This document discusses getting Blackboard, a virtual learning environment (VLE), implemented successfully at an art and design college. It outlines reasons for using a VLE, including developing independent research skills and increasing flexibility. Students want seamless access to information and easy contact with tutors. The document also examines challenges to VLE adoption in art and design, like lack of time and support. Student feedback on Blackboard is provided, calling for more forums, tutor input, and involvement of other students. Future directions discussed include blended learning, appointing an e-learning facilitator, and developing a center for learning technology.
This presentation was created to facilitate a discussion around student digital mentors to support teachers and administrators in maximizing the potential of the technology in their schools.
This presentation was created to facilitate a discussion around student digital mentors to support teachers and administrators in maximizing the potential of the technology in their schools.
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
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A presentation given at the Australian Federal Police Training College on 9 November 2017 on twelve current trends in using technology in higher education.
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This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
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A small scale qualitative research project conducted at the University for the Creative Arts, which explored the responses students gave to the National Student Survey. The research findings are not specifically unique to art and designn, but they do show the difficulties students experience in interpreting the questions.
Presented at the 2005 NJEDge.Net Annual Conference by Debbie Kell & Ken Ronkowitz. Traces the development of a collaborative faculty development model (using WebCT training as a focus) that began at NJIT and was adapted to the needs of Mercer County College in New Jersey.
Blended learning, social media learning, micro learning and other forms of on...Charles Darwin University
A presentation given at the Australian Federal Police Training College on 9 November 2017 on twelve current trends in using technology in higher education.
Overview of ESC Latin American Blended program. How we use virtual meeting tools to connect students across classrooms and cultures and with guest speakers. Outcomes related to student satisfaction and persistence
Engagement in Online and Blended Learning EnvironmentsLesley Reilly
This presentation highlights tools and techniques that can be used by course facilitators and course developers to provide learners with more effective and engaging learning experiences.]
Heroes and monsters: Blind sea captains and sunken treasureamckie
A small scale qualitative research project conducted at the University for the Creative Arts, which explored the responses students gave to the National Student Survey. The research findings are not specifically unique to art and designn, but they do show the difficulties students experience in interpreting the questions.
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Outline of recent workshops on reflective practice. Particularly useful for staff who are embarking on professional recognition routes who have to evidence reflective activities.
Slides from ISD Digital Roadshow @IOE 29th June 2016, 'Digital capabilities'Moira Wright
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With contribution from Sue Watling, academic adviser - technology enhanced learning, University of Hull.
In this session 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 Liverpool, 21 June 2016.
Keynote at the 2013 FITSI Conference (University of New Hampshire).
Summary: We live in opportune times. We live at a time when education features prominently in the national press and discussions focusing on improving the ways we design education are a daily occurrence. Stanford President John Hennessy notes that “a tsunami” is coming – and Pearson executives are calling the impending change an “avalanche.” We are told that “education is broken” and that technology provides appropriate solutions for the perils facing education. But, what do these solutions look like? Will these be the times that capture Dewey’s and Freire’s visions of education? Will these be times of empowered students, democratic educational systems, learning webs, and affordable access to education? Or, will these be the times where efficiency, venture capital, and market values dictate what education will look like? Is technology transforming education? If so, how? During this keynote presentation, I will highlight how learning and education are (and are not) changing with the emergence of certain technologies, social behaviors, and cultural expectations. Using empirical research and evidence I will discuss myths and truths pertaining to online education and present ways that faculty members and educators can make meaningful contributions to the future educational systems that we are creating today.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Off the ground: getting Blackboard working in art and design
1. Off the ground: getting Blackboard
working in an art and design
college
2. Why have a VLE or online learning?
To develop independent research
skills
Increase flexibility of provision
Enhance capacity of integrating
study with work and leisure.
On screen learning can be made
visually exciting
Opportunity to share knowledge
with peers…..
3. What is e learning?
“Learning facilitated and supported
through the use of information and
communications technology” JISC
“The use of ICT in learning whether it be
a virtual learning environment, the
intranet, communication technologies or
specialist software tools……”
Mike Pringle, Director, AHDS Visual
Arts
4. What do students want?
Seamless links to information (not
too many passwords and clicks!)
Easy contact with their tutors
Opportunities to share and discuss
ideas
One place to find all the information
they want
Virtual access to information at
times they want.
5. What do they get?
Blogs
Student Portals
VLE’s
Email
Pigeon holes
….and often at the same time!
6. Some examples at the University
College for the Creative Arts
http://www.blackboard.kiad.ac.uk/weba
7.
8.
9. Why is takeup of e learning in art and
design so small?
Lack of time to develop
programmes
Misconception that e learning is a
replacement for studio teaching
No technical support
Confusion of communication
channels
10. Feedback from students
“Create more forums.
We have only one place to post, which limits the effectiveness of what
can be said, as we have to trudge through all topics to find any
information we want! It is an unfriendly interface and system.”
“More tutor input on the forums”
“Useful place to interact with other students to see each others work
and ideas.”
“Perhaps access can be given to the visual theory lecturers as well or
anyone else with an opinion?”
“What I’m really interested in is the views of other students and what
they think of my work. Why not involve students from other courses
too?”
“ My major beef with blackboard is that the thread system used is
about 5-6 years old, this isn’t particulary a big problem, it just makes
everything harder to read. If you look at modern forums like the
Concept art forums that use the vbulletin system, the threads are
much easier to read there. I realise that it's a lot to ask, but I feel that
this is the direction KIAD should be going if they want to implement
Blackboard on a larger scale.”
11. Projects at UCCA
BA Fine Art – development of online
tutorials and reading lists using CLA
Scanning Licence
College Communication page at
Maidstone
PDP
Blogs
16. Future directions
Blended learning
E Learning Strategy
Rewarding teaching excellence
Employ a consultant to encourage cultural
shift
Appoint an e learning facilitator
Develop and share pilot projects
Develop a Centre for Learning Technology
(LSE model)
17. Tips for Librarians
Get more involved with projects
Find out how much money your
institution has put aside for e
learning – put in a bid!
Use the CLA scanning licence to
post scanned chapters on a VLE
Develop your own VLE as a
communication tool.
