Visual literacy refers to the ability to create, use, understand and communicate using images. The document discusses some motivating factors for using visuals in teaching such as flexibility, collaboration, explaining concepts, and presenting up-to-date information. It provides some pedagogical tips for using images including choosing those that require interpretation and raising questions. Challenges of using visuals include needing new teaching skills, ensuring meaningful use versus ad hoc use, copyright issues, and demands of tenure requirements.
This document discusses how the SCALE-UP teaching environment has been used to explore new ways of learning in initial teacher education modules. It notes that studio/workshop classes have the potential to improve students' conceptual understanding. It also mentions that students have more complex technological experiences than simply being "digital natives". The document lists factors that students found helpful in the SCALE-UP environment like access to technology, modeling of technology use by lecturers, and constructive debates. However, it also notes that groups could have been mixed more and lectures should be made available earlier.
38497732 five-pillars-in-teaching-and-learning-mathematicsshare with me
The document outlines five pillars in teaching and learning mathematics: problem solving, communication, mathematical reasoning, mathematical connections, and application of technology. It discusses how making mathematical connections is important, including connections between topics, mathematics and real life, and mathematics and other subjects. It recommends classroom projects that encourage personal involvement, use of resources, and reflective activities to help students see mathematics as an integrated whole rather than disconnected ideas and better apply it to real life. The document also notes how technology is changing how people learn in their everyday lives, especially in schools, and how it can help students understand concepts and upgrade teaching skills while making students more creative, confident, and able to access information independently or in groups.
This document discusses the relationship between technology and literacy pedagogy in Australian schools. It notes that schools have invested heavily in educational technology but questions how this influences teachers' literacy practices. The author aims to understand how teachers use technology for literacy, what skills are developed, and the dynamic relationship between technology and pedagogy. Activity theory is discussed as a framework for analyzing this complexity, with the teacher as the subject achieving literacy goals through tools like laptops and whiteboards. The document raises questions about whether technology enhances literacy or leads the way, and how synergies and tensions between technology, school culture and teaching practices can be understood.
Universal Design for Learning (UDL) is an approach to teaching, learning, and assessment that considers individual learner differences by drawing on brain research and new technologies. The document discusses implementing UDL through selecting appropriate technology, developing digital content, gaining administrative support, training teachers, redefining educator roles, finding funding, collaborative curriculum planning, and involving parents and the community.
Universal Design for Learning (UDL) is an approach to teaching, learning, and assessment that considers individual learner differences by drawing on brain research and new technologies. The document discusses implementing UDL through selecting appropriate technology, developing digital content, gaining administrative support, training teachers, redefining educator roles, finding funding, collaborative curriculum planning, and involving parents and the community.
RAT & Blended Learning - Blended Learning is NOT about the combination of media or technologies. The mixture of digital and analogue media won't necessarily improve learning. Neither will the combination of Wi-Fi, phones and apps substantially shift our teaching.
We need to shift our gaze from "shiny gadgets" and focus on how we can thoughtfully integrate our learning and teaching activities, whether they be in the classroom or online or both.
The RAT continuum is a useful way to start thinking about the blend. RAT is a framework to describe how ed tech is used. We either replace, amplify or transform our teaching and learning with tech. Often our tech use is focused our replacement. E-books instead of a textbook. An online quiz instead of a test. A video instead of a lecture. The delivery vehicle is different, but the form remains the same. Replacement tech might have novelty value, but it won’t change practices in a typical normal room.
To blend in a way that takes advantage of the affordances of tech, then we should be re-thinking how we want to use technology in the blended learning classroom. RAT is a good place to begin re-conceptualizing our un-examined assumptions about technology can be useful.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
Virtual manipulatives are computer-based simulations of physical objects that allow students to explore mathematical concepts. They have several benefits over physical manipulatives, including visual representations of abstract ideas, scaffolding of student learning, and active engagement through student-created problems. Popular websites for virtual manipulatives include the National Library of Virtual Manipulatives and Illuminations. According to theories of cognitive development and constructivism, virtual manipulatives can support students' learning as they develop reasoning skills and actively construct understanding.
This document discusses how the SCALE-UP teaching environment has been used to explore new ways of learning in initial teacher education modules. It notes that studio/workshop classes have the potential to improve students' conceptual understanding. It also mentions that students have more complex technological experiences than simply being "digital natives". The document lists factors that students found helpful in the SCALE-UP environment like access to technology, modeling of technology use by lecturers, and constructive debates. However, it also notes that groups could have been mixed more and lectures should be made available earlier.
38497732 five-pillars-in-teaching-and-learning-mathematicsshare with me
The document outlines five pillars in teaching and learning mathematics: problem solving, communication, mathematical reasoning, mathematical connections, and application of technology. It discusses how making mathematical connections is important, including connections between topics, mathematics and real life, and mathematics and other subjects. It recommends classroom projects that encourage personal involvement, use of resources, and reflective activities to help students see mathematics as an integrated whole rather than disconnected ideas and better apply it to real life. The document also notes how technology is changing how people learn in their everyday lives, especially in schools, and how it can help students understand concepts and upgrade teaching skills while making students more creative, confident, and able to access information independently or in groups.
This document discusses the relationship between technology and literacy pedagogy in Australian schools. It notes that schools have invested heavily in educational technology but questions how this influences teachers' literacy practices. The author aims to understand how teachers use technology for literacy, what skills are developed, and the dynamic relationship between technology and pedagogy. Activity theory is discussed as a framework for analyzing this complexity, with the teacher as the subject achieving literacy goals through tools like laptops and whiteboards. The document raises questions about whether technology enhances literacy or leads the way, and how synergies and tensions between technology, school culture and teaching practices can be understood.
Universal Design for Learning (UDL) is an approach to teaching, learning, and assessment that considers individual learner differences by drawing on brain research and new technologies. The document discusses implementing UDL through selecting appropriate technology, developing digital content, gaining administrative support, training teachers, redefining educator roles, finding funding, collaborative curriculum planning, and involving parents and the community.
Universal Design for Learning (UDL) is an approach to teaching, learning, and assessment that considers individual learner differences by drawing on brain research and new technologies. The document discusses implementing UDL through selecting appropriate technology, developing digital content, gaining administrative support, training teachers, redefining educator roles, finding funding, collaborative curriculum planning, and involving parents and the community.
RAT & Blended Learning - Blended Learning is NOT about the combination of media or technologies. The mixture of digital and analogue media won't necessarily improve learning. Neither will the combination of Wi-Fi, phones and apps substantially shift our teaching.
We need to shift our gaze from "shiny gadgets" and focus on how we can thoughtfully integrate our learning and teaching activities, whether they be in the classroom or online or both.
The RAT continuum is a useful way to start thinking about the blend. RAT is a framework to describe how ed tech is used. We either replace, amplify or transform our teaching and learning with tech. Often our tech use is focused our replacement. E-books instead of a textbook. An online quiz instead of a test. A video instead of a lecture. The delivery vehicle is different, but the form remains the same. Replacement tech might have novelty value, but it won’t change practices in a typical normal room.
To blend in a way that takes advantage of the affordances of tech, then we should be re-thinking how we want to use technology in the blended learning classroom. RAT is a good place to begin re-conceptualizing our un-examined assumptions about technology can be useful.
Making a difference in the world.engineering 0huutrinh
The document summarizes a presentation about integrating engineering concepts into middle school math and science classrooms using examples from the Next Generation Science Standards (NGSS). It discusses how activities on topics like bridge building and biomedical imaging can teach engineering design processes while linking to science concepts. However, it notes that many common classroom activities do not fully capture engineering and may reinforce misconceptions.
Virtual manipulatives are computer-based simulations of physical objects that allow students to explore mathematical concepts. They have several benefits over physical manipulatives, including visual representations of abstract ideas, scaffolding of student learning, and active engagement through student-created problems. Popular websites for virtual manipulatives include the National Library of Virtual Manipulatives and Illuminations. According to theories of cognitive development and constructivism, virtual manipulatives can support students' learning as they develop reasoning skills and actively construct understanding.
This document summarizes research on the forces affecting university mathematics professors' decisions about using technology in their geometry classrooms. It describes interviews conducted with 5 geometry professors about their goals for courses, beliefs about technology, and internal and external influences. The results were used to develop a framework of internal forces like professors' goals and beliefs, and external forces like institutional support and access to technology. The framework aims to describe factors impacting professors' technology use decisions.
Introduction to ways how educators can benefit from ICT in maths, both for preparing lessons, teaching, collaborating and professional development. It includes words of caution on what ICT can and cannot do.
Wo Lf Jisc H Ein Fe Pal And Sahm 17 June2008JISC_HEinFE
This document summarizes a collaborative project between Leicester College and the University of Leicester to investigate how personal digital assistants (PDAs) can support portfolio development for teaching assistants in a foundation degree program in education. The objectives are to produce a literature review on using PDAs for work-based learning, develop a pedagogical model and proof of concept, create resources for practitioners, and develop guidelines for integrating PDAs into institutional learning management systems. Research involved interviews, classroom observations, and focus groups with 5 third-year and 8 second-year teaching assistants and 11 first-year assistants. Key issues included pedagogy, support needs, and ethics. Benefits included knowledge repositories, memory aids, evidence of learning, and
Social Constructivism in Augmented RealityBeckiD75
This study examined using augmented reality (AR) platforms to support constructivist learning in a physics classroom. A physics teacher was given an AR tablet and shown how to use the software. He first explored the software independently until he got stuck, then consulted a peer for help. This dialogue helped him construct new knowledge and alleviate his fear of making mistakes in the software. The AR platform provided opportunities for learning through exploration and peer collaboration that conventional classrooms lack.
This document summarizes a professional development lunch and learn session about integrating technology into the classroom. It discusses benefits of technology like creativity, engagement and digital literacy. It also provides strategies for facilitating group work and research projects using devices. These include setting norms, managing participation, ensuring access to resources and modeling professional device use. The session agenda covered discussing privacy policies, using computers in small and large groups, conducting research and finalizing projects. The goal was to enhance technology use based on available classroom resources and provide ways to effectively structure technology-based lessons.
This document introduces an education course about using technology to enhance classroom instruction. It discusses how technology can boost student learning, achievement, and motivation, but only when clear learning goals and objectives are conveyed. It also outlines 9 research-backed instructional strategies, 4 planning questions for instruction, and 7 categories of educational technology. The introduction concludes by encouraging readers to consider which instructional strategies align best with different technologies.
How can a research-based approach to pedagogy improve the way we use digital resources? Learn how Cambridge has drawn on second language acquisition research to produce guidance on digital pedagogy, helping us identify where digital technology truly adds value to language teaching and learning and where it doesn't. This talk will be given on June 19th at IATEFL 2021.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
The document discusses key aspects of effective e-learning and technology use in education. It emphasizes a commitment to subject knowledge and pedagogy, using learning platforms and ICT tools to enhance rather than detract from learning, and designing activities that leverage the potential of technologies to support collaboration beyond the classroom. It also stresses the importance of innovation, exploring emerging tools and their impact on teaching and learning.
The document discusses the National Educational Technology Standards (NETS) for students in grades 9-12. The NETS provide a framework in six categories to guide improved teaching and learning through the use of technology. These categories include creativity and innovation, communication and collaboration, research and information fluency, critical thinking, digital citizenship, and technology operations and concepts. Examples are given of how students can apply different NETS categories, such as designing an accessible website, investigating and presenting solutions to a complex issue, and illustrating original ideas using digital tools.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
Visual literacy refers to a set of abilities that allow people to effectively find, interpret, evaluate, use and create visual media. These skills enable understanding and analyzing the various components involved in producing and using visual materials, including their context, culture, ethics, aesthetics, intellectual concepts and technical aspects. A visually literate person can critically analyze visual media and also competently contribute to shared knowledge and culture through visual means.
Humpty Dumpty fell from a wall and several men could not put him back together again. Visual literacy is the ability to both understand and create visual media to solve problems and communicate ideas. It also involves understanding the cultural, instructional, and aesthetic value of images. Visually literate students can effectively find, access, evaluate, use, and create visual media while understanding related ethical issues. There are several motivating factors for incorporating more visual media into education, such as flexibility, enhanced learning, and the need to improve students' and citizens' generally low levels of visual literacy.
Electronic Portfolio: Fostering Critical Reflection is a collaborative effort of three faculty members and three students at Red River College - RED Forum conference presentation on May 10, 2019.
Acknowledgement:
Thank you to RRC Staff: Amanda Le Rougetel, (pp. 8-9) and Matt Miles (p. 10), and former/current RRC Students: Mary Jeslyn Granil-Arguelles (p. 5), Chenting Qian (p. 6), and Ynah Penas (p. 7) without whose expertise this presentation would not have been possible.
Citation:
Zuba Prokopetz, R., Le Rougetel, A., Miles, M., Granil-Arguelles, M. J., Qian, C., & Penas, Y. (2019, May 10). Electronic portfolio: Fostering critical reflection. Presentation at RED Forum conference, Winnipeg, Manitoba.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
The document discusses connecting research in education with policy and practice. It provides a framework that links research, policy, and learner experience and teacher practice. It examines past education technology trends and initiatives. It also explores learning design approaches and tools that can help make teaching practices more explicit and shareable. Finally, it discusses challenges in bridging the gaps between research, policies, and implementation in classrooms.
This document provides an overview of a proposed session at the 2008 American Educational Research Association conference on using student logs and other data to inform the design of dynamic visualizations for science learning. The session objectives are to explore data-driven approaches to designing interactive visualizations and establish their effectiveness. Seven studies will present strategies informed by analyzing student interaction data during learning with visualizations. The session will include an introduction, individual poster presentations from each study, and a discussion among presenters and attendees.
This document summarizes a proposal for an academic conference session on using student log data to inform the design of dynamic visualizations for science learning. The session aims to explore how analyzing student interactions with visualizations can provide insights to support student understanding. Seven studies will present approaches addressing different difficulties students face in learning with visualizations. The session will include an introduction, individual study presentations, and a discussion among presenters and attendees.
Using augmented reality to support learning and teaching in the recording stu...Jisc
This document describes a project using augmented reality to support learning in a music production studio environment. It discusses challenges in the current studio learning model like absorbing large amounts of information and focusing on practical skills. An augmented reality application was developed in two phases to help visualize concepts like console navigation and patch bay signal flow. Evaluations found students had improved knowledge retention and understanding of threshold concepts. The project aims to expand AR integration within the music program curriculum.
The document discusses using augmented reality to support learning and teaching in music production studio environments. It describes challenges with existing learning resources being used in isolation outside of studios and focuses on developing an augmented reality application to address these challenges. The application was developed in two phases with input from students and staff. Evaluation found it improved knowledge retention, suited different learning styles, and created a more democratic learning process with less dominance by technical experts. It shifted students to higher-order thinking. The application is now integrated within the curriculum and available to students on their own devices.
Gráinne Conole presented a holistic, student-centered approach to learning design using new technologies. She discussed how technologies are changing the learning landscape and learner expectations. Conole proposed learning design as a conceptual framework and tools like CompendiumLD and Cloudworks to help educators design for learning and share ideas. Her vision emphasizes flexible, experiential learning that blurs boundaries between formal and informal learning through open educational resources and new digital spaces.
This document summarizes research on the forces affecting university mathematics professors' decisions about using technology in their geometry classrooms. It describes interviews conducted with 5 geometry professors about their goals for courses, beliefs about technology, and internal and external influences. The results were used to develop a framework of internal forces like professors' goals and beliefs, and external forces like institutional support and access to technology. The framework aims to describe factors impacting professors' technology use decisions.
Introduction to ways how educators can benefit from ICT in maths, both for preparing lessons, teaching, collaborating and professional development. It includes words of caution on what ICT can and cannot do.
Wo Lf Jisc H Ein Fe Pal And Sahm 17 June2008JISC_HEinFE
This document summarizes a collaborative project between Leicester College and the University of Leicester to investigate how personal digital assistants (PDAs) can support portfolio development for teaching assistants in a foundation degree program in education. The objectives are to produce a literature review on using PDAs for work-based learning, develop a pedagogical model and proof of concept, create resources for practitioners, and develop guidelines for integrating PDAs into institutional learning management systems. Research involved interviews, classroom observations, and focus groups with 5 third-year and 8 second-year teaching assistants and 11 first-year assistants. Key issues included pedagogy, support needs, and ethics. Benefits included knowledge repositories, memory aids, evidence of learning, and
Social Constructivism in Augmented RealityBeckiD75
This study examined using augmented reality (AR) platforms to support constructivist learning in a physics classroom. A physics teacher was given an AR tablet and shown how to use the software. He first explored the software independently until he got stuck, then consulted a peer for help. This dialogue helped him construct new knowledge and alleviate his fear of making mistakes in the software. The AR platform provided opportunities for learning through exploration and peer collaboration that conventional classrooms lack.
This document summarizes a professional development lunch and learn session about integrating technology into the classroom. It discusses benefits of technology like creativity, engagement and digital literacy. It also provides strategies for facilitating group work and research projects using devices. These include setting norms, managing participation, ensuring access to resources and modeling professional device use. The session agenda covered discussing privacy policies, using computers in small and large groups, conducting research and finalizing projects. The goal was to enhance technology use based on available classroom resources and provide ways to effectively structure technology-based lessons.
This document introduces an education course about using technology to enhance classroom instruction. It discusses how technology can boost student learning, achievement, and motivation, but only when clear learning goals and objectives are conveyed. It also outlines 9 research-backed instructional strategies, 4 planning questions for instruction, and 7 categories of educational technology. The introduction concludes by encouraging readers to consider which instructional strategies align best with different technologies.
How can a research-based approach to pedagogy improve the way we use digital resources? Learn how Cambridge has drawn on second language acquisition research to produce guidance on digital pedagogy, helping us identify where digital technology truly adds value to language teaching and learning and where it doesn't. This talk will be given on June 19th at IATEFL 2021.
The document discusses lessons learned from designing geometry learning activities that combine mobile and 3D tools. It describes a design-based research project where students used mobile devices and 3D modeling outdoors and indoors to take on architectural roles. Key findings included students being willing to improvise with the technologies, collaboration and discussion around mathematical problems, and lessons about effective co-design processes like creating expertise and common ground between designers.
The document discusses key aspects of effective e-learning and technology use in education. It emphasizes a commitment to subject knowledge and pedagogy, using learning platforms and ICT tools to enhance rather than detract from learning, and designing activities that leverage the potential of technologies to support collaboration beyond the classroom. It also stresses the importance of innovation, exploring emerging tools and their impact on teaching and learning.
The document discusses the National Educational Technology Standards (NETS) for students in grades 9-12. The NETS provide a framework in six categories to guide improved teaching and learning through the use of technology. These categories include creativity and innovation, communication and collaboration, research and information fluency, critical thinking, digital citizenship, and technology operations and concepts. Examples are given of how students can apply different NETS categories, such as designing an accessible website, investigating and presenting solutions to a complex issue, and illustrating original ideas using digital tools.
2008 - University of Sheffield Learning & Teaching Conference - CILASS ILN Pr...cilass.slideshare
Presentation for a workshop given by the CILASS Information Literacy Network at the University of Sheffield Learning and Teaching Conference in Jan 2008.
Visual literacy refers to a set of abilities that allow people to effectively find, interpret, evaluate, use and create visual media. These skills enable understanding and analyzing the various components involved in producing and using visual materials, including their context, culture, ethics, aesthetics, intellectual concepts and technical aspects. A visually literate person can critically analyze visual media and also competently contribute to shared knowledge and culture through visual means.
Humpty Dumpty fell from a wall and several men could not put him back together again. Visual literacy is the ability to both understand and create visual media to solve problems and communicate ideas. It also involves understanding the cultural, instructional, and aesthetic value of images. Visually literate students can effectively find, access, evaluate, use, and create visual media while understanding related ethical issues. There are several motivating factors for incorporating more visual media into education, such as flexibility, enhanced learning, and the need to improve students' and citizens' generally low levels of visual literacy.
Electronic Portfolio: Fostering Critical Reflection is a collaborative effort of three faculty members and three students at Red River College - RED Forum conference presentation on May 10, 2019.
Acknowledgement:
Thank you to RRC Staff: Amanda Le Rougetel, (pp. 8-9) and Matt Miles (p. 10), and former/current RRC Students: Mary Jeslyn Granil-Arguelles (p. 5), Chenting Qian (p. 6), and Ynah Penas (p. 7) without whose expertise this presentation would not have been possible.
Citation:
Zuba Prokopetz, R., Le Rougetel, A., Miles, M., Granil-Arguelles, M. J., Qian, C., & Penas, Y. (2019, May 10). Electronic portfolio: Fostering critical reflection. Presentation at RED Forum conference, Winnipeg, Manitoba.
The document discusses connecting research, policy, and practice in e-learning. It provides a framework linking the four areas of research, policy, teacher practice, and learner experience. It then examines the history of e-learning and various technologies and pedagogical approaches. Key lessons include the need for new digital literacies and better linking research to policy and practice. The future will involve an ongoing evolution of technologies and their use in education.
The document discusses connecting research in education with policy and practice. It provides a framework that links research, policy, and learner experience and teacher practice. It examines past education technology trends and initiatives. It also explores learning design approaches and tools that can help make teaching practices more explicit and shareable. Finally, it discusses challenges in bridging the gaps between research, policies, and implementation in classrooms.
This document provides an overview of a proposed session at the 2008 American Educational Research Association conference on using student logs and other data to inform the design of dynamic visualizations for science learning. The session objectives are to explore data-driven approaches to designing interactive visualizations and establish their effectiveness. Seven studies will present strategies informed by analyzing student interaction data during learning with visualizations. The session will include an introduction, individual poster presentations from each study, and a discussion among presenters and attendees.
This document summarizes a proposal for an academic conference session on using student log data to inform the design of dynamic visualizations for science learning. The session aims to explore how analyzing student interactions with visualizations can provide insights to support student understanding. Seven studies will present approaches addressing different difficulties students face in learning with visualizations. The session will include an introduction, individual study presentations, and a discussion among presenters and attendees.
Using augmented reality to support learning and teaching in the recording stu...Jisc
This document describes a project using augmented reality to support learning in a music production studio environment. It discusses challenges in the current studio learning model like absorbing large amounts of information and focusing on practical skills. An augmented reality application was developed in two phases to help visualize concepts like console navigation and patch bay signal flow. Evaluations found students had improved knowledge retention and understanding of threshold concepts. The project aims to expand AR integration within the music program curriculum.
The document discusses using augmented reality to support learning and teaching in music production studio environments. It describes challenges with existing learning resources being used in isolation outside of studios and focuses on developing an augmented reality application to address these challenges. The application was developed in two phases with input from students and staff. Evaluation found it improved knowledge retention, suited different learning styles, and created a more democratic learning process with less dominance by technical experts. It shifted students to higher-order thinking. The application is now integrated within the curriculum and available to students on their own devices.
Gráinne Conole presented a holistic, student-centered approach to learning design using new technologies. She discussed how technologies are changing the learning landscape and learner expectations. Conole proposed learning design as a conceptual framework and tools like CompendiumLD and Cloudworks to help educators design for learning and share ideas. Her vision emphasizes flexible, experiential learning that blurs boundaries between formal and informal learning through open educational resources and new digital spaces.
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
The document discusses learning design as a field of research and practice. It defines learning design as a methodology for making the learning design process more explicit and shareable. It outlines how learning design encourages reflective practices, promotes sharing of designs, and shifts approaches from implicit to explicit. Visual tools and collaboration allow designers to represent and discuss their learning designs.
Heidi Eyestone, Carleton College presentation at VRA 28 Atlanta conference session "Transition to Learning Spaces: Redefining Our Space for the Digital World."
Promoting academic innovation by valuing and enabling disruptive designAndrew Middleton
The document discusses promoting academic innovation through collaborative curriculum design. It outlines an approach using principle-based facilitation and scenario-based design to engage multiple stakeholders, including students. This involves a two-day design thinking workshop to define priorities, explore approaches like scenario writing, and devise methods to develop staff and generate new ideas while managing risks. The goal is to disrupt traditional design and encourage dialogue to develop innovative curriculum.
Session03 ICT for Meaningful Learning (SDL & CoL)Ashley Tan
The document discusses dimensions of meaningful learning including collaborative learning, self-directed learning, and how teachers can support these approaches. It provides details on collaborative learning techniques like group roles and tasks. For self-directed learning, it defines SDL and discusses creating learning contracts and using blogs. It also shows how ICT tools can enable both collaborative and self-directed learning.
The constructivist classroom focuses on student-centered learning and interaction. Technology can support this approach in two ways: by providing teaching resources tailored to student needs and interests, and by using computer-based tools that allow students to organize knowledge and express their understanding. Overall, the constructivist classroom uses eight principles: student interests, real-life examples, social interaction, active learning, adequate time, feedback, instructional support, and a focus on developing student understanding.
The document discusses a workshop on open educational resources (OERs), pedagogical patterns, and learning design. It introduces these topics and the OLnet initiative. It then describes the activities in the workshop, which included discussions, think-pair-share exercises, and hands-on challenges to redesign course content using visualization tools. The goal was to explore how to encourage uptake and reuse of OERs through representing pedagogical designs visually.
Teaching Medieval History: The E-Learning LandscapeJamie Wood
Co-presentation with Dr Antonella Luizzo Scorpo (History, University of Lincoln) from the Teaching History in Higher Education: the 14th annual Higher Education Academy Teaching and Learning Conference 2012
The document discusses innovative techniques for teaching science in distance education courses. It outlines several pedagogical approaches for presenting science concepts asynchronously, including using narrative construction and analogy to relate new ideas to familiar concepts, providing social and historical context, employing value-based arguments and decision scenarios, and leveraging empirical models and opportunities for student self-expression like journals. The goal is to make science accessible and engage students through creative and personalized learning environments.
This map by Charles Joseph Minard depicts the losses of Napoleon's army during the 1812 Russian campaign. It shows the size of the army at different positions along their march from the Polish-Russian border to Moscow. The dark lower band depicts Napoleon's retreat from Moscow and is tied to temperature and time scales, illustrating the bitter cold conditions of the winter retreat.
Gerrymandering is the political manipulation of map boundaries to divide citizens into districts that limit their ability to represent themselves through voting. It is a real world example of how changing the boundaries of geographic areas can affect political representation and outcomes. Gerrymandering shows how district maps can be redrawn to favor one political party over others.
Visual literacy refers to the ability to create, use, understand and communicate with images. It involves factors such as technology, abstraction, meaning, critical analysis, graphical design, communication, cognitive theory and pattern recognition. The use of digital images in teaching can provide benefits such as flexibility, collaborative discussion, explaining concepts, presenting up-to-date information, and enhanced learning scaffolds. However, it also presents challenges including needing new teaching skills, ensuring images are used meaningfully, copyright issues, and demands from tenure requirements.
This document provides an overview of mapping tools and techniques for sustainability projects. It discusses using Google Maps, Google Earth, and KML to map points, lines, polygons, images and other data types. It also covers embedding maps, working with large datasets, and examples of sustainability mapping projects.
The document discusses a project by students at Alfred University to create a detailed 3D digital model of their campus in Google Earth. The students used SketchUp to model buildings by importing photos, textures and components to accurately represent structures. They also included additional location-based information like videos, surveys and sensor data as "placemarks". To distribute their work, the students created their own website since options like Google Earth forums and the 3D Warehouse did not meet their needs for organizing and updating the content. The website provides public access to the campus models and information created through the project.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
7. Visual Literacy The ability to create images, use them to communicate ideas and solve problems, and understand their aesthetic and Instructive value.
8. Visual Literacy Factors Technology Abstraction & Meaning Critical Analysis Graphical Design Communication Cognitive Theory & Perception Pattern Recognition
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10. Digital Visualization is Changing How Faculty Teach David Green, Using Digital Images in Teaching and Learning: Perspectives from Liberal Arts Institutions . Academic Commons (October 2006). http:// www.academiccommons.org/imagereport .
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13. After Berry et al. 2008. The role of emotion in teaching and learning History: a scholarship of teaching exploration.
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16. 1. Water 2. Over-fishing 3. Predatory-Prey http://site.arbico-organics.com/images/japanese-beetle-lifecycle.jpg
Blue pollen spores, nerve cells, marine worms, brittle starfish larvae
750 Book of Kells produced by irish monks - their masterwork: the four Gospels of the Christian faith Probably the best known of all the Book of Kells' 680 vellum pages is the "Chi-Rho" page, introducing Matthew's account of Christ's birth. Three Greek letters dominate the page: chi (X), rho (P), and iota (I)--shorthand for "Christ." amous Chi-Rho page from the Book of Kells. Spend time looking at it. See how much you can find. Can you find cats feeding kittens? Do you find angels? What about a moth or butterfly? This page marks the incipit or beginning of the 18 verse of Matthew I. The text reads: "XPI autem generatio...." The text of this verse in the Douay Rheims translation reads: Now the generation of Christ was in this wise.When as his mother Mary was espoused to Joseph, before they came together, she was found with child of the Holy Ghost. Like other Hiberno-Saxon gospel books, notably the Lindisfarne Gospels, this text is given prominence. It almost serves as a second incipit for the Book of Matthew which begins with the Latin incipit: "Liber generationis Iesu Christi..." or in the Douay Rheims translation: "The book of the generation of Jesus Christ, the son of David, the son of Abraham...." The reason for this prominence can be connected to the importance of the doctrine of the "Incarnation," which literally means "into flesh." The first 17 verses of the book of of Matthew recounts the earthly ancestry of Christ back to Abraham, while verse 18 marks the point of the Incarnation of Christ in the book of Matthew, the first of the Gospels in the manuscript. Remember that the text of the manuscript is written on parchment or animal skin. So that this page is literally "the word made flesh," echoing the beginning of the book of John: In the beginning was the Word, and the Word was with God, and the Word was God.... 14 And the Word was made flesh, and dwelt among us, (and we saw his glory, the glory as it were of the only begotten of the Father,) full of grace and truth.
Title “The treachery of Images”, Rene Magritte here comments on the process of representation. One could argue, for example, that Magritte is making a joke, that of course it is an image . But he’s also commenting on the relationship between words and things , since this is not a pipe but a representation of a pipe—a painting, not the material object itself. He warns us not to mistake this for the real thing. He helps us reflect how words and images produce meaning in our world—something that we usually take for granted. He shows us the complexity of how words and images produce meaning in our world.
Throughout history, debates have raged about whether these systems of representation reflect the world as it is—such that they mirror it back to us as a form of imitation , or whether in fact we construct the world and its meaning through the systems of representation we use. In this latter approach, we only make meaning of the material world through specific cultural contexts, and that the world is not simply a reflection to us but rather made meaningful by us through these systems. Questions? But sometimes, we get a little confused whether we’re talking about reflection or representation. This painting seems mere reflection, right? But what in the painting might suggest representation? The transience of earthly life through the transient nature of food? Bread, wine, and fish? This painting produces meaning about these objects rather than simply reflecting some meaning.
Goal: not only to motivate students but to make them critical consumers of information . Ques: How can we create critical consumers? Ques: What questions can we ask our students to facilitate this skill? Does the image tell the truth How representative is this image What is the source of this image What is the authors intent in using this image What does the context of the image tell us? Are we responding to emotional issues or content?
Goal: not only to motivate students but to make them critical consumers of information . Ques: How can we create critical consumers? Ques: What questions can we ask our students to facilitate this skill? Does the image tell the truth How representative is this image What is the source of this image What is the authors intent in using this image What does the context of the image tell us? Are we responding to emotional issues or content?
Greater flexibility and freedom: on-the-fly presentations Greater creativity and interactivity in class (engage students directly with images) More efficient and organized Easier to hold students accountable for image information Cause teachers to think more about their pedagogical style Using more images - Shift away from books - Using more up to date information Engaging students more with content More flexibility – on the fly Using more images Engaging students with more content Students can work with images more directly, encouraging interactivity, more freedom to be creative with their classes and improve their effectiveness -made teachers more efficient,more organized, easier to make improvements, easier to bundle images for lecture, greater variety of images avail, easier to make conncetions between lecture and content/concept, establish a richer contextual background, Has led to new courses Courses more visually based Students showing greater recall of digital images Easier to hold students accountable for vis material Image reading now a skill that must be emphasized and taught in class Visuals require different kinds of analysis than text Greater freedom, greater interactivity/discussion – images stimulate discussion. This leads to a richer experience for students -images help faculty explain concepts better – better connections to the applications of theory, provides a structure for explaining concepts help faculty be clearer and more focused in lecture use of images has caused teachers to think more about their pedagogical methodology -leading to a shift away from books - easier to present up to date information
So why are we focusing on Visualization as a method for research and teaching? There is a strong association with visual skills and concept comprehension Research in the science and humanities points to a causal relationship between spatial-visual aptitude and scholastic success. Research suggests that students using diagrams generate more self-explanations, and consequently, learn more than students using text alone. Spatial-visual skills can be augmented through practice and training. These in turn can enhance learning
Ask audience to offer concepts, thoughts, ideas, other images that this visual stimulates. Visuals can promote conjuring of additional information by (mental imaging) and can scaffold concepts using the existing knowledge. Visual bookmarking or mental imaging – visuals can be used to reference information from memory gained through text or auditory presentation. Enables memory recall. Dual Coding Theory – Pavio: theory assumes that there are two cognitive subsystems, one specialized for the representation and processing of nonverbal objects/events (i.e., imagery), and the other specialized for dealing with language. Recall/recognition is enhanced by presenting information in both visual and verbal form. Flexibility Theory – Spiro: ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . Learning activities should provide multiple representations of content – to enable knowledge construction. Example of analogy enhance learning. Analogies are used to transfer ideas from a familiar concept to an unfamiliar one
Can obfuscate information via. emotional baiting, illusion, poor design What gives this image its power as a communication tool? Context etc. 2. How might such images be used to mislead a viewer?
Visuals present array of information simultaneously rather than sequentially – thus less memory demand for comprehension. “ Learning is context dependent, with the associated need to provide multiple representations and varied examples so as to promote generalization and abstraction processes.” This goes to Flexibility Theory. Research in the science and humanities points to a causal relationship between spatial-visual aptitude and scholastic success. Research suggests that students using diagrams generate more self-explanations, and consequently, learn more than students using text alone. Spatial-visual skills can be augmented through practice and training. These in turn can enhance learning Visuals: 1. present array of info simultaneously vs. sequentially – thus less memory demand for comprehension. 2. can promote conjuring of additional information (mental imaging) 3. can evoke emotional responses and be misleading Note: Goal – student motivation in learning. Students must be stimulated in as great a variety of ways as possible to develop their thought processes and problem-solving techniques.
Niels Bohr 's model of the atom made an analogy between the atom and the solar system . http://en.wikipedia.org/wiki/Analogy Example of analogy enhance learning. Analogies are used to transfer ideas from a familiar concept to an unfamiliar one Where and when do analogies become misleading.
Appropriate Pedagogy? Microcosm, Macrocosm This image comparison, first featured in The New York Times , definitely gives one something to think about. On the left is a microscopic image of a mouse brain's neuronal network produced by Mark N. Miller of Brandeis University's Nelson Lab. On the right is the Max Planck Institute's computer simulation of the vast dark matter network (purple) connecting visible-matter galaxies (yellow) across the universe. “Together,” observes New York Times journalist David Constantine, “ they suggest the surprisingly similar patterns found in vastly different natural phenomena.”
Visualization can be used to address issues of scale, quantity, and relevance more effectively than numerical text. Depicts one million plastic cups, the number used on airline flights in the US every six hours. Running the Numbers An American Self-Portrait This series looks at contemporary American culture through the austere lens of statistics. Each image portrays a specific quantity of something: fifteen million sheets of office paper (five minutes of paper use); 106,000 aluminum cans (thirty seconds of can consumption) and so on. My hope is that images representing these quantities might have a different effect than the raw numbers alone, such as we find daily in articles and books. Statistics can feel abstract and anesthetizing, making it difficult to connect with and make meaning of 3.6 million SUV sales in one year, for example, or 2.3 million Americans in prison, or 410,000 paper cups used every fifteen minutes. This project visually examines these vast and bizarre measures of our society, in large intricately detailed prints assembled from thousands of smaller photographs. The underlying desire is to emphasize the role of the individual in a society that is increasingly enormous, incomprehensible, and overwhelming. My only caveat about this series is that the prints must be seen in person to be experienced the way they are intended. As with any large artwork, their scale carries a vital part of their substance which is lost in these little web images. Hopefully the JPEGs displayed here might be enough to arouse your curiosity to attend an exhibition, or to arrange one if you are in a position to do so. The series is a work in progress, and new images will be posted as they are completed, so please stay tuned. ~chris jordan, Seattle, 2007
The movie above illustrates a visualisation of N02 in London by CASA, University College London,in association with the Environmental Research Group at Kings College London. Nitrogen dioxide (NO2): NO2 is produced in high temperature combustions processes and chemical reactions in the atmosphere. Road transport is responsible for 60 per cent of emissions of NOx (the pollutant that causes NO2) in London. It can affect the lungs and airways when exposed over long periods or at high concentrations over a short period.
Scale – Introducing scale in terms of size Systems – drawing linkages between material and process Artistic rendition of the circulatory system. Use of perspective to draw in the viewer. *** Is this image problematic. For example it presents and inverse representation of spatial scale.
August 2006 – photo of Beirut air-strike that was digitally manipulated by Adnon Hajj and then submitted to Reuters. The image, which appeared on several news web sites, had been doctored in Adobe Photoshop to show more smoke billowing higher into the sky.
This image comparison speaks to how we interpret information relative to context. The image on the right speaks of empowerment. The image on the left speaks of subjugation.
This image illustrates the importance of symbols to knowledge construction or information interpretation. Symbols can mislead our interpretation in other cultural or environmentals contexts. This slide can be used to discuss the importance of symbols and their cultural origin. When I saw these posters (and the hundreds like them for every other candidate) I thought they were "[NO] Belusconi" signs. What they mean in American is "Check this box on election day!"
This visual imparts the importance of pattern recognition in our ability to decode information and draw meaning from it. We interpret the world via. common patterns that we recognize at a subconscious level. When new patterns of information display are used they can lead to confusion or misunderstanding. Illusions often created by novel pattern displays. Below are what might appear as blobs of color when you first look at them. Your impression of the color blobs provides an example of awareness at a sensory level. If you continue to look at the blobs, four english words will emerge. You needn't try to organize the blobs. The organization process will occur without any overt striving on your part. These blobs have been created to slow the perceptual process so that you can experience what typically occurs speedily in subjective time. From http://dragon.uml.edu/psych/organize.html