The document describes an opportunity and proposed product called Learn More Together, which aims to address the lack of social interaction in massive open online courses (MOOCs) by facilitating online and local study groups. It outlines problems with existing tools, a business model centered around helping organize study groups and fundraising for MOOC students, potential partners and funding sources, and an experienced founding team ready to build a minimum viable product.
The document outlines strategies for improving student achievement and school culture. It recommends creating smaller learning communities, incorporating 21st century skills, using data-driven decision making, promoting positive morale among staff, recognizing student achievement, providing career exploration opportunities, mobilizing community support, integrating technology, encouraging communication and collaboration among teachers, decentralizing decision making, and empowering building-level leadership. The overall goal is to develop a shared vision across the school to improve outcomes for all students.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
Welcome plenary - Lyn Bender and Steve WheelerJisc
This document is a presentation about digital learning futures given at a Jisc Connect More event in Cheltenham on June 30, 2016. The presentation discusses how personal technologies and personal learning environments are changing how students learn and interact, focusing on concepts like digital literacies, personal learning networks, transliteracy, and user-generated content. It also addresses educators' fears about using technology and how connection, context, and complexity are important aspects of skills for the digital age.
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
The document outlines strategies for improving student achievement and school culture. It recommends creating smaller learning communities, incorporating 21st century skills, using data-driven decision making, promoting positive morale among staff, recognizing student achievement, providing career exploration opportunities, mobilizing community support, integrating technology, encouraging communication and collaboration among teachers, decentralizing decision making, and empowering building-level leadership. The overall goal is to develop a shared vision across the school to improve outcomes for all students.
The document summarizes a presentation about a social learning solution called Virtual Campus. It describes Virtual Campus as an eLearning platform that brings together social media and learning. It allows for social, collaborative, and independent learning. The platform provides features like a learning management system, social learning network, easy academic integration and add-on features. It promotes learning through socialization, self-study, and mentorship. The presentation outlines the benefits, process, and potential uses of Virtual Campus. It positions Virtual Campus as the top choice for eLearning in the Philippines.
The document summarizes the agenda and proceedings of the Student Experience Experts meeting held on 12/10/2016. It includes an introduction, housekeeping details, presentations and discussions on various topics related to technology enhanced learning such as using data to support learning, digital capabilities, and challenges in building digital learning environments. Members showcased initiatives at their institutions and there was a discussion on how Jisc can support advancing technology enhanced learning at institutions.
Welcome plenary - Lyn Bender and Steve WheelerJisc
This document is a presentation about digital learning futures given at a Jisc Connect More event in Cheltenham on June 30, 2016. The presentation discusses how personal technologies and personal learning environments are changing how students learn and interact, focusing on concepts like digital literacies, personal learning networks, transliteracy, and user-generated content. It also addresses educators' fears about using technology and how connection, context, and complexity are important aspects of skills for the digital age.
Exploring co-design - Jisc's new approach to innovationJisc
Jisc has developed a new approach to innovation called co-design. This approach involves Jisc customers and stakeholders much more closely in every stage of the innovation process from deciding which issues and opportunities to address to managing projects and ensuring institutions benefit from outputs. Jisc piloted this approach during 2013 and this session will reflect on the pilot and the projects that were included. From 2014 onwards, all Jisc innovation work will be managed using co-design. This session will allow delegates to explore the co-design approach and help shape the themes that we will focus on this year.
CCCOER Presents: Navigating the Virtual Open Education ConferencesUna Daly
In November, two conferences for engaging and sharing with others who are passionate about open education (OpenEd20 and OEGlobal 2020) are happening online, in back-to-back weeks. Join us for this pre-conference webinar to hear about the varied highlights, approaches, and how to avoid burnout while learning, connecting, and enjoying social interactions. Presenters include planners from both conferences who will share the inspiration and aspirations for these conference experiences.
When: Wednesday, November 4, 2020, 12 pm PDT/3 pm EDT
Featured Speakers:
Open Education Conference 2020
Amy E. Harris Tan, Dean – English and Communications, Houston Community College
Lee Miller, Director of Innovation and Compliance, Center for Innovation and Excellence, Barton Community College
OEGlobal 2020
Susan Huggins, Director of Communications, Open Education Global
Alan Levine, Strategy and Engagement Director, Open Education Global
Moderator:
Una Daly, Director of CCCOER, Open Education Global
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
Lydia Matheson, Aston University Library - Embedding publicity in the digital...CILIP PPRG
This document discusses embedding library publicity in the digital environment. Previously, the library used its website, emails, and the virtual learning environment for publicity. It now uses word clouds, videos, and apps to engage students. The digital environment provides opportunities for timely, multimedia publicity but also challenges like keeping up with technology. The library publicizes resources like its online catalog and subject guides using print and digital materials. It evaluates usage and student feedback to improve services.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
Professional Development for Teaching Online and Hybrid Courses in Higher Edu...Dr. Kristin Palmer
This slide deck goes through the professional development options available at the University of Virginia for teaching online and hybrid courses. These options range from self-serve sheets to book clubs, certificate programs and conferences.
This document discusses virtual exchange and intercultural learning experiences. It defines virtual exchange as technology-enabled communication between geographically separated individuals or groups, with facilitator support. Erasmus+ categorizes virtual exchanges as either large-scale multi-partner exchanges or smaller grassroots exchanges set up by educators. Benefits of virtual exchange include developing intercultural skills, global competencies, and preparing more students for mobility who otherwise may not participate in study abroad. The document provides examples of virtual exchange projects and training opportunities, and emphasizes the importance of virtual exchange for universities to internationalize their curriculum and better prepare students for an interdependent world.
This document discusses Teachers Without Borders (TWB), a global nonprofit organization for teachers with over 30,000 members in 183 countries. It highlights that TWB has provided emergency education resources for recent earthquakes, created a certificate of teaching mastery and online courses, and developed tools like a global social network and open educational resources to support teachers worldwide.
The goal of the Intel Engage Community is to mobilize and inspire a community of educators to collaborate, discuss topics of concern, share ideas, online resources and strategies to transform the K-12 classroom
This document outlines plans for Safer Internet Day 2014 at a further education college in Essex, England. It discusses raising awareness of safe internet practices among the college's 2500 students and 270 staff through an interactive exhibition. Stories will be collected from students and staff about both positive and negative online experiences. On the event day, these stories and feedback booths will be displayed using technology stations. Afterward, student-produced resources and an online toolkit will help promote the event's messages long-term. The goal is to engage the college community in building a safer internet environment.
This is a presentation about the HEI-Flyer, Jisc funded project. The network is designed to support staff and students work in this area. The network can be found at: http://www.HEI-Flyers.org.
Connect More with peers in practice - Bristol - Sim TaylorJisc
This document discusses how a college restructured its library service role to focus on e-learning and established an e-learning facilitator position based in the college's learning centers. The facilitators work to create online content for courses, provide training to staff on e-learning tools like Moodle, and facilitate directed study in the learning centers using online learning resources. The goals of these changes were to increase digital skills across the college and prepare for greater online learning opportunities in the future.
CCCOER Panel Discussion: Increasing OER Adoptions in a Community of PracticeUna Daly
A key component in many community college adoption campaigns has been participating in communities of practice. Leaders of college OER campaigns from across the US will share will share their successful strategies and tactics for creating a community of practice by participating in and leveraging Community College Consortium for OER (CCCOER) activities.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 21 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly advisory meetings. Experienced members advise those who are just getting started and best practices are shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meet-ups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
Panelists will describe how these activities have informed and strengthened their local OER projects, as well as how they are serving as guides to newcomers to the OER field.
Una Daly : Open Education Consortium, CCCOER
Preston Davis: Northern Virginia Community College
Christie Fierro: Tacoma Community College, WA
James Glapa-Grossklag: College of the Canyons, CA
Quill West: Pierce College, WA
How can technology help to prepare learners for the world of work?Jisc
How can technology help to prepare learners for the world of work? Delivered by Lisa Gray, Peter Chatterton and Geoff Rebbeck at the Learning and teaching practice experts group, 22 April 2015
This document summarizes trends in online and hybrid education and their implications for educators. It notes that while early online learning involved few courses with little credit or support, mainstream institutions now offer over a quarter of students online courses with full credit and professional support. It also discusses how new technologies allow for more personalized, differentiated instruction and constant feedback but cautions against assuming software can replace human guidance. The document concludes that widespread adoption of new online and hybrid models brings both opportunities to rethink teaching and new responsibilities around accessibility.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
The document describes the development of an online information literacy resource called Info Skills at the University of East London (UEL). It provides the background, goals, design process, and impact of the resource. The resource was created to provide students with easy to understand guidance on researching their first assignment, with a focus on identifying, finding, and evaluating information. It has been integrated into many level one skills modules at UEL and usage statistics show it is consistently and highly used by students around assignment deadlines.
The Centre for eCommerce and Communications (CeCC) conducts applied research on how information and communication technologies impact organizations and communities. Its goals are to transfer knowledge to others and promote broadband access and effective ICT use. CeCC's research team studies topics like digital readiness, internet access, mobile coverage, and content management systems. It partners with organizations in industries like agriculture, education, health and tourism to pilot innovations and identify opportunities through community engagement. CeCC aims to understand user issues, present findings, and help partners implement strategies through incremental steps.
The document introduces the Mobius marketing cycle model as a new approach to understanding the customer journey. It describes the model as having 6 interconnected strands representing different stages of the customer journey: 1) Influencers, 2) Conception, 3) Consideration, 4) Purchase, 5) Experience, and 6) Post-purchase. At each stage there are considerations for how marketers can impact customers. The cycle is also described as always-on and non-linear, with the potential for customers to enter at various points.
Jss 2015 in memory and operational analyticsDavid Barbarin
This document contains summaries of presentations and information about the #JSS2015 conference on SQL Server 2015 organized by GUSS. It provides information on speakers David Barbarin and Frédéric Pichaut and topics to be covered including columnstore architecture, columnstore improvements in SQL 2016, in-memory OLTP architecture and improvements, and remaining unsupported in-memory features.
CCCOER Presents: Navigating the Virtual Open Education ConferencesUna Daly
In November, two conferences for engaging and sharing with others who are passionate about open education (OpenEd20 and OEGlobal 2020) are happening online, in back-to-back weeks. Join us for this pre-conference webinar to hear about the varied highlights, approaches, and how to avoid burnout while learning, connecting, and enjoying social interactions. Presenters include planners from both conferences who will share the inspiration and aspirations for these conference experiences.
When: Wednesday, November 4, 2020, 12 pm PDT/3 pm EDT
Featured Speakers:
Open Education Conference 2020
Amy E. Harris Tan, Dean – English and Communications, Houston Community College
Lee Miller, Director of Innovation and Compliance, Center for Innovation and Excellence, Barton Community College
OEGlobal 2020
Susan Huggins, Director of Communications, Open Education Global
Alan Levine, Strategy and Engagement Director, Open Education Global
Moderator:
Una Daly, Director of CCCOER, Open Education Global
How you can enhance your efficiency and effectiveness for teaching and learni...Jisc
Led by Sarah Knight, senior co-design manager, Jisc.
With contributions from:
Dave Monk, e-learning development coordinator, Harlow College
Yousef Fouda, group vice-principal, Warwickshire College
Connect more in Nottingham, Tuesday 12 July 2016.
Lydia Matheson, Aston University Library - Embedding publicity in the digital...CILIP PPRG
This document discusses embedding library publicity in the digital environment. Previously, the library used its website, emails, and the virtual learning environment for publicity. It now uses word clouds, videos, and apps to engage students. The digital environment provides opportunities for timely, multimedia publicity but also challenges like keeping up with technology. The library publicizes resources like its online catalog and subject guides using print and digital materials. It evaluates usage and student feedback to improve services.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
Professional Development for Teaching Online and Hybrid Courses in Higher Edu...Dr. Kristin Palmer
This slide deck goes through the professional development options available at the University of Virginia for teaching online and hybrid courses. These options range from self-serve sheets to book clubs, certificate programs and conferences.
This document discusses virtual exchange and intercultural learning experiences. It defines virtual exchange as technology-enabled communication between geographically separated individuals or groups, with facilitator support. Erasmus+ categorizes virtual exchanges as either large-scale multi-partner exchanges or smaller grassroots exchanges set up by educators. Benefits of virtual exchange include developing intercultural skills, global competencies, and preparing more students for mobility who otherwise may not participate in study abroad. The document provides examples of virtual exchange projects and training opportunities, and emphasizes the importance of virtual exchange for universities to internationalize their curriculum and better prepare students for an interdependent world.
This document discusses Teachers Without Borders (TWB), a global nonprofit organization for teachers with over 30,000 members in 183 countries. It highlights that TWB has provided emergency education resources for recent earthquakes, created a certificate of teaching mastery and online courses, and developed tools like a global social network and open educational resources to support teachers worldwide.
The goal of the Intel Engage Community is to mobilize and inspire a community of educators to collaborate, discuss topics of concern, share ideas, online resources and strategies to transform the K-12 classroom
This document outlines plans for Safer Internet Day 2014 at a further education college in Essex, England. It discusses raising awareness of safe internet practices among the college's 2500 students and 270 staff through an interactive exhibition. Stories will be collected from students and staff about both positive and negative online experiences. On the event day, these stories and feedback booths will be displayed using technology stations. Afterward, student-produced resources and an online toolkit will help promote the event's messages long-term. The goal is to engage the college community in building a safer internet environment.
This is a presentation about the HEI-Flyer, Jisc funded project. The network is designed to support staff and students work in this area. The network can be found at: http://www.HEI-Flyers.org.
Connect More with peers in practice - Bristol - Sim TaylorJisc
This document discusses how a college restructured its library service role to focus on e-learning and established an e-learning facilitator position based in the college's learning centers. The facilitators work to create online content for courses, provide training to staff on e-learning tools like Moodle, and facilitate directed study in the learning centers using online learning resources. The goals of these changes were to increase digital skills across the college and prepare for greater online learning opportunities in the future.
CCCOER Panel Discussion: Increasing OER Adoptions in a Community of PracticeUna Daly
A key component in many community college adoption campaigns has been participating in communities of practice. Leaders of college OER campaigns from across the US will share will share their successful strategies and tactics for creating a community of practice by participating in and leveraging Community College Consortium for OER (CCCOER) activities.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 250 member colleges in 21 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at monthly advisory meetings. Experienced members advise those who are just getting started and best practices are shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meet-ups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
Panelists will describe how these activities have informed and strengthened their local OER projects, as well as how they are serving as guides to newcomers to the OER field.
Una Daly : Open Education Consortium, CCCOER
Preston Davis: Northern Virginia Community College
Christie Fierro: Tacoma Community College, WA
James Glapa-Grossklag: College of the Canyons, CA
Quill West: Pierce College, WA
How can technology help to prepare learners for the world of work?Jisc
How can technology help to prepare learners for the world of work? Delivered by Lisa Gray, Peter Chatterton and Geoff Rebbeck at the Learning and teaching practice experts group, 22 April 2015
This document summarizes trends in online and hybrid education and their implications for educators. It notes that while early online learning involved few courses with little credit or support, mainstream institutions now offer over a quarter of students online courses with full credit and professional support. It also discusses how new technologies allow for more personalized, differentiated instruction and constant feedback but cautions against assuming software can replace human guidance. The document concludes that widespread adoption of new online and hybrid models brings both opportunities to rethink teaching and new responsibilities around accessibility.
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
The document describes the development of an online information literacy resource called Info Skills at the University of East London (UEL). It provides the background, goals, design process, and impact of the resource. The resource was created to provide students with easy to understand guidance on researching their first assignment, with a focus on identifying, finding, and evaluating information. It has been integrated into many level one skills modules at UEL and usage statistics show it is consistently and highly used by students around assignment deadlines.
The Centre for eCommerce and Communications (CeCC) conducts applied research on how information and communication technologies impact organizations and communities. Its goals are to transfer knowledge to others and promote broadband access and effective ICT use. CeCC's research team studies topics like digital readiness, internet access, mobile coverage, and content management systems. It partners with organizations in industries like agriculture, education, health and tourism to pilot innovations and identify opportunities through community engagement. CeCC aims to understand user issues, present findings, and help partners implement strategies through incremental steps.
The document introduces the Mobius marketing cycle model as a new approach to understanding the customer journey. It describes the model as having 6 interconnected strands representing different stages of the customer journey: 1) Influencers, 2) Conception, 3) Consideration, 4) Purchase, 5) Experience, and 6) Post-purchase. At each stage there are considerations for how marketers can impact customers. The cycle is also described as always-on and non-linear, with the potential for customers to enter at various points.
Jss 2015 in memory and operational analyticsDavid Barbarin
This document contains summaries of presentations and information about the #JSS2015 conference on SQL Server 2015 organized by GUSS. It provides information on speakers David Barbarin and Frédéric Pichaut and topics to be covered including columnstore architecture, columnstore improvements in SQL 2016, in-memory OLTP architecture and improvements, and remaining unsupported in-memory features.
The document summarizes a presentation about rebranding efforts for Physicians Insurance. It discusses why companies rebrand, the process Physicians Insurance went through to rebrand including hiring an agency and discovery process, developing a new identity design, and launching and rolling out the new brand. Key points covered include understanding when rebranding is needed, gaining internal support, finding the right agency partner, involving colleagues in the process, and planning for brand launch and implementation.
The document provides guidance on using B2B content to drive sales, renewals, and repeat purchases. It discusses developing a content marketing plan by identifying customer targets, their needs and buying processes. The plan should include different types of content delivered through various channels at each stage of the customer journey. Metrics like opportunity stages and a content calendar can track effectiveness. The document offers tips for creating engaging content, getting other teams to use content, and continually improving content strategies.
The document discusses the new rules of public relations (PR) and earned media in the digital age. It emphasizes the importance of owned, earned, and paid channels and how PR professionals need strategies that blend these approaches, including using video, social media, and hands-on storytelling. Specific case studies are presented that achieved publicity goals through social media engagement and contests that encouraged sharing of personal stories. The role of the traditional press release is also discussed as still being important but now being just one part of a larger earned media strategy.
The document discusses eTutoring collaboratives that provide online tutoring services through a consortium model. It describes several existing eTutoring programs in different regions that involve partnerships between multiple colleges and universities. These collaboratives aim to address the need for supporting off-campus students in a more cost-effective way than individual institutions could achieve alone. They allow participating schools to combine their tutoring resources onto a single online platform. The document also outlines BCcampus' perspective on developing an eTutoring collaborative in Canada to provide scalable and sustainable online tutoring as a shared service across institutions.
Myths, Truths and Futures of online learningTerry Anderson
This document discusses myths, truths, and futures of online learning. It begins by outlining some benefits of online learning such as flexibility, cost savings, and environmental benefits. It then addresses common myths around online learning such as claims that it is less effective, harder than face-to-face learning, or more expensive. The document provides research and examples to debunk these myths. It also discusses truths such as online learning being a disruptive technology and some students preferring face-to-face. Finally, it outlines future directions for online learning including harnessing social networks and Athabasca University's "Landing" platform to support informal learning.
This presentation discusses how the Master of Distance Education (MDE) program at the University of Maryland University College uses various social media tools to provide student support. It introduces the MDE program and need for social media student support in distance education. It then describes the MDE's social media suite, including blogs, wikis, forums, and videos. It discusses projects, lessons learned about engaging students, and future plans like graduate-led projects and a virtual conference. The presentation emphasizes leadership, community involvement, experimentation, and networking to enhance student support through social media.
This document summarizes Dr. Stella Porto's presentation on using social media tools to support student retention in distance education programs. It discusses how social media can be used beyond instruction to cultivate virtual communities, provide a sandbox for experiments, and enable content sharing. It then describes the social media suite developed at the University of Maryland's Master of Distance Education program, including blogs, wikis, forums, and social networking. It concludes by discussing lessons learned, such as the need for leadership and coupling activities to instruction, and ideas for future initiatives like graduate-led projects and virtual conferences.
This presentation discusses the use of social software in the Master of Distance Education program at UMUC, and shares lessons learned during the development of several initiatives taking place outside of the online classroom.
The document discusses innovation in learner support services through social media for a Master of Distance Education & E-Learning program. It analyzes the program's social media support suite, which includes blogs, wikis, videos, social networking, and other initiatives. Key lessons learned are that there needs to be active leadership, outreach to students, integrating tools creates synergy, and students want involvement if given support and direction. The social media suite enabled unstructured interaction, information sharing, and the creation of ongoing professional and personal relationships to support distance learners.
The document discusses innovation in learner support services through social media for a Master of Distance Education & E-Learning program. It analyzes the program's social media support suite, which includes blogs, wikis, videos, social networking, and other initiatives. Key lessons learned are that there needs to be active leadership, outreach to students, integrating tools creates synergy, and students want involvement if given support and direction. The social media suite helped create an integrated community, enable sharing of information, and establish long-lasting professional relationships.
Environmental scan summary june 13 2012 it4 k12 revisedCyri Jones
This document provides an environmental scan summary for a digital learner project. It includes:
1) An overview of the project phases and dates for the digital roadmap, ERAC commons development, and environmental scan.
2) A discussion of trends in education like blended learning, increased expectations for digital tools, mobile learning, growing resources, and teachers/students as content creators.
3) Examples of education trends like repositories moving to registries, growth of learning analytics, consolidation of learning outcomes, and innovations from outside education.
4) Context on implementing a compelling vision through an environmental scan to leverage best practices as ERAC rolls out digital learner services.
The document discusses online and informal learning. It provides examples of popular online learning methods like YouTube and social media. A survey found that people use a mix of online and offline learning methods, with most spending 1-2 hours online per week. However, lack of time is a barrier. The document promotes the Learning Pool online learning platform as a low-cost option for organizations to provide training anytime through e-learning courses and a learning management system. It allows users to track progress and create custom content.
Living and Working on the Web Intro Session 2016Lisa Harris
This document provides an overview of a session plan on digital literacy. It introduces the topics that will be covered, including evaluating online information, curating relevant articles, satire, the latest from an expert, and a student video on living and working on the web. It then discusses building a professional digital profile by managing digital experiences for effective learning, career opportunities, and digital citizenship. Finally, it encourages students to join a group called "Digichamps" who help with educational technology applications and digital skills development.
This document discusses building the capacity of staff at African higher education institutions to support online learners. It recommends a professional development approach using internal training, innovators, certification, and peer support. A staged process provides initial training on online learning principles and technologies. The results were that academics acquired foundational online teaching skills and realized their roles would shift from transmitting knowledge to facilitating active learning. The impact was enabling institutions to plan online implementations and develop roadmaps for building broader capacity.
Enhancing Teamwork in an Virtual Environment using Technology ToolsNationalSocialScienc
This document summarizes a presentation about enhancing teamwork in virtual environments. It defines a virtual team as people who work independently across boundaries using technology. A case study examined using teams and online resources in an adult education course. Strategies discussed include defining roles, regular communication, and project management software. The benefits of virtual teams include flexibility, but challenges include overcoming resistance to teams and establishing structure. Students reported gaining confidence in teamwork and leadership from the virtual team experience.
Steve Wileman - Smart Assessor - Developments in digital learning technology ...Arkin Buhara
The document discusses using technology like online meeting spaces to provide cost-effective workforce training and development amid tight budgets. It notes that tools like Bring Your Own Device (BYOD) policies, social media integration, and cloud-based solutions can help harness digital learning technologies while cutting costs on hardware, software, and travel. Online meeting spaces allow for remote collaboration, CPD delivery across campuses, and reusing video sessions for online lessons to engage learners.
3 Emerging Strategies to Advance Professional Learning in Digital EnvironmentsEDUCAUSE
Professional learning is changing rapidly as digital environments further expand knowledge exchange across time, distance, and devices. In this session we’ll explore microlearning, microcredentialing, and new digital learning designs and how advancements in these areas support professional growth, network development, and social learning. 2016 research in each of these areas will be shared that participants can use to benchmark and further evolve their organization’s digital professional learning plans.
Digital Desires: HEA Annual Conference june 14Helen Beetham
Slides delivered to the HEA Annual Conference in collaboration with Dave White and Sarah Knight. Outcomes of the workshop available at digitalstudent.jiscinvolve.org
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
ePortfolios for Adults (and Other Humans) Don Presant
This document provides an overview of ePortfolios and their uses for adult learners. EPortfolios can be used for both formal learning purposes, such as submitting assignments or applying for academic credit, as well as informal purposes like career development, tracking continuing education, and creating an online archive of personal documents and learning resources. The document discusses how ePortfolios have transformed from static resumes and CVs to dynamic personal learning environments that support lifelong, lifewide learning. It also presents examples of how ePortfolios are being implemented for adults in schools, colleges, and workforce training programs in Manitoba.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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
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.
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.
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.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
3. Fundamental Problem
• Online courses missing
social aspects of
education
• Students dropping out
or getting a lesser
learning experience
• Lack of computers,
internet, location,
tutor, funding, peers
4. Opportunity
• Over one million enrolled
in less than a year "The ability to reach millions of
students with a single course is the
• At least 1/3 interested in most disruptive force in education
since Gutenberg's printing press"
learning with others -- Steve Blank
• Rapidly growing market
• Considerable venture
interest and investments
5. Customer Validation
Welcome to the
San Diego
study group
Udacity “Building a Self Driven Car” study group, March 2012
7. Competition
Usable but severely lacking tool
to organize learning communities
for massive online classes
• Students unwilling to pay to organize study groups
• Unfit for short term study groups
• Not integrated with course management systems
• Lacks specialized tools for collaborative learning
• Messy UX with many classes in the same meetup
8. Business Model
KP KA VP CR CS
MOOC
students
KR CH
Local study groups
Learning communities
Customer web
Help fundraising
database mobile
CS RS
Brokerage fee for crowdfunding
Paid tutor access
Lease collaborative learning environment
9. Marketing
• Worldwide Meetup groups for courses
• Online forums of course providers
• Promoted by the course providers
11. Funding
• Self-fund MVP
• Crowdfund $120.000
• Partners give legitimacy
• VC funding for growth Team members Kim, Juliet, Nirmala and
Terje with Silicon Valley VC John Doerr
12. Team Lead
• Terje Norderhaug
• B.Sc. Computer Science
• Graduate studies in Systems Design
and Media/Communication/EdTech
• Spearheaded university courses on the web
• Pioneer of web based social media
• Experienced entrepreneur
15. Join us in facilitating and funding
learning communities everywhere
for massive open online courses.
Learn More Together.
Editor's Notes
\n
Massive Open Online Courses are substantially disrupting higher education. In fall 2011, the Stanford online class in Artificial Intelligence had 160 thousand registered students, of which more than 23 thousand completed the class. Realizing the potential, Stanford professors teaching these online courses soon founded Udacity and Coursera, both venture backed startups launched to bring free online university courses to the masses. They’re already offering more than hundred courses on the internet. MIT and Harvard soon followed suit by forming edX. And in July 2012, Google offered its first massive online course on how to become a power searcher, with more than hundred thousand people signing up from all around the world. \n\n\n\n\n
The missing piece is the local, collaborative, social aspect of education, causing many to drop out of online courses before completion, or get less than they should out of the learning experience. And many people in the world are restricted from taking the online classes due to lack of access to computers, electricity and internet, a safe location and peers they can relate to... - challenges that we can overcome together.\n\n\n
The massive online courses provided by Coursera, Udacity and edX already have a total enrollment of more than one million people worldwide. \n\nOur interviews and surveys indicate that at least 1/3 of the participants in the courses are interested in learning collaboratively with others. Our top-down and bottom-up analysis of market size estimate a minimum of several hundred thousand potential customers. And this is a rapidly growing market that could quickly add millions of new customers.\n\nVenture capitalists, including John Doerr and others, have invested at least 29 million dollars in Udacity and Coursera so far this year, substantiating that they find it to be a promising opportunity. The total available market for global education expenditure is 4,450 billion dollars as of 2012. The target global market of Higher Education eLearning is 48 billion dollars.\n
This project is the culmination of almost a year of hands-on exploration in how to facilitate local learning communities for massive open online classes. In fall 2011, Our team leader organized a San Diego study group for the Stanford Artificial Intelligence online class. \n\nThis spring, the San Diego part of the team have validated the premise that there is interest in a local learning community for global online classes by organizing local study group for the various classes provided by Udacity, Coursera and others. We now have several hundred registered participants in San Diego and have hosted more than sixty events.\n\nWe have interviewed and surveyed many participants in the study groups. Participants frequently indicate that the study groups have really enriched their experiences and have made a huge difference for them in continuing with the classes rather than dropping out. \n\nThere are now hundreds of study groups around the world for the massive open online courses provided by Coursera and Udacity. This is further evidence of the growing interest in local learning communities. \n
We're building a web-based platform that facilitates online students to team up with other students and subject-matter experts to form learning communities. This fosters local collaborative learning for participants in global online classes.\n\nOur current minimal version of the product lets the users submit their email address, location and the courses for which they’d like to join a study group. We then connect them with others in their vicinity interested in study groups for the same classes. So far, several hundred have used our product to find local study groups.\n\nIn highly populated areas, the challenge is to find an agreeable subgroup of participants, as the number of people enrolled in the same online course can be too high for a successful study group. Outside major cities, it is hard to find sufficient local participants in the same online course to be able to form a study group. This discovery lead us towards a product that also facilitates people collectively deciding which classes they'll take, thereby allowing the formation of local study groups even in less populated areas.\n\n
Our product is like Meetup for massive open online courses. Meetup dot com is used with some success in major cities to organize study groups for global online classes. However, study groups on Meetup organize only a tiny fraction of the hundred of thousands that participate in global online classes.\n\nMeetup dot com is a severly lacking tool to organize learning communities for massive online courses. They charge 45 dollars just to use their website to organize a three month study group. Announcing multiple courses in the same meetup group quickly becomes a confusing mess. And they lack tools to support the collaborative needs of study groups.\n\nUnlike Meetup dot com, we can provide a specialized platform for short term study groups that integrates well with the systems of the course providers. Our platform can be adapted to the many different courses and specific needs of the online learning community. We are uniquely positioned to quickly take advantage of the massive open online courses phenomenon.\n
While a meetup-like tool to discover study groups for global online classes is a potential minimum viable product, our grander value proposition is to facilitate and fund learning communities worldwide. We give students the ability to pay it forward with a kickstarter-like crowdfunding service to sponsor learning communities around the world and bring massive online learning to everybody no matter their situation. We will leverage our user base to help local learning communities raise funds to pay for location, internet access, equipment rent, tutors, food & beverages, social events, perhaps even new classes. This is an exciting social entrepreneurship option, making global online courses available everywhere in the world by crowdfunding local learning spaces on top of our platform. By taking 5% fee of raised funds, the service provides a source for revenue to grow the business. \n\nWhile our crowdfunding service will provide substantial cash flow through students funding other students, we’ve also identified several additional sources of revenue.\n\nEven when studying with others, questions may come up that no one in the group can answer. One revenue source is providing instant online access to certified tutors familiar with the class. The tutor provides an immediate answer allowing the students to continue the study session. Learn More Together takes a portion of the fee charged to provide an answer. We have validated through our surveys that many participants in the massive online classes are interested in tutoring and prefer online classes with access to a tutor. \n\nWe will extend our platform to become a web based Collaborative Learning Environment. High schools and community colleges are starting to explore using massive open online courses to flip their classrooms. Instead of going to a physical place for lessons, students follow the lectures at their leisure on their computers, and rather go to school to participate in exercises and joint learning activities with other students. By creating a collaborative learning environment now, we will be in position to lease it to educational institutions and corporations as they start adapting massive online courses for their students and customers.\n
Coursera and Udacity have both created worldwide groups on Meetup.com. This brings together many of the students interested in learning together, \nwhile failing to provide a sufficient service. We can use these meetup groups to reach many in our target audience.\n\nAdditional students can also be reached through the forums of the course providers. But not all students use the forums. \n\nPartnership with course providers is therefore essential to reach all students taking the online classes. The course providers can make all their students aware of our service by promoting it on their websites and course material.\n\n\n
The companies providing massive online classes are important partners.\n\nWe have met face to face with David Evans and Peter Chapman at Udacity and emailed with Udacity founder Sebastian Thrun.\n\nWe met in person with Coursera founders Andrew Ng and Daphne Koller. On July 29, our team met at Coursera’s office in Mountain View with Jiquan Ngiam, the Coursera Director of Engineering, and Julia Stiglitz, responsible for their Community and Business Development. We continue to stay in regular contact with Coursera.\n
Several team members have developer experience and are working on our web based minimal viable product. We'll use the MVP and its demonstrated user base to obtain seed funding to improve the platform.\n\nWe plan to obtain at least 120 thousand dollars in seed funding using a crowdfunding platform such as Kickstarter. Critical to a successful crowdfunding campaign is to have legitimacy by getting press and support from credible organizations. When meeting with Coursera at their offices in July, we approached them about corporate sponsorship for our crowdfunding campaign. We will also ask Udacity to back our crowdfunding campaign. Support from these major course providers will create instant legitimacy and lead to substantial press, making our funding goal achievable.\n\n120 thousand dollars will fund a small developer team for several months, so we can build the starting point of an open source project. It will also fund cloud servers for the initial period until we're ready to scale the operation.\n\nWe have introduced the project idea to silicon valley investor John Doerr, who funded Coursera with more than 16 million dollars. We’ll attempt to get substantial funding to rapidly grow the business and keep up with the expected growth of the online learning market.\n
Team lead Terje Norderhaug has an undergraduate degree in Computer Science with a minor in Philosophy. He has masters studies in both Systems Design and Media/Communications, with complementary post-graduate classes in educational technology and machine learning.\n\nOur team leader spearheaded use of the web for university courses. In the early days of the web, his team at the University of Oslo developed a course management system to teach linear algebra on the web. He presented this project at the ACM Hypertext conference in 1993.\n\nIn the following years he pioneered web based social media and built a commercial application server widely used by universities to provide virtual classrooms and collaborative learning environments on the web.\n\nHe ran a web software company for seven years during the dotcom period and has since been involved in several startups.\n
We have a core team in San Diego. In addition to our team leader, the core team consists of the following members:\nJuliet Oberding is an intellectual property attorney with experience in entrepreneurship.\nKimberly Spillman is a software engineer with a Masters degree in Computer Science from UCSD concentration in Artificial Intelligence. \nBogdan Zakrzewski is a web software developer with a degree in computer science from UCSD and coursework in artificial intelligence.\nAlline Watkins is an experienced programmer with a degree in Computer Science from the University of Brasília. She is an expert in Agile software development and a Certified Scrum Master.\nNirmala Bandrapalli is our Bay Area representative. She holds a Masters degree in Biochemistry from University of San Francisco, and has experience both as an entrepreneur and from corporate management of multimillion dollar projects.\n
We have recruited more than thirty team members from around the world. Having access to experience and validation from many cultures is crucial to create a product with global appeal. Our team members are a remarkable and highly competent group, many with substantial industry expertise. All team members have participated in massive open online courses.\n\nTogether we’ll build a learner-oriented and lerner-driven company around a platform that fosters collaborative learning for worldwide participants in massive open online classes.\n\n--------------------------\n[names below just for reference]\nRoberto Ruiz Pinto\nLiza Willmore\nJan Kabili\nEeva Kiuru\nEram Abbasi\nAhsan Saeed\n Diana Knodel\n Mitesh Meswani\n Katerina Suchova\n Brian Canin\n Alexander Jaramillo\n Jorge Diaz\n Sallie Davis\n Matthew Dina\nJohn Ichord\nAntonio Soares\nDejan Gjurcevski\nRakesh Karthik\nParul Nath\nDannon Loveland\nIrfan Mulic\nPrashant Sengar\nErnesto Garcia\nElena Zhelezina\nJorge Robles\nAnand Mariappan\nEsteban Oliveros\nGazelle Javantash\n\n\n\n\n\n\n
Join us in facilitating and funding learning communities everywherefor massive open online courses.\nLearn More Together.\n