Presentation on the #iCollab project (international collaborations through social/mobile media technologies). Presented at the Association for Internet Research Annual Conference #ir13.
Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
Slides of my June 29, 2011, presentation at the Invited Panel on “Educational Media in Portugal: the Next Decade”, World Conference on Educational Multimedia, Hypermedia & Telecommunications, ED-MEDIA 2011.
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
Slides of my June 29, 2011, presentation at the Invited Panel on “Educational Media in Portugal: the Next Decade”, World Conference on Educational Multimedia, Hypermedia & Telecommunications, ED-MEDIA 2011.
Open online courses and massively untold storiesLeigh Blackall
This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work.
https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
This chapter discusses the question of what needs to be addressed in “the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime”.
It argues that two conceptual models can help address these issues. Firstly a social media participation model, Aggregate then Curate, that was developed on a JISC-funded project, MOSI-ALONG, which itself was designed using an integrated model of formal and informal learning called the Emergent Learning Model. Secondly a “development framework” for institutional flexibility called an 'organisational Architecture of Participation', which was co-created with 15 UK Further Education colleges to better enable e-learning within educational institutions.
Recommendations are made concerning how to address the various infrastructural, cultural and organisational issues that emerged during MOSI-ALONG, as we worked with local partners to better enable adult eLearning. These also include broader proposals concerning the need for individual adult learning institutions to have ongoing support from collaborative hubs if they are to evolve a community-responsive institutional life-cycle appropriate for adult learning.
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning
Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media.
Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices
This chapter discusses the question of what needs to be addressed in “the major infrastructural, cultural and organisational issues if integrated formal and informal eLearning environments are going to affect any change in the institutional regime”.
It argues that two conceptual models can help address these issues. Firstly a social media participation model, Aggregate then Curate, that was developed on a JISC-funded project, MOSI-ALONG, which itself was designed using an integrated model of formal and informal learning called the Emergent Learning Model. Secondly a “development framework” for institutional flexibility called an 'organisational Architecture of Participation', which was co-created with 15 UK Further Education colleges to better enable e-learning within educational institutions.
Recommendations are made concerning how to address the various infrastructural, cultural and organisational issues that emerged during MOSI-ALONG, as we worked with local partners to better enable adult eLearning. These also include broader proposals concerning the need for individual adult learning institutions to have ongoing support from collaborative hubs if they are to evolve a community-responsive institutional life-cycle appropriate for adult learning.
The Great Learning Experience Project: An attempt to understand learning from the views of the Millennial learners, a work-in-progress project by Mavic Pineda, Lennarth Bernhardsson and Maria Spante as proposed by Lars Svenson.
Slides/discussion triggers for Week 4 classes (21.10.11) BSc Advanced Multimedia, MSc Social Media (yes, we're using the same materials as we're coming together through the power of #psvtam and #mscsm)
Open cross institutional academic cpd: unlocking the potential Sue Beckingham
Chrissi Nerantzi and Sue Beckingham presenting at the 19th Annual SEDA Conference 13-14 November 2014, Nottingham
Redecker et al (2011, 9) note that “The overall vision is that personalisation, collaboration and informalisation (informal learning) will be at the core of learning in the future. “ Our world is changing rapidly. Educators need to quickly adapt and change and develop new learning and teaching strategies that are fit for our times. Informal networks and open development opportunities enabled and extended through digital technologies are valuable to connect with other practitioners, share practices, support each other and innovate in collaboration with others within and beyond their own institutions.
Seely Brown (2012, 14) talked about the “Big Shift” driven by “digital innovation” and characterised by “exponential change and emergence, socially and culturally”. Can we afford to stay where we are and do what we always did? Or is there a need for academic development to maximise on opportunities to remain current, innovate but also model flexible, forward facing and sustainable practices which connect, engage and have the potential to transform practices and enhance the student experience. The European Commission(2013) calls institutions to join-up and open-up. Could this be a sustainable solution for academic CPD?
Bring Your Own Devices for Learning (BYOD4L) is an open development opportunity for educators and students, developed by academic developers in two institutions. It builds on open learning ecologies (Jackson, 2013), the concept of lifewide learning (Jackson, 2014) and the ethos of sharing, collaboration and co-creation of pedagogical interventions and collective innovation within a supportive community enabled through social media. BYOD4L brought individuals together to learn how they can use their smart devices for learning through reflection and active experimentation. BYOD4L has been offered twice so far, initially with a group of distributed facilitators and then with five participating institutions. Expectations and value of BYOD4L from both iterations will be shared with delegates. The open CPD framework developed maximised on the expertise and the resources available by the community and participating individuals and institutions and created a rich and diverse and multimodal learning ecology. This is the approach adopted in BYOD4L. Does the open cross-institutional CPD framework developed present an attractive solution for institutions more widely that has the potential to normalise the use of technology for learning?
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
Innovation through technology: Based on the works of Lemke, C. (2010)cassiepech
A summary of the following reading:
Lemke, C. (2010). Innovation through technology pp. 243-273. In Bellanca, J. & Brandt, R. (Eds). 21st Century Skills: Rethinking how students learn. Bloomington:Solution Tree Press.
My presentation at ESUD CIESUD2023, 23 October 2023 on Innovation and Quality in Online Learning within the Conference theme on
Quality Distance Education, Public Policies, Governance https://esud2023.ufms.br/?page_id=719https://esud2023.ufms.br/?page_id=719
Keynote for @MELSIG Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
A presentation of the activities around Virtual Exchange under Erasmus+ virtual exchange initiative prepared for the teaching conference in Israel, 13th March 2018.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter 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.
1. New Global Learning Cultures:!
Interdisciplinarity through networked technologies
Helen Keegan (@heloukee) - University of Salford, UK
Thom Cochrane (@thomcochrane) - AUT University, NZ
Association of Internet Researchers Annual Conference #ir13
MediaCityUK, 18-22 October 2012
2. New Learning Cultures and Paradigms
“The digital revolution has disrupted and will continue to
disrupt what we mean by learning and how we organise our
disciplines. Suffice to say, that to think about
transdisciplinarity in a networked world is to think about
disciplines in a different and evolving context of
interconnection and complex forms of communications and
interchange”
(Burnett, 2011)
3. ELVSS and iCollab
International collaborations: multi-disciplinary : multi-level
Co-production, consumption and critique – social/mobile
Lecturer CoP (Wenger), modeling paradigm shift in
educational practice
Technology as a post-disciplinary topic (Balsamo, 2011)
4. ELVSS and iCollab
Ultimate goal - develop new ways of seeing and
learning through collaborative study of internet
technologies and emerging forms of digital creativity,
learning from one anothers’ disciplinary perspectives
and cultures.
48. New Global Learning Cultures:!
Interdisciplinarity through networked technologies
Helen Keegan (@heloukee) - University of Salford, UK
Thom Cochrane (@thomcochrane) - AUT University, NZ
Association of Internet Researchers Annual Conference #ir13
MediaCityUK, 18-22 October 2012