This document discusses using mobile devices like iPods and iPads to facilitate vocational learning. Omnia, a vocational education provider, is piloting the use of these devices for special needs students, on-the-job learning, and demonstrating competencies. The devices allow learning to take place anywhere and help differentiate instruction. A business administration program provides students iPod Touches to use for both in-class and on-the-job learning over two to three years. Mobile devices open opportunities for collaborative, hands-on, and peer-to-peer learning.
This document discusses cyber ethics education in the classroom. It describes surveys that were conducted with students on their cyber habits and perspectives on issues like plagiarism, piracy, and chatting online. It outlines strategies for incorporating cyber ethics into classroom practices such as assigning research projects with citations, using open software and online tools, and establishing an acceptable use policy. It also discusses displaying posters around school to promote a positive attitude towards cyber ethics.
An electronic portfolio is a collection of documents, videos, audio files and presentations that displays a person's skills and is controlled by the individual. The electronic portfolio can be viewed by teachers, parents, admissions officers and future employers and enhances a person's digital footprint by improving it.
This document discusses the history and concepts of e-learning. It begins by explaining that while the term "e-learning" emerged in 1999, early forms of virtual learning have existed since the 19th century. E-learning can involve both synchronous live lectures and prerecorded content, with interaction between students and teachers. The document outlines benefits like flexibility, cost savings, and retention. However, e-learning requires self-discipline and time management skills. It then describes various e-learning methods and provides tips for preparing e-learning content and addressing common questions. Finally, it notes that e-learning is treated the same as traditional programs for funding purposes.
The document discusses cool ICT tools for non-profit organizations, including YouTube for sharing videos, Yammer for internal communication, and Skype and Vimeo for video calls and sharing. It provides examples of how these tools have been used for tasks like training, meetings, and sharing resources across distributed teams. The document recommends that training on these tools involve champions in the organization and committed management support.
This document discusses iPads and their use in education. It lists several popular apps for educators, including iBooks, Dragon Dictation, Penultimate, Evernote, and NASA apps. It outlines opportunities iPads provide such as modeling technology use, creating documents, connecting students, and assisting students with special needs. Roadblocks to iPad use in education are also mentioned, such as lack of Flash support, USB ports, compatibility with Microsoft Office and internal networks, issues with iTunes, projection capabilities, and backlighting. Finally, it briefly mentions several competing tablet devices from Asus, Dell, and HP.
The document summarizes multimedia and technology services available through the Digital Learning Faculty (DLF) at the College of Southern Maryland, including:
1) Audio and video capturing/editing, digitizing and scanning services, CD/DVD burning and labeling.
2) Equipment such as digital voice recorders, flip videos, clickers, and available software including Pinnacle and Articulate.
3) Services such as creating videos for YouTube, using Elluminate for web conferencing, making avatars with SitePal, and accessing training through Starlink, ITC, and Sloan-C.
This document discusses using mobile devices like iPods and iPads to facilitate vocational learning. Omnia, a vocational education provider, is piloting the use of these devices for special needs students, on-the-job learning, and demonstrating competencies. The devices allow learning to take place anywhere and help differentiate instruction. A business administration program provides students iPod Touches to use for both in-class and on-the-job learning over two to three years. Mobile devices open opportunities for collaborative, hands-on, and peer-to-peer learning.
This document discusses cyber ethics education in the classroom. It describes surveys that were conducted with students on their cyber habits and perspectives on issues like plagiarism, piracy, and chatting online. It outlines strategies for incorporating cyber ethics into classroom practices such as assigning research projects with citations, using open software and online tools, and establishing an acceptable use policy. It also discusses displaying posters around school to promote a positive attitude towards cyber ethics.
An electronic portfolio is a collection of documents, videos, audio files and presentations that displays a person's skills and is controlled by the individual. The electronic portfolio can be viewed by teachers, parents, admissions officers and future employers and enhances a person's digital footprint by improving it.
This document discusses the history and concepts of e-learning. It begins by explaining that while the term "e-learning" emerged in 1999, early forms of virtual learning have existed since the 19th century. E-learning can involve both synchronous live lectures and prerecorded content, with interaction between students and teachers. The document outlines benefits like flexibility, cost savings, and retention. However, e-learning requires self-discipline and time management skills. It then describes various e-learning methods and provides tips for preparing e-learning content and addressing common questions. Finally, it notes that e-learning is treated the same as traditional programs for funding purposes.
The document discusses cool ICT tools for non-profit organizations, including YouTube for sharing videos, Yammer for internal communication, and Skype and Vimeo for video calls and sharing. It provides examples of how these tools have been used for tasks like training, meetings, and sharing resources across distributed teams. The document recommends that training on these tools involve champions in the organization and committed management support.
This document discusses iPads and their use in education. It lists several popular apps for educators, including iBooks, Dragon Dictation, Penultimate, Evernote, and NASA apps. It outlines opportunities iPads provide such as modeling technology use, creating documents, connecting students, and assisting students with special needs. Roadblocks to iPad use in education are also mentioned, such as lack of Flash support, USB ports, compatibility with Microsoft Office and internal networks, issues with iTunes, projection capabilities, and backlighting. Finally, it briefly mentions several competing tablet devices from Asus, Dell, and HP.
The document summarizes multimedia and technology services available through the Digital Learning Faculty (DLF) at the College of Southern Maryland, including:
1) Audio and video capturing/editing, digitizing and scanning services, CD/DVD burning and labeling.
2) Equipment such as digital voice recorders, flip videos, clickers, and available software including Pinnacle and Articulate.
3) Services such as creating videos for YouTube, using Elluminate for web conferencing, making avatars with SitePal, and accessing training through Starlink, ITC, and Sloan-C.
This chapter discusses social, ethical, legal, and human issues related to technology use in education. It addresses how technology impacts equity and social issues in schools. It also examines ethical concerns like privacy, copyright, and cybercrime. The chapter provides an overview of laws and initiatives intended to promote cybersecurity, privacy, accessibility, and equitable access to technology. It considers challenges like the digital divide and how educators can address ethical and social justice concerns surrounding educational technology.
The document reports on learning technologies at West Island School to the school council. It discusses the laptop induction program for students which included activities on movie making, presentations, and parental involvement. It also mentions ePortfolios, staff professional development on learning technologies, and using technology coaches for collaboration. Some top tech tools and how technical and learning technology will be extended in the future are briefly outlined.
K 3-computers-literacy-tech-vocabularysallyeverson
The document defines common terms related to Web 2.0 technology and digital literacy. It explains concepts like digital natives, immigrants and the digital divide. It also outlines different digital tools and platforms including blogs, wikis, social media, e-books, simulations and more. The greatest challenge is the digital divide between teacher immigrants and student natives, so the first step for teachers is to learn about and integrate one appropriate digital tool.
Students at a Pittsburgh Catholic school will learn curriculum skills like math and history by designing virtual reality games. Younger students will work with older students to develop game ideas and implement them. Sixteen teams of students will compete to create the best virtual reality game on topics like Renaissance times or detective stories. The project aims to teach students important skills through an engaging activity of designing games.
The document discusses copyright laws and fair use guidelines for educators. It provides an overview of copyright laws and their intent to protect intellectual property. Fair use allows for limited use of copyrighted works for educational purposes without permission. The document includes a quiz testing knowledge of what is permissible under fair use. It concludes with recommendations for how educators can stay informed of fair use guidelines and properly attribute sources to avoid plagiarism.
I took a computer programming course where I learned the basics of coding. I also learned how to create presentations using slide software and how to compose and send emails over the internet. Overall, the course helped expand my digital skills in programming, presentations, and online communication.
Jessica Holmes provides a personal timeline of her educational experiences and how technology has progressed during her schooling. She began her education in 1990 attending Catholic pre-kindergarten and public elementary school, where technology was limited to audio cassettes and the chalkboard. By middle and high school, classrooms had computers, but only for teacher use, and computer labs for projects. In college, wireless internet was available, many students had laptops, and professors used screens and projectors. Holmes hopes that as a teacher, she can provide students better access to technology while still emphasizing traditional skills.
This document provides an overview of developing educational content for iPhones and iPads. It discusses apps for viewing and creating documents, presentations, PDFs, audio, and video content. It also addresses issues with displaying Flash content and provides steps for mobile development. Resources for learning objective C programming and creating basic apps are also included. The document aims to educate on creating and delivering course content on mobile devices.
Digital Natives are people who have grown up with technology like computers, video games, the internet and social media. They are comfortable with and prefer using technology for communication, multi-tasking, graphics over text, and instant gratification. Digital Natives are networked through social media platforms like Facebook, Twitter, blogs and instant messaging.
This document provides information about learning technologies for the classroom, including copyright guidelines, safe internet use, and cyber well-being. It addresses copyright laws and licenses, provides links to copyright friendly resources, and discusses risks of technology like cyberbullying, sexting, and inappropriate content. It emphasizes educating students about keeping private information private, only interacting with people they know, and knowing what to do if they feel unsafe online.
Video in the classroom - BETA Conference 2015Yordan Stoyanov
Tips and resources for using video in the classroom
Useful links:
► http://www.onestopenglish.com/methodology/tech-tools-for-teachers/video-communication/
► http://filminaction.net/film-links/
► http://lessonstream.org/wp-content/uploads/downloads/2010/12/The-train-tunnel-joke.pdf
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
This document discusses four main ethical issues related to cyberethics: privacy, property, accuracy, and access. It provides examples of how each can present challenges on the internet. Privacy is threatened as technology increases our data collection. Accuracy is difficult to determine online as information quality varies. Property issues arise around intellectual property rights for online content. Widespread access enables controversial issues to become more prominent online. The document also outlines elements of Malaysian cyber law and provides guidance on computer ethics for professionals and users.
This document summarizes research from a project studying the use of iPads for teaching and learning. It provides an overview of the courses involved, research questions, data collection methods, initial survey results of students' and instructors' technology use, examples of how iPads were used in courses, findings from analyzing iPad settings and apps, and themes that emerged from the research. Key findings included issues with relying on WiFi connectivity, students preferring print books to e-books, and most only using iPads as prescribed without customization. The document concludes with recommendations that iPads be integrated carefully into courses and that instructors address technological and institutional challenges.
This document discusses a Bring Your Own Device (BYOD) policy for a school. It explains that many students already own technology devices, and that today's students prefer to learn using visual aids and through trial and error. It provides examples of devices that can be brought for BYOD, including laptops, tablets, smartphones, and eReaders. It outlines rules for BYOD, such as only bringing devices on specified days with teacher permission, using devices appropriately for classroom work only, and requiring login to the school's network. Safety and monitoring procedures for BYOD are also described.
This is the slide deck I used for a presentation to staff on Online Safety and CEOP. There were a coud of videos embedded that I have removed.
Real thanks to Ollie Bray of LTS for the permission to take and adapt some slides from a presentation that he has recently given.
This document discusses the concept of digital citizenship and provides tasks related to exploring its different elements. It defines digital citizenship as appropriate and responsible behavior regarding technology use. There are 9 elements of digital citizenship discussed: digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. Students are assigned to complete webquests and create videos in pairs using Xtranormal to explore these elements and practice good digital citizenship.
The document summarizes Portugal's Seguranet Project which aims to promote safer internet use in schools. It establishes 9 competence centers in universities to train teachers. It creates a Youth Panel of 40 students to advise on resources and surveys. It develops awareness resources like games, comics and flyers. It also establishes protocols with schools regarding internet filtering and blocking inappropriate content. The project disseminates resources through its website and social media and incorporates internet safety into the 8th grade ICT curriculum across several domains. It also implements an eSafety Label program to assess and improve internet safety policies and practices in schools.
using Scratch in the classrroom to promote learner autonomyAmany AlKhayat
Scratch is a block-based visual programming language that allows users to create interactive stories, games, and animations. It is designed for learners of all ages and requires no prior coding experience. In Scratch, users drag and drop blocks of code to control sprites. Projects can be shared online, allowing students to get feedback from peers. Scratch promotes autonomous learning by letting students learn at their own pace and through peer feedback. It is easier to use than other programming languages like Alice while still teaching programming concepts and skills like turn-taking.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Held through Concordia University's Centre for Teaching and Learning Services (CTLS) on Monday, November 12, 2007.
This document lists and summarizes 10 apps that support student-centered learning:
1. Animoto for creating videos with images and audio.
2. LinoIt for creating sticky notes, uploading files, and sharing on mobile devices.
3. Evernote for organizing notes, images, videos and audio across devices.
4. Diigo for bookmarking, annotating, and organizing websites across devices.
5. Google Drive for creating and sharing documents, spreadsheets and presentations in the cloud.
6. Popplet for brainstorming, organizing ideas and creating timelines, word walls and more across devices.
7. I Know Quiz Maker for creating quizzes on iOS.
This document discusses innovations in vocational education through the InnoOmnia project. InnoOmnia combines physical and cloud-based learning environments, using tools like laptops, iPads, and social media to make learning ubiquitous and add new dimensions to assignments. Learning is a social event where students work in teams with roles on projects. The MOKIA project tests using mobile devices for the mobile learning of building maintenance, moving from printed manuals to mobile audiovisual content and situational video assessments. Students create and share content using tools like QR codes while teachers facilitate the process.
This chapter discusses social, ethical, legal, and human issues related to technology use in education. It addresses how technology impacts equity and social issues in schools. It also examines ethical concerns like privacy, copyright, and cybercrime. The chapter provides an overview of laws and initiatives intended to promote cybersecurity, privacy, accessibility, and equitable access to technology. It considers challenges like the digital divide and how educators can address ethical and social justice concerns surrounding educational technology.
The document reports on learning technologies at West Island School to the school council. It discusses the laptop induction program for students which included activities on movie making, presentations, and parental involvement. It also mentions ePortfolios, staff professional development on learning technologies, and using technology coaches for collaboration. Some top tech tools and how technical and learning technology will be extended in the future are briefly outlined.
K 3-computers-literacy-tech-vocabularysallyeverson
The document defines common terms related to Web 2.0 technology and digital literacy. It explains concepts like digital natives, immigrants and the digital divide. It also outlines different digital tools and platforms including blogs, wikis, social media, e-books, simulations and more. The greatest challenge is the digital divide between teacher immigrants and student natives, so the first step for teachers is to learn about and integrate one appropriate digital tool.
Students at a Pittsburgh Catholic school will learn curriculum skills like math and history by designing virtual reality games. Younger students will work with older students to develop game ideas and implement them. Sixteen teams of students will compete to create the best virtual reality game on topics like Renaissance times or detective stories. The project aims to teach students important skills through an engaging activity of designing games.
The document discusses copyright laws and fair use guidelines for educators. It provides an overview of copyright laws and their intent to protect intellectual property. Fair use allows for limited use of copyrighted works for educational purposes without permission. The document includes a quiz testing knowledge of what is permissible under fair use. It concludes with recommendations for how educators can stay informed of fair use guidelines and properly attribute sources to avoid plagiarism.
I took a computer programming course where I learned the basics of coding. I also learned how to create presentations using slide software and how to compose and send emails over the internet. Overall, the course helped expand my digital skills in programming, presentations, and online communication.
Jessica Holmes provides a personal timeline of her educational experiences and how technology has progressed during her schooling. She began her education in 1990 attending Catholic pre-kindergarten and public elementary school, where technology was limited to audio cassettes and the chalkboard. By middle and high school, classrooms had computers, but only for teacher use, and computer labs for projects. In college, wireless internet was available, many students had laptops, and professors used screens and projectors. Holmes hopes that as a teacher, she can provide students better access to technology while still emphasizing traditional skills.
This document provides an overview of developing educational content for iPhones and iPads. It discusses apps for viewing and creating documents, presentations, PDFs, audio, and video content. It also addresses issues with displaying Flash content and provides steps for mobile development. Resources for learning objective C programming and creating basic apps are also included. The document aims to educate on creating and delivering course content on mobile devices.
Digital Natives are people who have grown up with technology like computers, video games, the internet and social media. They are comfortable with and prefer using technology for communication, multi-tasking, graphics over text, and instant gratification. Digital Natives are networked through social media platforms like Facebook, Twitter, blogs and instant messaging.
This document provides information about learning technologies for the classroom, including copyright guidelines, safe internet use, and cyber well-being. It addresses copyright laws and licenses, provides links to copyright friendly resources, and discusses risks of technology like cyberbullying, sexting, and inappropriate content. It emphasizes educating students about keeping private information private, only interacting with people they know, and knowing what to do if they feel unsafe online.
Video in the classroom - BETA Conference 2015Yordan Stoyanov
Tips and resources for using video in the classroom
Useful links:
► http://www.onestopenglish.com/methodology/tech-tools-for-teachers/video-communication/
► http://filminaction.net/film-links/
► http://lessonstream.org/wp-content/uploads/downloads/2010/12/The-train-tunnel-joke.pdf
Scenarios for peer-to-peer learning in construction with emerging forms of co...Teemu Leinonen
Presentation slides from the talk at the IEEE International Symposium on Technology and Society (ISTAS13) 2013. The paper is published in the conference proceedings and will be available: http://veillance.me.
This document discusses four main ethical issues related to cyberethics: privacy, property, accuracy, and access. It provides examples of how each can present challenges on the internet. Privacy is threatened as technology increases our data collection. Accuracy is difficult to determine online as information quality varies. Property issues arise around intellectual property rights for online content. Widespread access enables controversial issues to become more prominent online. The document also outlines elements of Malaysian cyber law and provides guidance on computer ethics for professionals and users.
This document summarizes research from a project studying the use of iPads for teaching and learning. It provides an overview of the courses involved, research questions, data collection methods, initial survey results of students' and instructors' technology use, examples of how iPads were used in courses, findings from analyzing iPad settings and apps, and themes that emerged from the research. Key findings included issues with relying on WiFi connectivity, students preferring print books to e-books, and most only using iPads as prescribed without customization. The document concludes with recommendations that iPads be integrated carefully into courses and that instructors address technological and institutional challenges.
This document discusses a Bring Your Own Device (BYOD) policy for a school. It explains that many students already own technology devices, and that today's students prefer to learn using visual aids and through trial and error. It provides examples of devices that can be brought for BYOD, including laptops, tablets, smartphones, and eReaders. It outlines rules for BYOD, such as only bringing devices on specified days with teacher permission, using devices appropriately for classroom work only, and requiring login to the school's network. Safety and monitoring procedures for BYOD are also described.
This is the slide deck I used for a presentation to staff on Online Safety and CEOP. There were a coud of videos embedded that I have removed.
Real thanks to Ollie Bray of LTS for the permission to take and adapt some slides from a presentation that he has recently given.
This document discusses the concept of digital citizenship and provides tasks related to exploring its different elements. It defines digital citizenship as appropriate and responsible behavior regarding technology use. There are 9 elements of digital citizenship discussed: digital access, commerce, communication, literacy, etiquette, law, rights and responsibilities, health and wellness, and security. Students are assigned to complete webquests and create videos in pairs using Xtranormal to explore these elements and practice good digital citizenship.
The document summarizes Portugal's Seguranet Project which aims to promote safer internet use in schools. It establishes 9 competence centers in universities to train teachers. It creates a Youth Panel of 40 students to advise on resources and surveys. It develops awareness resources like games, comics and flyers. It also establishes protocols with schools regarding internet filtering and blocking inappropriate content. The project disseminates resources through its website and social media and incorporates internet safety into the 8th grade ICT curriculum across several domains. It also implements an eSafety Label program to assess and improve internet safety policies and practices in schools.
using Scratch in the classrroom to promote learner autonomyAmany AlKhayat
Scratch is a block-based visual programming language that allows users to create interactive stories, games, and animations. It is designed for learners of all ages and requires no prior coding experience. In Scratch, users drag and drop blocks of code to control sprites. Projects can be shared online, allowing students to get feedback from peers. Scratch promotes autonomous learning by letting students learn at their own pace and through peer feedback. It is easier to use than other programming languages like Alice while still teaching programming concepts and skills like turn-taking.
Presentation file for Alexandre Enkerli's workshop on exploring online tools for teaching. Held through Concordia University's Centre for Teaching and Learning Services (CTLS) on Monday, November 12, 2007.
This document lists and summarizes 10 apps that support student-centered learning:
1. Animoto for creating videos with images and audio.
2. LinoIt for creating sticky notes, uploading files, and sharing on mobile devices.
3. Evernote for organizing notes, images, videos and audio across devices.
4. Diigo for bookmarking, annotating, and organizing websites across devices.
5. Google Drive for creating and sharing documents, spreadsheets and presentations in the cloud.
6. Popplet for brainstorming, organizing ideas and creating timelines, word walls and more across devices.
7. I Know Quiz Maker for creating quizzes on iOS.
This document discusses innovations in vocational education through the InnoOmnia project. InnoOmnia combines physical and cloud-based learning environments, using tools like laptops, iPads, and social media to make learning ubiquitous and add new dimensions to assignments. Learning is a social event where students work in teams with roles on projects. The MOKIA project tests using mobile devices for the mobile learning of building maintenance, moving from printed manuals to mobile audiovisual content and situational video assessments. Students create and share content using tools like QR codes while teachers facilitate the process.
The document lists various materials and technology to bring for a professional development session on using technology in the classroom. It includes laptops, iPads, projectors, speakers, and information about the host school. Attendees will see demonstrations of using Web 2.0 tools, iPad apps, and create their own content using iMovie and Book Creator apps. USB drives can be used to obtain copies of files and presentations.
The document discusses various uses of technology for teaching and professional development. It provides examples of how Web 2.0 tools, iPad apps, blogs, and other technologies can be implemented in the classroom and lists specific tools the presenter uses, including iMovie, Book Creator, Dropbox, Twitter, and more. The document also addresses issues around the integration of technology in education and maintaining online safety and etiquette.
This document discusses implementing a Bring Your Own Device (BYOD) initiative in schools. It notes that students are increasingly using mobile technology and that BYOD can help engage students and prepare them for today's workforce demands. However, there are also concerns like distraction and equity that need to be addressed. The document provides examples of how different mobile devices can be used as learning tools in the classroom and lists various apps and resources that can be incorporated into a BYOD program. It emphasizes establishing school policies and teacher training to ensure BYOD supports learning goals.
Learning Beyond Walls - eLearning Ideas and Possibilities for YouthKarim Wallani
This is a presentation I gave at at "U-TECH: Technology Ideas and Possibilities for Empowering 21st Century Youth", an IT seminar held on June 16, 2012 at Muhammad Ali Jinnah University (MAJU) in Karachi, Pakistan. The seminar was organized by Youth Empowering Spaces (YES) with the aim to empower 21st century youth through technology.
iTunes U: the first mobile-ready free learning channeltbirdcymru
iTunes U is Apple's free mobile-ready learning platform. It allows universities to publish audio, video, PDF and ePub educational content. While it works best on Apple devices, it is also accessible from Android devices. The presentation discusses iTunes U's history and features, trends in mobile learning and tablets, and case studies of universities' use of iTunes U for both education and marketing. It concludes that iTunes U is a leading platform for mobile learning despite some limitations, and universities should consider publishing content there.
La entrada de las tecnologías móviles en el salón de clases: estrategias para...Antonio Delgado Pérez
Conferencia ofrecida con motivo de los Días de Desarrollo profesional: Tecnología y Pedagogía. La conferencia se realizó en el hotel Ponce Hilton, el jueves 24 de abril de 2014. Este proyecto se ha diseñado considerando ofrecerle a los maestros de colegios privados dos conferencias por día, durante tres días consecutivos. Con este proyecto de tres días, se busca abrir un espacio para estudiar a fondo los temas de interés para la comunidad docente, en cuanto a la integración de tecnología y la función del maestro en este ámbito.
This document discusses using mobile devices for ePortfolio reflection. It begins by outlining the key components of ePortfolios, including capturing evidence, reflecting, feedback, goal-setting, collaboration, and presentation. It then explores how mobile phones can support these processes through functions like capturing multimedia, reflection journaling, feedback, and planning. The document emphasizes that reflection is the "heart and soul" of ePortfolios and promotes self-regulated learning through reflection and goal-setting. It also provides examples of mobile apps that facilitate these ePortfolio processes.
The document contains summaries of various mobile learning resources submitted by attendees of the Mobile Learning Experience 2012 conference in Phoenix, Arizona. The resources cover a wide range of topics related to mobile learning and digital tools, including educational apps, websites for teachers, tools for creating and editing multimedia content, and strategies for incorporating mobile devices into classroom instruction.
Meet Saint Leo University's Online Services Librarian, Sandy HawesSaintLeoLibrary
Sandra Hawes introduces herself as an online librarian at Saint Leo University. She uses various technologies in her job such as email, presentation software, and digital resources. She has experience with early computing technologies from the 1970s-1990s and enjoys using newer technologies like mobile apps. Her professional interests include online instruction and embedded librarianship. She provides her contact information and wishes students blue skies.
Modernising learning carnegie 26th oct (print)Jisc Scotland
Modernising Learning
The document discusses how pedagogies need to change for the 21st century learner. Learners today are digital natives who are used to multitasking, social learning, and instant gratification. Constructivism and connectivism are more relevant learning theories. Technology solutions like virtual learning environments, eportfolios, and social media can support more collaborative, reflective, and interactive learning. However, digital literacy goes beyond just skills - learners need support developing academic practices for a digital world.
iBooks, iTunes U, and the learning materials revolutiontbirdcymru
This document discusses trends in digital learning materials and iTunes U. It notes that iTunes U has been used by universities since 2007 for both learning and marketing. Download numbers have increased internationally. Tablet ownership is rising among students, with iPads being the most popular. The document outlines how to create courses and materials in iTunes U and convert documents to different e-book formats for multiple devices. It concludes that Apple remains an important player in digital learning through iTunes U and affordable iPads.
The document discusses various web-based resources that can be used by elementary school teachers, including educational software, the internet, blogs, and other web applications. It encourages teachers to explore these resources to add new techniques to their teaching toolbox, but cautions that they cannot expect to utilize everything they find. The document provides examples of specific resources like the Kan-Ed learning portal, Thinkfinity portal, Education World website, and blogs, and reviews tools like Bookr and myWebspiration. It frames exploring educational technology as "fishing" to catch useful resources without getting overwhelmed by everything available online.
My csu ntablet kickoff slides-for moodleDeone Zell
This document discusses the growing popularity of smartphones and tablets compared to PCs. It notes that smartphone and tablet shipments exceeded PCs in the fourth quarter of 2010, and their installed user base is projected to surpass PCs in 2013. The document then provides details on introducing a CSUN tablet, including its multi-functional capabilities for tasks like accessing online materials, taking notes, and using educational apps. It outlines considerations for adopting tablets in education and creating digital content for tablets.
eLearning Services at NIU provides a variety of online learning tools and resources to support online courses, including audio slideshows, simulations, case studies, games, lecture capture, virtual meetings, accessibility features, and support from the Digital Convergence Lab. They have a team of 10 staff with expertise in educational technology and work with graduate and undergraduate students. Their goal is to provide engaging, accessible content that meets multiple learning styles.
Similar to Vocational Learning Goes Mobile OEB2011 Omnia (20)
This document discusses entrepreneurial learning and its key characteristics. Entrepreneurial learning is non-linear, encourages learning from mistakes, and requires applying knowledge and skills to real-world problems. It promotes social skills and peer learning with outcomes that are visible. Entrepreneurial learning blurs roles where learners become participants and co-creators. Essential ingredients include contextual and mobile learning, project-based and gamified learning, and professional development for educators. Entrepreneurial thinking can be developed through social media challenges that bring together schools and communities.
This document discusses mobile learning and TVET (technical and vocational education and training) in Finland. It provides details on Finland's education system and TVET programs, which include both initial and continuing education across 150 providers. TVET qualifications are competence-based and involve on-the-job training. The document also describes Omnia, a joint authority that provides TVET to nearly 10,000 students across various programs. Omnia is piloting mobile learning and connecting students and teachers through cloud-based solutions. Barriers to mobile TVET discussed include management, teachers, and IT issues. The document advocates for a practical, project-based approach to mobile learning.
Modern Technologies in Learning - New Pedagogy New Evaluation?Mervi Jansson-Aalto
This document summarizes a presentation given by Mervi Jansson on modern technologies in learning and new approaches to evaluation. Some key points include:
- Omnia provides education to 10,000 students across multiple sectors using new digital tools and mobile technologies.
- Teachers play a critical role in building quality education and must develop digital literacy skills to foster collaborative learning.
- Case studies like SWAB and CuSe showcase holistic learning experiences integrating technology, soft skills development, and new forms of assessment.
- Omnia leads national collaboration around modeling best practices in mobile learning and providing professional development for educators.
- Effective technology integration requires focus on learning goals, critical evaluation, accessibility, and clarifying what skills will
This document summarizes information about InnoOmnia, a collaborative learning solutions provider in Espoo, Finland. InnoOmnia provides initial and continuing vocational education and training to nearly 10,000 students across multiple sectors through various centers. It aims to promote innovative capacity building and lifelong learning skills for students, teachers, and entrepreneurs through new programs exploring technologies like augmented reality and gamification. InnoOmnia also serves as a professional development partner, providing tailored training to over 500 teachers annually to help develop 21st century skills through blended learning formats.
InnoOmnia is implementing the vision of the Bruges Communiqué in Espoo, Finland by creating an innovative lifelong learning hub. It offers attractive and flexible vocational education and training opportunities, including initial VET, continuing VET, and tailored upskilling programs. InnoOmnia also develops new pedagogical approaches and learning environments to foster skills, collaboration, creativity and entrepreneurship. Its goal is to support all learners in developing and updating their competencies over their careers.
21 st Century Education - InnoOmnia Lifelong Learning HubMervi Jansson-Aalto
This document discusses the InnoOmnia Lifelong Learning Hub, which brings together students, teachers, and entrepreneurs to facilitate learning and business networks through both physical and virtual spaces. The hub promotes lifelong learning skills like collaboration, problem solving, and entrepreneurship. Learning occurs through opportunities to acquire skills in context, fail and succeed, and take on multiple roles of learner, participant, teacher, producer, and consumer. The goal is to empower people and move from single solutions to multiple possibilities for the future of learning.
Solutions in Education - Knowledge Society and Mobile LearningMervi Jansson-Aalto
The document discusses the future of education and mobile learning. It notes that education needs to be transformed, not just reformed, to build achievement through discovering each student's talents. Mobile learning can enhance collaboration, contextualize learning, and tailor instruction to individual needs. Effective mobile learning considers the device, learner, social, and mobile learning aspects. Devices like iPads are being used in pilot projects at InnoOmnia for special needs students, work-based learning, and demonstrating real-life competencies. Mobile learning supports and complements traditional learning rather than replacing it.
This document discusses the concept of personal learning environments and networks. It notes that teaching has changed and learning now occurs outside of traditional structures. Personal learning involves having skills for lifelong learning, collaboration in teams regardless of location, social networking, and having a presence both online and offline. Massive open online courses (MOOCs) are mentioned as an example of online learning opportunities. The document also provides an example of how Second Life was used to simulate border crossings for customs and immigration students, improving their training and test scores.
InnoOmnia - developing pedagogy and tools for tomorrow’s vocational education Mervi Jansson-Aalto
The document discusses developing vocational education for tomorrow. It provides quotes from experts emphasizing the importance of entrepreneurship, innovative companies, and linking vocational education to working life. It also discusses the need for learning environments that are not constrained by time or place and involve shared real and virtual spaces. InnoOmnia aims to develop pedagogy and tools for vocational education, providing entrepreneurship coaching and focusing on 21st century skills like collaboration and digital technologies.
The document discusses the benefits of social media and provides advice for newcomers. It acknowledges that social media can feel intimidating but encourages people to give it a chance and learn from digital natives. The key message is that social media allows people to connect with communities worldwide and tell their own stories.
This document discusses the use of social media for adult learners. It notes that while social media can blend work, learning and fun, it can also add confusion if not used properly. Key factors for adult learners include knowledge of social media, skills for using it, motivation, and self-confidence. Different generations have different experiences with technology. The document provides examples of social media tools and suggests educators consider learning objectives and how to measure skills development when using social media.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
2. Omnia The Joint Authority of Education in
Espoo Region
Multisector vocational education provider.
Competence-based vocational, further vocational
and special vocational qualifications.
Professional development programs for teachers.
Entrepreneurs, students and staff working and
learning together.
Mervi Jansson
3. We use the latest
technology to provide
21st century
education combining
physical and cloud-
based learning
environments.
5. Technology makes
learning ubiquitous
and offers ways to
differentiate
instruction resulting
in better outcomes.
Flickr, Alex Barros
Flickr, Alex Barros
6. The i-initiative
iPod Touches and iPads
for pilot projects:
special needs students
on-the-job learning
demonstrating
competence in real life
situations
7. What is mlearning?
”The exploitation of
ubiquitous handheld
technologies , together
with wireless and
mobile phone networks,
to facilitate, support,
enhance and extend the
reach of teaching and
learning.” MoLeNET
8. What it isn’t
Using a mobile
device as a
knowledge dump.
Putting elearning
courses on a phone.
Sending text
messages to check
up on students.
24. Business and Administration pilot project
2 – 3 year program.
Intake 24 students per
year.
iPod Touches as
personal learning
devices.
First year 3 + 2 model,
second year 2 + 3 model.
Devices are used for both
in class and on-the-job
learning.
Flickr, Rosa Say
Mervi Jansson
25. In InnoOmnia everybody is a learner and a teacher.
B&A students work and
learn in teams.Team
members have roles;
leader, info searcher, some
activist, assessor, cross
team communicator.
Teams work on projects
together with in-house
entrepreneurs and
InnoOmnia staff.
ClipArt
ClipArt
43. DEMOING SKILLS & COMPETENCE
Take it
Share & comment
Esko Lius @ EduTech Russia, Moscow 2011
44. +
easy to use Listen music
Watch movies
personal extension Surf net
Take photos
very little need for it-help Shoot video
Play games
cloud-based apps Write memos
Use email
peer-to-peer learning Other
45. –
WiFi not sufficient No probs
iPod difficult
killing some gremlings
Apps difficult
Probs with WLAN
Other big probs
Minor probs, but OK
Flickr, Alex Barros
46. Thank You!
Mervi Jansson & Esko Lius
Slides online:
tiny.cc/OEB-JANSSON & tiny.cc/OEB-LIUS
Twitter: mervijan & eskolius
mervi.jansson@omnia.fi & esko.lius@omnia.fi
Flickr, Alex Barros
Online Educa Berlin 2011