
university. In parallel, a design-based research project analysed the perceptions of
the Teaching Fellows in relation to blended learning, time/space, peer learning,
innovation and equity issues in relation to distance education.
Keywords: flexible and blended learning; distributive leadership; design-based
research; fellowships; transformative change; transformative learning
Importance of learning spaces in blended learningSarah_Chaloner
Presentation from Lynnae Rankin, eLearning Manager at UWS. This presentation was given on the 2012 CAUDIT Learning Space Study Tour and discusses the importance of Learning Space Design for Blended Learning
Blended learning pace march 2013 slideshare versionapicciano
This presentation was delivered as the keynote at a conference held at Pace University, New York in March 2013. It examines blended learning and MOOCs as harbingers of education's digital future.
presentation by Kristina D.C. Hoeppner, Gilbert Busana, Charles Max, Robert A.P. Reuter at
ED-MEDIA 2009 in Honolulu, 24 June 2009. The last slide was changed to reflect the new address of the study program where up-to-date information can be found.
A Review of Studies on Academic Success in Blended Learning Approach in Turke...HALİL COŞKUN ÇELİK
The purpose of this study is to conduct content analysis of studies on the effect of blended learning approach on
academic success and determine the trends of these studies. In the study, 51 studies, which were accessed as a full text
based on the keyword "blended learning" in higher education academic search engine by using the purposive sampling
method, were subjected to content analysis through the Publication Classifcation Form (PCF). These studies were reviewed in terms of "study subject area, year of publication, research method, sampling method, sample group and size, data collection tools and data analysis methods".
Frequency and percentage ratios were used in the analysis of data and the fndings are presented in tables. Findings show that studies on blended learning were mostly conducted in 2012. It was found that quantitative research method was preferred more, simple random sampling stood
out, primary school students were mostly included in the sample group, and the sample group generally consisted of between 31-100 people in these studies. As a data analysis method, single data analysis method was preferred more and the academic success was frequently addressed as the research subject
Typologies of learning design and the introduction of a “ld type 2” case exampleeLearning Papers
Author: Eva Dobozy
This paper explores the need for greater clarity in the conceptualisation of Learning Design (LD). Building on Cameron’s (2010) work, a three-tiered LD architecture is introduced. It is argued that this conceptualisation is needed in order to advance the emerging field of LD as applied to education research.
Similar to National Learning and Teaching Forum - Redefining Blended Learning (20)
Empowering active learning of higher education students through space, pedago...Mike KEPPELL
Learning spaces need to encompass formal teaching spaces, informal learning spaces and virtual learning and teaching spaces. The combination of space, pedagogy and technology needs to be seamlessly integrated to support 21st Century learning. Learning spaces must utilise new technology and flexibility to enable active learning and meet student expectations and accommodate different teaching approaches. In this session, Professor Mike Keppell will reflect on different institutional approaches in addressing student learning by choreographing space, technology and pedagogy to achieve Institutional goals. Professor Keppell is an internationally respected academic and has held leadership roles across six universities. In this session he will to discuss his experience in transformational teaching and learning spaces that require the blend of technological tools and pedagogical practices to meet teacher and learner expectations. Case studies from different universities will be presented in the points below:
" Pedagogy, space and technology: What's new? How have the three elements evolved? How do they all relate
" Swinburne University of Technology Learning Space Case Study
" European Learning space Case study
" Malaysian University Case Study
Assuring Best Practice in Learning and Teaching: Priorities for Institutions,...Mike KEPPELL
Assuring Best Practice in Learning and Teaching: Priorities for Institutions, Teachers and Learners in a Connected World
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Active learning
o Learning spaces
o Central role of technology
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Professional development
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Seamless teaching
o Assuring best practice in technology-enhanced environments
o Technology affordances
o Scholarship
o Learning analytics
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
Keynote Bogata, Colombia: Innovative Pedagogies in a Connected world: Strateg...Mike KEPPELL
Innovative Pedagogies in a Connected world: Strategies for Teaching in a Digital Age
This presentation will focus on learning and teaching in a connected world within the Higher Education context. Knowledge is now co-created, disseminated via networks, and personalised. It has moved from being described as “explaining some part of the world” and “used in some type of action” to involving ecologies and networks (Siemens, 2006, p. vi). The presentation will focus on:
• How learning and teaching has changed in a connected world
o Diversity of students
o Wide range of learning spaces
o Greater need to connect with students
o Technology moving to a central role
• Innovative teaching in a connected world
o Blended learning
o Authentic assessment
o Personalised learning
o Open education
• The knowledge, skills and attitudes teachers need to thrive in a connected world
o Digital fluency
o Technology affordances
o Seamless teaching
o Scholarship
o Learning analytics
o Feedback as feed-forward
• The knowledge, skills and attitudes learners need to thrive in a connected world
o Learners will need a toolkit encompassing digital literacies, seamless learning, self-regulated learning, learning-oriented assessment, lifelong learning, and flexible learning pathways. This toolkit will enable the learner to tackle the complexities of the learning landscape that is becoming increasingly digital, connected, and ambiguous.
References:
1. Bates, A.W. (2015). Teaching in a Digital Age. https://opentextbc.ca/teachinginadigitalage/
2. Keppell, M.J. (2015). The learning future: Personalised learning in an open world. In Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. MOOCs and Open Education around the World. Routledge/Taylor and Francis.
3. Keppell, M., Suddaby, G. & Hard, N. (2015). Assuring best practice in technology-enhanced learning environments. Research in Learning Technology. 2015, 23: 25728 - http://dx.doi.org/10.3402/rlt.v23.25728
Keppell, M., Au, E., Ma, A. & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment and Evaluation in Higher Education, 31(4), 453-464.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Advantages and Disadvantages of CMS from an SEO Perspective
National Learning and Teaching Forum - Redefining Blended Learning
1. BLENDED LEARNING:
REDEFINING THE SPACE
Professor Mike Keppell
Director, The Flexible Learning Institute &
Professor of Higher Education
Charles Sturt University
1
Thursday, 30 September 2010 1
2. OVERVIEW
Assumptions
Principles
Conceptualising the space
of this presentation
What is blended learning?
Dimensions of blended
learning
Space
Multi-dimensional nature
of blended learning
2
Thursday, 30 September 2010 2
3. ASSUMPTIONS
Universities value and seek to enhance the skills
essential for lifelong and life wide learning,
developing graduates who will continue to develop
intellectually, professionally and socially beyond the
bounds of formal education.
Universities believe that programs, services and teaching
methods should be responsive to the diverse
cultural, social and academic needs of
students, enabling them to adapt to the demands of
university education and providing them with the
cultural capital for life success.
3
Thursday, 30 September 2010 3
5. Subject Learning
Interactions Management
System
Blended
Pedagogy Learning Spaces
Learning
Degree
Digital Proficiency
Interactions
5
Thursday, 30 September 2010 5
6. PERSPECTIVES ON BLENDED
LEARNING
Blended learning means that you need to look at the
cohort, and the resources, the lesson, curriculum and put it
all together. It requires a change of language. I see it as
using technology for enhancing learning and it allows you
to cater more for differences, for the different needs of the
student body (Teaching Fellow, 2008).
6
Thursday, 30 September 2010 6
7. PERSPECTIVES ON BLENDED
LEARNING
The reason I’m a bit cynical about it (blended learning) is
that I think it’s a matter of good teaching that you do...
anyway. It’s a bit of a jargon word, I think, but I can
understand the need to have it for the increased range of
technologies (Teaching Fellow, 2008).
… It’s very, very hard to get people who come on campus to
want to do something that’s not face-to-face and it’s very
hard to get people who want to be totally flexible and do
something at two o’clock in the morning by themselves to
actually want to engage with other people (Teaching Fellow,
2008).
7
Thursday, 30 September 2010 7
9. FLEXIBLE LEARNING
“Flexible learning” provides opportunities to
improve the student learning experience through
flexibility in time, pace, place (physical, virtual, on-
campus, off-campus), mode of study (print-based,
face-to-face, blended, online), teaching approach
(collaborative, independent), forms of assessment
and staffing. It may utilise a wide range of media,
environments, learning spaces and technologies for
learning and teaching.
9
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10. BLENDED & FLEXIBLE
LEARNING
“Blended and flexible learning” is a design
approach that examines the relationships between
flexible learning opportunities, in order to optimise
student engagement and equivalence in learning
outcomes regardless of mode of study (Keppell,
2010, p. 3).
10
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12. PARADIGMS OF BLENDED
LEARNING
Enabling blends
Access and equity
Enhancing blends
Incremental changes to
the pedagogy
Transforming blends
Transformation of the pedagogy
12
Thursday, 30 September 2010 12
13. ACTIVITY-LEVEL BLENDING IN
PRACTICE
Student Resources Resources
Instructor Role Assessment
Role (Content) (Services)
Allocate reading. Some
Ask students to Read discussion
Off-line read required respective Reading about topic in
reading and post chapter face-to-face
summary in LMS class
Feedback from
Post a one
peers in online
paragraph Student and
discussion.
summary instructor
Discussion Feedback from
Online Facilitator and posts in
forum instructor in
comment discussion
online
on two forum
discussion
other posts
forum.
13
Thursday, 30 September 2010 13
14. Subject Learning
Interactions Management
System
Blended
Pedagogy Learning Spaces
Learning
Degree
Digital Proficiency
Interactions
14
Thursday, 30 September 2010 14
15. SUBJECT & DEGREE
INTERACTIONS
Information access (degree and subject expectations)
Interactive learning (learner-to-content interactions)
Networked learning (learner-to-learner; learner-to-
teacher interactions)
Student-generated content (learner-as-designers;
assessment-as-learning interactions)
(Herrington & Oliver 2001).
15
Thursday, 30 September 2010 15
16. LEARNING MANAGEMENT
SYSTEM
e.g. Moodle, Sakai,
Blackboard
Information access tools
(e.g. subject outline)
Interactive learning tools
(e.g. simulation)
Networked learning tools
(e.g. forums, chats)
Student-generated content
tools (e.g. digital stories)
16
Thursday, 30 September 2010 16
18. DIGITAL PROFICIENCY
Multi-literacies
Information literacy
ICT literacy
e-facilitation strategies
e-moderation strategies
Focussed on teaching staff
and students
18
Thursday, 30 September 2010 18
20. LEARNING SPACES
Physical, blended or virtual ‘areas’ that enhance
learning
Physical, blended or virtual ‘areas’ that motivate
learners
Spaces where both teachers and students optimize
the perceived and actual affordances of the
space
Spaces that promote authentic learning
interactions
20
Thursday, 30 September 2010 20
21. DIVERSITY OF LEARNING SPACES
Physical Blended Virtual
Formal Informal Formal Informal
Mobile Personal
Professional
Outdoor
Practice
21
Thursday, 30 September 2010 21
26. FLEXIBILITY OF LEARNING SPACES
Flexible learning and teaching spaces allow
adaptability over time for different uses.
Spaces need to be used for students who are both
physically present and students who never visit the
campus.
In addition homes, cars, buses, hotels, cafes become
mobile spaces where the student undertakes
learning.
Studying subject materials while travelling to work via
train or bus may represent the learning space for
some students
26
Thursday, 30 September 2010 26
29. Learning Space Affordance Example
Practical work
Peer interaction Practical work on IT
Residential School
Sense of belonging to networks
university
authentic learning
applied learning in
Practice community of practice
discipline
mentor/mentee
Discussion about
Learning Commons Informal learning 24/7 lecture
Peer learning
29
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