This document discusses new learning paradigms and technologies that can improve education. It suggests universities should change how they educate students to better prepare them for an unknown future with rapid technological changes. Modern teaching approaches are more student-centered, collaborative, and focus on developing skills for lifelong learning compared to traditional teaching. Educational technologies can augment teaching by supporting complex, contextualized learning activities. The document outlines strategies universities can take to promote educational innovation, such as establishing an innovation center, formalizing collaboration between faculties, and developing an educational vision.
New technologies for higher education, Management Workshop “ICT in higher education” in the framework of a VLIR-IUC program from the University of Cuenca, Ecuador, 17/03/10
Free Libre And Open Source Software Acceptance in The Cuban Higher Educationa...Frederik Questier
A. Lemus, F. Questier, F. Ciudad, Free Libre and Open Source Software Acceptance in the Cuban Higher Educational System, Tenth International Congress on Higher Education, Universidad 2016, Cuba.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
New technologies for higher education, Management Workshop “ICT in higher education” in the framework of a VLIR-IUC program from the University of Cuenca, Ecuador, 17/03/10
Free Libre And Open Source Software Acceptance in The Cuban Higher Educationa...Frederik Questier
A. Lemus, F. Questier, F. Ciudad, Free Libre and Open Source Software Acceptance in the Cuban Higher Educational System, Tenth International Congress on Higher Education, Universidad 2016, Cuba.
Cite symposium Open Education, Open Educational Resources and MOOCsopen ed, o...CITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-belawati/
13 June 2014 (Friday)
14:00 – 14:50
Keynote 2: Open Education, Open Educational Resources and MOOCs
Speaker: Professor Tian BELAWATI (Rector of Universitas Terbuka, Indonesia and President of the International Council for Open and Distance Education (ICDE))
Chair: Dr. Weiyuan ZHANG (Head of Centre for Cyber Learning, HKU SPACE)
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Oppimisratkaisut: Kansainvälisten oppimisverkostojen työpaja 28.3.2011, Hannele Niemi, Helsingin yliopisto. Siirretty toiselta tililtä 21.11.2013, jolloin katsojia oli ollut 1131 (views).
Space, technology and the student experienceMartin Oliver
Technology is often talked about as a ‘solution’ to the problem of learning spaces, helping to overcome the constraints of the physical campus. However, such discussions polarise the discussion, over-simplifying the ways in which students work with a range of spaces as they study, and the ways in which technologies constrain as well as liberate academic practice. This talk will review ways in which spaces has been talked about in policy and research, and will contrast this with accounts drawing on sociomateriality and theories of mobility. These discussions will be illustrated with data drawn from a project that explored students’ digital literacies, using students’ maps and photographs to link discussions of learning to the spaces and places in which academic practice took place.
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
The goals of this meeting/informal discussion are:
(a) To deliver a short presentation of the green-paper focused on the Brazilian OER Project. Abstract:
" The State and Challenges of OER in Brazil. by, Carolina Rossini
The paper map the Open Educational Resources efforts in Brazil, understanding the role they play in the educational context and if they are developed under a consistent educational policy. Questions of how educational policy is favorable to OER, and how much public funding flows into educational materials (mainly textbooks) are discussed. The paper starts with a brief introduction of how the concept of Open Educational Resources dialogues with the concept of development. The second portion explores the state of education in Brazil, its policy governance, structures and institutions. The third section is focused on an analysis of Brazilian educational projects as fulfilling or not the concept of Open Educational Resources as understood by UNESCO and under the principles of the Cape Town Declaration on Open Education. The fourth section is focused on the issue of textbooks in Brazil, analyzing public policies and governmental purchase programs, and also the challenges faced for the equivalent to the K-12 level and to the college level, also touching on the flow of public investments into the production and distribution of textbooks. Finally, a series of policy recommendations is drawn for further discussion."
(b) To develop discussion around the validity of the green-paper recommendations as recommendations that are horizontal to different countries, building upon the Cape Town Declaration;
(c) To discuss the role played by copyright and open licensing;
(d) Open X Free: strategies and benefits in diferent national contexts;
(e) To build collaboration among country projects.
Oppimisratkaisut: Kansainvälisten oppimisverkostojen työpaja 28.3.2011, Hannele Niemi, Helsingin yliopisto. Siirretty toiselta tililtä 21.11.2013, jolloin katsojia oli ollut 1131 (views).
Space, technology and the student experienceMartin Oliver
Technology is often talked about as a ‘solution’ to the problem of learning spaces, helping to overcome the constraints of the physical campus. However, such discussions polarise the discussion, over-simplifying the ways in which students work with a range of spaces as they study, and the ways in which technologies constrain as well as liberate academic practice. This talk will review ways in which spaces has been talked about in policy and research, and will contrast this with accounts drawing on sociomateriality and theories of mobility. These discussions will be illustrated with data drawn from a project that explored students’ digital literacies, using students’ maps and photographs to link discussions of learning to the spaces and places in which academic practice took place.
Open Educational Resources, relation with FLOSS; a pilot program for Romanian teachers about using OER and new technologies in education
Presentation at eLiberatica, Brasov, Romania - 2007
Citations: http://scholar.google.com/scholar?q=%22Open+Educational+Resources+and+FLOSS%22+holotescu&btnG=&hl=en&as_sdt=0%2C5
EMMA Summer School - Eleonora Pantò - Exploring EMMA: the use of social media...EUmoocs
This workshop aim to discuss some good practices used in emma in order to increase student engagement through social media and also how to promote you mooc.
We’ll present some tools and discuss pros and cons.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Open Educational Resources (OER) Basicscerttechpro
The purpose of this presentation is to satisfy part of the requirements for the course “How to Use Open Educational Resources (OER)”, offered in 2015 by Washington Online. The hopes are also that it could serve as a beginning resource.
Insights from international work on innovative learning environmentsEduSkills OECD
Presentation on the Innovative Learning Environments (ILE), which gives general overview of the ILE project, its key findings to date. Outlining the ILE framework and how ICT and digital learning enters the learning environment in numerous ways and at different levels; though noting that there is no single technology effect or means through which it might reshape the nature of learning environments. ILE’s position that learning should not be ‘technology focused’ but instead above all be ‘learning focused’.
TeleLearning in Practice: What is the Business Case?Sylvia Currie
A presentation from 1998 on the business case for TeleLearning. This presentation used H.G.Wells work from 1938 to highlight early thinkers - pace of educational change.
Evolution of DE at UoM....and Future PerspectivesM I Santally
This PPT highlights the experience of the UoM in terms of DEOL and how the concept evolved throughout the years. It was presented at the UOM Research Week.
F. Questier, Ressources éducatives libres & droits d’auteurs, presented in the e-formation “Réussir l’enseignement à distance : de la scénarisation à l’évaluation” de l’Erasmus Academy, 1st of July 2020
Cite as: F. Questier, Open learning, Experiences from the MarMOOC project, Presented at University of Hasselt, Belgium, August 2018, VLIR-UOS international workshop interoperability between information platforms.
Authentication options for Open edX: focus on OAuth and OpenIDFrederik Questier
F. Questier, Authentication options for Open edX: focus on OAuth and OpenID, presentation for the Erasmus+ MarMOOC project, Universidade de Vigo, Spain, 04/04/2018
F. Questier, MOOCs & Openness. Les aspects ouverts des MOOC: clé pour un processus d'apprentissage réussi. Présenté à Université Ibn Tofaïl, Kénitra, Maroc, Avril 2017; Presented at Universidad de Vigo, May 2017
Students' Experiential Knowledge Production in the Teaching-Learning Process ...Frederik Questier
D. Benítez-Erice, F. Questier, D. Pérez-Luján, Students Experiential Knowledge Production in the Teaching-Learning Process of Universities, Proceedings of 16th European Conference on Knowledge Management, ECKM 2015, pp. 132-14, ISBN 978-1-910810-47-7
Challenges for 21st century education and blended learningFrederik Questier
F. Questier, Challenges for 21st century education and blended learning; Lecture for Masterclass professionele ontwerpteams, Associatie KU Leuven, 12/02/15 https://associatie.kuleuven.be/events/mcpot/programma
F. Questier, (Disruptive) innovations: education and society, lecture for Chinese Summerschool 'European languages, culture and educational systems', Vrije Universiteit Brussel, 07/07/2014
ICT-Competenties ethische kwesties en relatie met onderzoekscompetentiesFrederik Questier
F. Questier, ICT-Competenties: ethische kwesties en relatie met onderzoekscompetenties, presentation at IDLO studie en ontmoetingsdag 12/03/2014, Brussels
E-learning and Open Educational Resources - primer for librariesFrederik Questier
F. Questier, E-learning and OER - primer for libraries, workshop for Lib@web international training program 'Management of Electronic Information and Digital Libraries', university of Antwerp, November 2015
F. Questier, Computer security, workshop for Lib@web international training program 'Management of Electronic Information and Digital Libraries', university of Antwerp, October 2015
A model for measuring open access adoption & usage behaviour of health scienc...Frederik Questier
F. Questier, E. T. Lwoga, A model for measuring open access adoption & usage behaviour of health sciences faculty members, Medicon 2013, Sevilla, Spain
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?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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!
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.
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
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.
Introduction to AI for Nonprofits with Tapp Network
New learning paradigms and learning technologies
1. New learning paradigms
and learning technologies
What’s in it for your university?
Prof. dr. Frederik Questier - Vrije Universiteit Brussel
Presented at:
Bahir Dar University, Ethiopia 04/2017
Arba Minch University, Ethiopia, 03/2017
Jimma University, Ethiopia, 06/2015
…
2. This presentation can be found at
http://questier.com
http://www.slideshare.net/Frederik_Questier
15. 16
% tested genius in Divergent Thinking
(used to generate creative ideas by exploring many possible solutions)
Source: Breakpoint and Beyond by George Land and Beth Jaman
31. 37
Dilemma of schools:
the skills that are easiest to teach and test are also
the ones that are easiest to digitize, automate and outsource
(Levy and Murnane)
32. 38
Demand for new skills?
➢ Social skills
➢ communicating, networking, teamwork
➢ international, intercultural
➢ Creativity
➢ Entrepreneurship
➢ Information technology skills
➢ Handle information overload
➢ ...
➢
➢ Learning to learn → Life Long Learning!
33. 39
Knowledge → Skills →
Competences
Competences
are the ability to use
➢ knowledge
➢ skills
➢ attitudes
in new, complex, authentic situations
36. 42
“ The digital native and digital immigrant may be
useful slogans for provoking debate but the
distinction does not stand up to inspection…
the profound changes taking place need to be
situated in diversity rather than dichotomy ”
Brown, M. E. (2005). The next generation: Looking to the future. Computers in New Zealand Schools, 17 (2), 3-7. July Editorial.
38. 44
Discrepancy?
What are students used to? What is their classroom experience?
control no control
action passive
instant feedback little, late feedback
rich media poor media
always online offline
social interactions working together = cheating
43. 49
Evolution in learning theories
Behaviourism Learning = change of behaviour
Stimulus → response
Learner is passive receiver of knowledge
Mind = black box
Cognitivism Focuses on how the brain works
Metacognition, learning strategies
Motivation
Constructivism Knowledge is actively constructed by the learner
New knowledge is linked to prior knowledge
Learners discover themselves facts and relationships
Social Constructivism Social interaction plays a fundamental role
Discussions lead to deeper understanding and increased motivation
Constructionism Constructing an artifact or something that can be shared leads to better
learning
Connectivism Learning is a process of connecting nodes or information sources
Knowledge and learning may reside in non-human appliances
Try to see connections between fields, ideas, and concepts
Know-what & Know-how → Know-where
46. 52
Educational innovation?
Traditional teaching Modern teaching
teacher oriented student oriented
(passive) knowledge transfer (active) knowledge construction; interaction
focus on knowledge focus on competences
individual learning collaborative learning
focus on course contents
teacher = expert teacher = coach
teacher directs also self-directed learning
selective education adaptive education
students focus on good scores attention for (intrinsic) motivation
surface learning deep (natural) learning
also focus on learning process
(learning to learn, reflection)
47. 53
Educational innovation?
Traditional teaching Modern teaching
abstract, school-like examples & tasks authentic contexts
evaluation by teacher self/co/peer-assessment, ...
summative evaluation
linear curriculum flexible curriculum
independent courses and disciplines connexion, integration, interdisciplinarity
supply oriented demand oriented
uniform education
classroom
course materials powerful learning environments
formal learning + informal learning
behaviorism and cognitivism
+ formative evaluation
(learning from mistakes and feedback)
differentiated education
(adapted to e.g. learning styles)
flexible learning environment
(also online & virtual)
Social constructivism (and connectivism)
49. Improving education?
The 2 sigma challenge
Xiangen Hu, Will Lancaster, Trends and Future, Directions of e-Learning
50. 56
How can we improve
teaching and learning with ICT?
Don't apply traditional teaching methods
in new technologies!
Substitution?
(dropping your coursebook online)
Transformation!
52. 58
Model Jonassen for
(constructive) learning environments
→ Technologies can support the intentional construction,
in a collaborative way, of complex contextualized artifacts
and the conversation and reflection about it
70. Open educational resources
(OER)
digitised materials
offered freely and openly
for educators, students and self-learners
to use and reuse
for teaching, learning and research
71. Believing that OER can
widen access to quality education,
particularly when shared by many countries
and higher education institutions,
UNESCO champions OER
as a means of promoting access, equity and quality
in the spirit of the Universal Declaration of Human Rights.
72. Good teachers know how
to create learning materials
Great teachers know how
to mix and reuse
73. Creative Commons
➢ www.creativecommons.org
➢ 6 combinations of
➢ Commercial – no commercial use allowed
➢ Modifications – no modifications allowed
➢ Sharealike – not sharealike
Share what you want,
keep what you want
105. 120
How to get every teacher
to apply innovative teaching?
➢ Innovators
➢ will start if no barriers
➢ Early adopters – early majority
➢ will start when you show them best practices
➢ The rest
➢ will need in situ support
108. 123
Unified Theory of Acceptance and Use of Technology (UTAUT)
Venkatesh, V.; Morris; Davis; Davis (2003), "User Acceptance of Information Technology: Toward a Unified View", MIS Quarterly 27 (3), pp. 425–478
109. 124
Research studies show that
how much and how effectively
teachers integrate ICT
in their teaching process
depends mainly on their educational vision
(not age, gender, ...)
117. 132
Build an
educational innovation center
➢ Expertise center
➢ Resources for experimentation
➢ Research approach
➢ Mixed team
➢ Educational scientists
➢ Educational technologists
➢ Provide services to teaching staff and students
➢ E-learning environment
➢ Training of teacher staff
➢ Facilitation of innovation
118. 133
Formalize contact with faculties
➢ Educational innovation steering committee
➢ members from
➢ each faculty
➢ central academic services
➢ and/or
➢ in each faculty
➢ an active, full time responsible for educational
innovation
119. 134
Collaborate with edu
researchers
➢ Researchers / teachers from faculty of
educational sciences could
➢ assist with advice
➢ help in training teacher staff
➢ elaborate research projects around local
context
➢ involve internship and thesis students
120. 135
Educational mission
and vision on teaching / learning
➢ Get it written
➢ Get it known
➢ Get it implemented
➢ ask on every curriculum reform
➢ ask every new teacher to elaborate her vision
on it
121. 136
Perform a teacher needs analysis
Our results
➢ Didactical support for which tasks? (56%-30%)
➢ Adapt to the way students learn most efficiently
➢ Development of activating tasks
➢ Use of ICT in education
➢ Development of efficient learning materials
➢ Motivating my students
➢ Translate competences to evaluation
➢ Giving feedback to my students
➢ Translate competencies to effective learning activities
➢ Formulating end competences for my courses
➢ Adapt to the prior knowledge of my students
122. 137
Perform a teacher needs analysis
Our results
➢ Didactical support in which way? (66%-33%)
➢ Online self study courses
➢ Workshops
➢ Individual support of an educational advisor
➢ Intervision
➢ Project group
➢ Individual coaching/mentoring by an experienced colleague
➢ Formal training 'academical didactics'?
➢ 57% 'yes'
123. 138
Disseminate best practices
➢ Website, news letter, books, ...
➢ Yearly day of Educational Innovation
➢ External keynotes
➢ Workshops from internal innovators
➢ Panel discussions
➢ Poster sessions
125. 140
Provide didactical seminar
for (new) teachers
➢ yearly
➢ 4 days residential → 1 year programme
➢ 'mandatory' for new teachers
➢ reflection about personal educational vision
➢ didactical methods
➢ Introduction to educational technologies
➢ feedback with video recordings
126. 141
Provide workshops
➢ How to motivate my students?
➢ How to make my courses more interactive?
➢ Peer assessment for group projects
➢ E-learning platform
➢ Student portfolio
➢ Formulation & analysis of Multiple Choice tests
➢ Copyrights, free licences & plagiarism
➢ Digital formats
➢ Open learning with wiki’s, Wikipedia, wiki courses, ...
➢ Open Source Software & reusable learning resources
➢ Voice techniques
127. 142
Provide question driven support
➢ Face to face advise and consultancy
➢ E-mail helpdesk
➢ helpdesk@amu.edu.et
➢ OTRS (Open Source Trouble Ticket System)
128. 143
Facilitate innovation projects
➢ Open call for projects in colleges
➢ Provide funding
➢ Anything from small seed money to 2y 1 FTE
➢ Challenge: continuation after the funding
➢ Dissemination
➢ Scalability
➢ Implementation in other programmes
➢ Or: assign central people that can go from
project to project
129. 144
Facilitate communication
between students and staff
Firstname.Familyname@bdu.edu.et
yearcode@bdu.edu.et
coursecode@bdu.edu.et
+ variants for 'ad valvas' and 'work students'
Software: GNU mailman : www.lists.org
132. 147
Evolution in E-learning?
e-learning 1.0 e-learning 2.0
closed source software open source software
solitary platform integrated in ICT-environment
closed to outer world open where useful, closed where necessary
only own institution connected with other institutions
focus on technology focus on pedagogy
consumption interaction
courses communities
teacher oriented student centered
content management knowledge management
upload of materials authoring environment
tools intelligent assistant
institutional learning environment personal learning environment
133. 148
Your LMS should be
➢ A learning environment
➢ Easy to use
➢ Self explanatory
➢ Pre-populated
➢ Automated
➢ An information hub
➢ A communication hub
➢ Social
➢ A community
➢ Addictive
134. What do people see in your LMS?
your students?
your teachers?
other staff?
external people?
136. 151
Restrictions in e-learning policies
examples
➢ 4.1.3. Students and Members of academic
staff have access to designated courses in
which they are involved.
➢ 4.2.3. Student access to courses will
continue by default for six (6) weeks after
the completion of the relevant semester.
139. 154
Learning Object Repositories
S. Ternier et al., Interoperability for Searching Learning Object Repositories: The ProLearn Query
Language, D-Lib Magazine, 2008, Volume 14 Number 1/2, doi:10.1045/january2008-ceri
140. 155
We all can learn from
Learning Analytics!
➢ The Learning Analytics Cycle, by Doug Clow,
http://dougclow.wordpress.com/2011/02/28/the-learning-analytics-cycle/
146. 162
➢ An individual teacher typically does not
have
➢ the competences
➢ the time
➢ the budget
to create one of the most advanced
blended courses
147. 163
The LMS
➢ will become
➢ the centre of learning
➢ the face of your university
➢ crucial
➢ corner stone infrastructure
148. 164
The way to do it
Design teams with mixed competences
Extra muros collaboration
Reuse and share
Student centred
Activitating
Motivating
149. 165
Murphy's law
Anything that can go wrong will go wrong
➢ power interruptions and surges
➢ overheating (air-conditioning failure)
➢ hardware failure
➢ network interruptions and congestions
➢ bugs
➢ broken updates
➢ unintentional deletes
➢ dirty/faulty data input
➢ security breaches
➢ viruses
➢ fire, flooding, theft
151. 167
Recommendations for
an open infrastructure
➢ Implement national or institutional portals and repositories for:
➢ Free Open Source Software
➢ E-learning materials
➢ Scientific publications
➢ Research data
➢ Open up and connect your Virtual Learning Environments
➢ OERs
➢ Roaming for students and staff
Share experiences and collaborate
152. Nominal group technique
What should YOUR university do
to improve teaching and e-learning?
1.Silent generation of ideas
2.Sharing ideas
3.Discussion
for clarification of ideas if needed
4.Ranked voting (priority 1, 2, 3)
5.Ranking
153. Results for Bahir Dar University 2017
Votes Ideas
20 staff training
19 committed higher management & technical staff to introduce e-learning
17 well organized elearning system in BDU
13 improve ICT Infrastructure & datacenter
9 videoconferencing system
9 advanced smart classrooms
9 formulating content preparation training center
6 solve management problems
6 educated ICT experts
4 teacher collaboration
2 (OTRS) ticketing system
154. Results for Arba Minch University 2017Votes Ideas
26 Awareness creation and change of attitude, including higher management
13 Staff training in e-learning
9 Establish interactive e-learning environment
9 Language and communication lab
8 Better internet infrastructure by adding more access points
8 Open source digital signage system
8 Integration of e-learning, SMIS and library systems
6 More computer classrooms, including e-learning labs
4 Facilitate communication with other universities and institutional cooperation
3 Comprehensive e-learning guideline
3 Reducing power outages
2 Update curricula to embrace e-learning teaching learning processes
2 Formulation of e-learning policies and strategies
2 Incentives for innovators
1 Resource sharing facility
1 Educational innovation and service center
1 Localization of systems
1 Add or improve tools in the e-learning environment
1 Login on elearning (and not mail) when connecting to internet
0 Institutional e-learning day
0 Provide Open Source training
155. 171
Results for Cuba Network 2017
17 Unique and central coordination for e-learning strategies at the university
13 National e-learning policy
6 Reduce restrictions
4 Methodological and technical support strategies about tools & didactical elements
3 Train managers in the Moodle platform for experimenting the use & facilities of the platform
2 Increase awareness among managers on the importance of e-learning
2 Improving interoperability between different information systems
2 Include ICT-courses in each pre-graduate curriculum
2 Intra- & Inter-university conferences about educational innovation & technologies
2 ICT-edu training for teachers, managers and students
1 Research about educational technologies
Training about learning analytics (including Social Network Analysis)
Stimulate post-graduate courses as a laboratory to start full distance teaching
Strengthening knowledge transfer and collaboration with external people
Proper compensation and recognition of excelling teaching staff members
Incorporate more pedagogical experts in training staff
156. Copyright acknowledgements
➢ Screenshot http://www.chamilo.org/
➢ Figure study CC-by-nc-sa by Tony2 (NOT IN USE!)
➢ http://users4.jabry.com/vortex/misc/DivergentThinking.gif
➢ Edupunk: http://blogs.pstcc.edu/drbrown/files/2009/11/Picture-4.png
➢ Flipped-Classroom-CC-BY-NC-SA-2-by-ransomtech
➢ http://cogdogblog.com/2012/07/17/mooc-hysertia/
➢ http://www.onlinecollege.org/2012/08/21/25-tips-make-most-mooc/
➢ Paul Schatzkin, http://www.cohesionarts.com/tag/distractions/
➢ OPEN, CC-by-nc-sa by Tom Maglieryr
➢ GNU Head Joseph W. Reiss Free Art License or the GNU GPLv2
➢ Empty box, CC by-nc-nd by Mike Bitzenhofer
➢ Open arrow, CC-by-nd by ChuckCoker
➢ Share matches CC-by-nc-nd by Josh Harper
➢ Question mark CC-by by Stefan Baudy
➢ Social Icons by Iconshock http://www.iconshock.com/social-icons/
157. This presentation was made with 100% Free Software
No animals were harmed
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