The document outlines Sherrilleta Foster's action research plan to improve student achievement at her school by training English teachers on advanced technology usage in the classroom, presenting this plan to staff, getting input from students on interactive lessons, researching supplemental online resources and materials, and evaluating the outcomes of incorporating new technologies into the curriculum compared to traditional teaching methods. The overall goal is to use modern technology like SMART phones and interactive whiteboards to make learning more relevant and prepare students for life after high school.
Presentation on the e-Learning for Educators program at the NH Department of Education. A brief history of the program is followed by an orientation to the online professional development program and the services offered by NH e-Learning for Educators.
This document provides guidance for faculty on incorporating ePortfolios into courses at the School of Professional Studies. It discusses different types of ePortfolios including course, academic, program, and showcase ePortfolios. It offers tips for faculty on determining how ePortfolios can be used, revising syllabi, and including reflective writing assignments. The document also provides an overview of the Digication ePortfolio platform and compares it to Blackboard. Resources for faculty support are outlined.
The document summarizes a case study conducted on student engagement in engineering programmes at a school of engineering. A questionnaire and focus groups were used to understand how to better engage students. Key findings included that students found practical assignments, approachable lecturers who relate theory to practice, balanced timetables, and team-based work to be engaging. The focus groups validated these categories and provided suggestions like company visits, shorter lecture times, clear links between lectures and tutorials, and making course materials available online.
This document summarizes the September 2011 issue of the magazine "Inspiring Teachers". It highlights nominations for inspiring teacher awards, profiles faculty member Dr. Preeti Bajaj, describes encounters with education expert Prof. Ratnalikar, announces a free biotech bootcamp, introduces a mathematics blog, provides links to teaching resources, and details the Garware Book Reading Project which aims to help students understand science through researchers' writings.
The document outlines a professional development plan for a school focusing on increasing technology integration. It includes an agenda with objectives to review student performance data and increase technology awareness. Teachers will learn how to incorporate new technology tools into their classrooms. An evaluation plan involves teachers completing an online survey after the training and optionally posting to a blog about their experiences and plans to apply the new skills. The goal is to assess how well teachers can access online evaluations and provide feedback on the professional development's effectiveness.
+Fifth semester group criteria proposal+Oscar Morones
The team analyzed a forum discussion on topics and methods for learning in CALL II. They found that the most popular topic was managing technology (50%), followed by human language technologies (21%). The most preferred method of learning was practice (48%), followed by discussion (14%). Based on this, the team proposes focusing on technology and human language technologies, as these align with the student interests and are important for language teaching. They justify this by citing sources that discuss how technology can motivate learners and how computational linguistics aids language acquisition. The summary includes the key findings from the forum analysis and provides a concise overview of the team's proposal and justification.
- The document discusses the author's experience capturing full-length lectures for critique and student review, but found technological issues and that students did not use them as intended.
- Research on lecture capture is mixed, with some studies finding students like the flexibility but spend little time actually watching, while others question the value of investment.
- The author then experimented with shorter screencast lectures focusing on key concepts, and adding student engagement through questions and focus groups. Feedback was that videos were still too long so chapters were added, but opinions on added video were mixed.
- Moving forward, the author proposes exploring online discussion, games, open resources, and student co-creation to further engage students and push learning
The document outlines Sherrilleta Foster's action research plan to improve student achievement at her school by training English teachers on advanced technology usage in the classroom, presenting this plan to staff, getting input from students on interactive lessons, researching supplemental online resources and materials, and evaluating the outcomes of incorporating new technologies into the curriculum compared to traditional teaching methods. The overall goal is to use modern technology like SMART phones and interactive whiteboards to make learning more relevant and prepare students for life after high school.
Presentation on the e-Learning for Educators program at the NH Department of Education. A brief history of the program is followed by an orientation to the online professional development program and the services offered by NH e-Learning for Educators.
This document provides guidance for faculty on incorporating ePortfolios into courses at the School of Professional Studies. It discusses different types of ePortfolios including course, academic, program, and showcase ePortfolios. It offers tips for faculty on determining how ePortfolios can be used, revising syllabi, and including reflective writing assignments. The document also provides an overview of the Digication ePortfolio platform and compares it to Blackboard. Resources for faculty support are outlined.
The document summarizes a case study conducted on student engagement in engineering programmes at a school of engineering. A questionnaire and focus groups were used to understand how to better engage students. Key findings included that students found practical assignments, approachable lecturers who relate theory to practice, balanced timetables, and team-based work to be engaging. The focus groups validated these categories and provided suggestions like company visits, shorter lecture times, clear links between lectures and tutorials, and making course materials available online.
This document summarizes the September 2011 issue of the magazine "Inspiring Teachers". It highlights nominations for inspiring teacher awards, profiles faculty member Dr. Preeti Bajaj, describes encounters with education expert Prof. Ratnalikar, announces a free biotech bootcamp, introduces a mathematics blog, provides links to teaching resources, and details the Garware Book Reading Project which aims to help students understand science through researchers' writings.
The document outlines a professional development plan for a school focusing on increasing technology integration. It includes an agenda with objectives to review student performance data and increase technology awareness. Teachers will learn how to incorporate new technology tools into their classrooms. An evaluation plan involves teachers completing an online survey after the training and optionally posting to a blog about their experiences and plans to apply the new skills. The goal is to assess how well teachers can access online evaluations and provide feedback on the professional development's effectiveness.
+Fifth semester group criteria proposal+Oscar Morones
The team analyzed a forum discussion on topics and methods for learning in CALL II. They found that the most popular topic was managing technology (50%), followed by human language technologies (21%). The most preferred method of learning was practice (48%), followed by discussion (14%). Based on this, the team proposes focusing on technology and human language technologies, as these align with the student interests and are important for language teaching. They justify this by citing sources that discuss how technology can motivate learners and how computational linguistics aids language acquisition. The summary includes the key findings from the forum analysis and provides a concise overview of the team's proposal and justification.
- The document discusses the author's experience capturing full-length lectures for critique and student review, but found technological issues and that students did not use them as intended.
- Research on lecture capture is mixed, with some studies finding students like the flexibility but spend little time actually watching, while others question the value of investment.
- The author then experimented with shorter screencast lectures focusing on key concepts, and adding student engagement through questions and focus groups. Feedback was that videos were still too long so chapters were added, but opinions on added video were mixed.
- Moving forward, the author proposes exploring online discussion, games, open resources, and student co-creation to further engage students and push learning
Facilitator's Leadership Behaviors and Online LearningBodong Chen
1) The document examines facilitating behaviors in online learning based on the Ohio State leadership theory of consideration and initiation of structure.
2) A facilitating behavior system with two levels and 45 behaviors was developed and applied in a case study of an online teacher training program. Most behaviors occurred and the system proved adaptive.
3) Quantitative analysis found the leadership theory applicable to online facilitation. Behaviors correlated with learner satisfaction but not participation or scores. Initiation of structure behaviors best predicted satisfaction.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
The BIF Student Experience Lab was created to center the student experience in efforts to transform education. Through research involving thousands of data points from students at over 40 schools, the Lab identified nine themes that impact student success. The themes are explored through visualizations of video, audio and narrative to illuminate the human and systems factors influencing the student experience. The Lab aims to enable experimentation of new solutions by collaborators from various sectors to directly enhance the student experience through its real-world platform.
Presentation for CAUDIT's 2012 learning spaces tourS_Alexander
This document discusses linking pedagogy, technology, and learning spaces. It begins by outlining the need to work on learning spaces and the process of planning, designing, implementing, and evaluating new spaces. It then provides examples of the UTS model, which integrates exposure to professional practice, situates learning in a global context, and takes a research-inspired approach. Technologies and spaces must support curriculum aims and the learner. Student involvement in course activities and preferences for communication methods are shown. Finally, examples of new learning spaces at UTS are presented, along with student feedback and some dilemmas around issues like the future of face-to-face lectures and sustainability.
The document outlines a staff development plan to train teachers on how to use the district's new AWARE program. The plan includes introducing AWARE through a video and teacher testimonials, demonstrating the program's features through a PowerPoint, and giving teachers hands-on time to explore AWARE and share their findings. The goal is to help teachers utilize AWARE to access student data and better prepare, adjust, and re-teach lessons. An evaluation survey will collect feedback on the training.
Dredge scu research seminar olt apr2013Dianne Dredge
This seminar presentation provides an overview of the recently completed national project examining tourism, hospitality and events education in Australia. The project was funded by the former ALTC (now OLT).
The document outlines a full-day staff development for teachers focused on integrating technology into the curriculum. The staff development will cover weaker areas identified in previous reports like the STaR Chart and AEIS data, as well as expectations in the district's Strategic Technology Plan. Teachers will participate in activities like a website scavenger hunt, learning about podcasts and creating a podcast introduction, creating instructional videos for their webpage, setting up a classroom blog, and planning technology integration in their subject areas. The principal will monitor progress on teachers' webpages, technology use in lessons, and student work.
The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.
The document outlines an IT training program for staff at a college. It aims to enable staff to feel confident in their IT skills, troubleshoot issues independently, and incorporate more interactive digital resources into student learning. The program includes training sessions on various software, individual support sessions, and online resources. Over 178 training sessions were provided in the first term. Feedback was positive, with staff seeking help and guidance on their own. The goal is to continue developing staff skills and creating more online course content for students.
This document summarizes a project to create a digital guide to help teachers become proficient in project-based learning (PBL) and one-to-one computing. The project involved reviewing literature on the history of PBL and one-to-one computing models. A survey of teachers found that most had received some professional development in PBL, but proficiency levels varied. The conclusions were that the digital guide created is only a starting point, and teachers need different amounts of support depending on their content area to fully implement PBL and technology in their classrooms.
The document discusses a workshop for college faculty on applying Bloom's taxonomy to improve their teaching methods. The workshop will ask faculty to design a new course activity focused on higher-order thinking skills. During the workshop, faculty will discuss Bloom's taxonomy, identify higher-order thinking verbs, and work together to design an activity for their course emphasizing higher-level skills. They will then submit a proposal for the new activity to the dean to demonstrate applying what they learned about Bloom's taxonomy and improving instruction. The goal is to help faculty move away from purely lecture-based teaching and toward methods that promote deeper learning.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
The document outlines a continuum of curriculum integration from teacher-centered approaches to more student-centered problem-based learning. It shows different levels of integration ranging from entry, adoption, adaptation, to appropriation and invention. As teachers progress along this continuum, their use of technology moves from basic skills to transforming teaching and learning through more innovative uses of ICT.
The document describes a Postgraduate Certificate in Open and Distance Learning (PGCertODL) program at the Open University Malaysia. The 10-month program consists of 10 modules designed to equip new lecturers with the necessary skills and knowledge for teaching online. It utilizes a blended learning approach with both face-to-face and online components. Participant and facilitator feedback indicated that the program was effective in improving the instructional design skills of the lecturers."
Developing pedagogical quality with lecture captureIlkka Kukkonen
Lecture capture technology can expand access to education by allowing students to attend lectures remotely, addressing barriers like distance, difficulties, and social factors. However, implementing lecture capture requires a pedagogical approach rather than just a technological solution. This research project compares the effects of lecture capture versus classroom learning on 150 students in mathematics, physics, and chemistry teacher training courses. Students are divided into groups attending lectures in-class, in-class with access to captures, or remotely via captures. Learning outcomes are evaluated between groups and subjects to understand the pedagogical suitability of different approaches. Learning analytics also help evaluate individual learning paths supported by lecture capture functionality.
This document outlines the agenda and activities for a workshop on using multimedia technology to facilitate learning. The workshop will be held at Jackson State University on November 4, 2011 from 9:00 AM to 3:00 PM. The agenda includes viewing video clips, developing lesson plans that incorporate technology, exploring online tools, and creating a multimedia presentation of a redesigned lesson plan. Participants will learn how to select appropriate technologies for lesson activities and engage students using technology. They will work collaboratively to design multimedia lessons and present their work at the end of the workshop.
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including:
- Cloudworks, a social networking site for sharing learning and teaching ideas.
- Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable.
- Affordances of technologies and how they relate to learner and teacher characteristics.
- A pedagogy framework that maps different pedagogical approaches to technologies.
- Mediating artefacts that can guide the design process and facilitate sharing of learning designs.
- An intervention framework to map key drivers, challenges, and opportunities in a given context.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
The document discusses the Grounded Theory Method (GTM), a qualitative research approach for developing theories through the analysis of data. It provides an overview of key aspects of GTM, including that it is an inductive and comparative approach used to construct theories grounded in empirical data. The document also discusses some of the debates around GTM, such as differing views of Barney Glaser and Anselm Strauss, and the development of constructivist grounded theory.
Assessing messaging activity in an online discussion forum using an innovatio...Luis Borges Gouveia
The document analyzes student participation and messaging in an online discussion forum using an innovation adoption approach. It finds that:
1) Most students were classified as being in the majority market of adopters and sent more messages than those in the initial market.
2) Students identified as more innovative sent more messages on average than less innovative students.
3) The majority of students were male, between 16-24 years old, and had prior experience using discussion forums.
Facilitator's Leadership Behaviors and Online LearningBodong Chen
1) The document examines facilitating behaviors in online learning based on the Ohio State leadership theory of consideration and initiation of structure.
2) A facilitating behavior system with two levels and 45 behaviors was developed and applied in a case study of an online teacher training program. Most behaviors occurred and the system proved adaptive.
3) Quantitative analysis found the leadership theory applicable to online facilitation. Behaviors correlated with learner satisfaction but not participation or scores. Initiation of structure behaviors best predicted satisfaction.
This document summarizes future state designs for several New York City schools participating in the iZone360 program. It outlines plans for six schools to transition to more personalized, competency-based models with flexible schedules, project-based learning, and increased use of technology. Key elements proposed include adopting mastery-based assessment platforms, redesigning schedules to support individual student needs, implementing project-based and inquiry-based learning, and developing digital portfolios and transparent learning communities. The goal is to better engage and challenge each student through personalized education.
This document outlines the course ED 533: Applications and Content Integration II which focuses on integrating mathematics and science. The course goals are to develop students' skills in creating media-rich teaching materials, evaluating technologies, and designing lessons that engage diverse learners. Students will create professional development materials, lessons integrating technology, and assessments. Assignments include developing a website, lessons, and providing feedback on peers' blog posts. Students are assessed using rubrics on the quality of their materials and alignment with course objectives.
The BIF Student Experience Lab was created to center the student experience in efforts to transform education. Through research involving thousands of data points from students at over 40 schools, the Lab identified nine themes that impact student success. The themes are explored through visualizations of video, audio and narrative to illuminate the human and systems factors influencing the student experience. The Lab aims to enable experimentation of new solutions by collaborators from various sectors to directly enhance the student experience through its real-world platform.
Presentation for CAUDIT's 2012 learning spaces tourS_Alexander
This document discusses linking pedagogy, technology, and learning spaces. It begins by outlining the need to work on learning spaces and the process of planning, designing, implementing, and evaluating new spaces. It then provides examples of the UTS model, which integrates exposure to professional practice, situates learning in a global context, and takes a research-inspired approach. Technologies and spaces must support curriculum aims and the learner. Student involvement in course activities and preferences for communication methods are shown. Finally, examples of new learning spaces at UTS are presented, along with student feedback and some dilemmas around issues like the future of face-to-face lectures and sustainability.
The document outlines a staff development plan to train teachers on how to use the district's new AWARE program. The plan includes introducing AWARE through a video and teacher testimonials, demonstrating the program's features through a PowerPoint, and giving teachers hands-on time to explore AWARE and share their findings. The goal is to help teachers utilize AWARE to access student data and better prepare, adjust, and re-teach lessons. An evaluation survey will collect feedback on the training.
Dredge scu research seminar olt apr2013Dianne Dredge
This seminar presentation provides an overview of the recently completed national project examining tourism, hospitality and events education in Australia. The project was funded by the former ALTC (now OLT).
The document outlines a full-day staff development for teachers focused on integrating technology into the curriculum. The staff development will cover weaker areas identified in previous reports like the STaR Chart and AEIS data, as well as expectations in the district's Strategic Technology Plan. Teachers will participate in activities like a website scavenger hunt, learning about podcasts and creating a podcast introduction, creating instructional videos for their webpage, setting up a classroom blog, and planning technology integration in their subject areas. The principal will monitor progress on teachers' webpages, technology use in lessons, and student work.
The document discusses embedding learning design processes at universities by being responsive to context. It describes workshops held at Brunel University on blended learning design using tools like Cloudworks and Compendium LD. The workshops aimed to introduce staff to learning design methodology and support decisions around creating blended modules. The document also discusses mapping Brunel's curriculum design and review processes to identify opportunities to provide consultation on blended learning. It applied a soft systems methodology to analyze current processes and identify possible improvements.
The document outlines an IT training program for staff at a college. It aims to enable staff to feel confident in their IT skills, troubleshoot issues independently, and incorporate more interactive digital resources into student learning. The program includes training sessions on various software, individual support sessions, and online resources. Over 178 training sessions were provided in the first term. Feedback was positive, with staff seeking help and guidance on their own. The goal is to continue developing staff skills and creating more online course content for students.
This document summarizes a project to create a digital guide to help teachers become proficient in project-based learning (PBL) and one-to-one computing. The project involved reviewing literature on the history of PBL and one-to-one computing models. A survey of teachers found that most had received some professional development in PBL, but proficiency levels varied. The conclusions were that the digital guide created is only a starting point, and teachers need different amounts of support depending on their content area to fully implement PBL and technology in their classrooms.
The document discusses a workshop for college faculty on applying Bloom's taxonomy to improve their teaching methods. The workshop will ask faculty to design a new course activity focused on higher-order thinking skills. During the workshop, faculty will discuss Bloom's taxonomy, identify higher-order thinking verbs, and work together to design an activity for their course emphasizing higher-level skills. They will then submit a proposal for the new activity to the dean to demonstrate applying what they learned about Bloom's taxonomy and improving instruction. The goal is to help faculty move away from purely lecture-based teaching and toward methods that promote deeper learning.
Sustainability and renewable technologiesWendy French
Liam Carracher a design technology teacher recently graduated from Moray House in Edinburgh shared this presentation about a project he did on Sustainability and renewable technologies in his final placement.
The document outlines a continuum of curriculum integration from teacher-centered approaches to more student-centered problem-based learning. It shows different levels of integration ranging from entry, adoption, adaptation, to appropriation and invention. As teachers progress along this continuum, their use of technology moves from basic skills to transforming teaching and learning through more innovative uses of ICT.
The document describes a Postgraduate Certificate in Open and Distance Learning (PGCertODL) program at the Open University Malaysia. The 10-month program consists of 10 modules designed to equip new lecturers with the necessary skills and knowledge for teaching online. It utilizes a blended learning approach with both face-to-face and online components. Participant and facilitator feedback indicated that the program was effective in improving the instructional design skills of the lecturers."
Developing pedagogical quality with lecture captureIlkka Kukkonen
Lecture capture technology can expand access to education by allowing students to attend lectures remotely, addressing barriers like distance, difficulties, and social factors. However, implementing lecture capture requires a pedagogical approach rather than just a technological solution. This research project compares the effects of lecture capture versus classroom learning on 150 students in mathematics, physics, and chemistry teacher training courses. Students are divided into groups attending lectures in-class, in-class with access to captures, or remotely via captures. Learning outcomes are evaluated between groups and subjects to understand the pedagogical suitability of different approaches. Learning analytics also help evaluate individual learning paths supported by lecture capture functionality.
This document outlines the agenda and activities for a workshop on using multimedia technology to facilitate learning. The workshop will be held at Jackson State University on November 4, 2011 from 9:00 AM to 3:00 PM. The agenda includes viewing video clips, developing lesson plans that incorporate technology, exploring online tools, and creating a multimedia presentation of a redesigned lesson plan. Participants will learn how to select appropriate technologies for lesson activities and engage students using technology. They will work collaboratively to design multimedia lessons and present their work at the end of the workshop.
This document discusses strategies for designing learning in an open world using new technologies. It introduces several concepts and tools, including:
- Cloudworks, a social networking site for sharing learning and teaching ideas.
- Course views, which use visual tools like course maps and task swimlanes to make course designs more explicit and shareable.
- Affordances of technologies and how they relate to learner and teacher characteristics.
- A pedagogy framework that maps different pedagogical approaches to technologies.
- Mediating artefacts that can guide the design process and facilitate sharing of learning designs.
- An intervention framework to map key drivers, challenges, and opportunities in a given context.
This document summarizes a workshop on designing for learning in an open world. It discusses various pedagogical frameworks and course design tools, including cloudworks and course views. The workshop explored topics like mediating artefacts, technology affordances, and intervention frameworks. Participants engaged in activities that involved mapping and comparing different pedagogical approaches, course design representations, and learning technologies. The goal was to help educators better articulate and share their course designs.
The document discusses the Grounded Theory Method (GTM), a qualitative research approach for developing theories through the analysis of data. It provides an overview of key aspects of GTM, including that it is an inductive and comparative approach used to construct theories grounded in empirical data. The document also discusses some of the debates around GTM, such as differing views of Barney Glaser and Anselm Strauss, and the development of constructivist grounded theory.
Assessing messaging activity in an online discussion forum using an innovatio...Luis Borges Gouveia
The document analyzes student participation and messaging in an online discussion forum using an innovation adoption approach. It finds that:
1) Most students were classified as being in the majority market of adopters and sent more messages than those in the initial market.
2) Students identified as more innovative sent more messages on average than less innovative students.
3) The majority of students were male, between 16-24 years old, and had prior experience using discussion forums.
Este documento discute as transformações econômicas, competências e empregabilidade resultantes do Mercado Único Digital Europeu. Apresenta os desafios colocados por esta iniciativa da Comissão Europeia, incluindo a necessidade de regular as redes de nova geração e lidar com a concorrência dos provedores de conteúdo online. Debate também o impacto das tecnologias no emprego e como o trabalho digital está se tornando uma característica da sociedade moderna.
This study examined whether laptop and desktop users experience flow when using Google Groups. 112 university students participated. Most were male, aged 16-24, and used laptops over desktops. Factor analysis identified two factors of flow for each: laptop users experienced intrinsic interest, control, and curiosity as one factor, and attention focus and time as another. Desktop users experienced attention focus, time, intrinsic interest, and curiosity as one factor, and control as another. Both laptop and desktop users reported average flow experience above the scale midpoint. The study concludes that Google Groups supports learning for laptop users who experience more flow than desktop users.
Sakai Experience from a Real Setting. (our) current ideas on how to explore ...Luis Borges Gouveia
Luis Borges Gouveia | Feliz Gouveia
The Seventh Open Classroom Conference
Incubating Creativity and the Capacity for Innovation:Open Content, Social Networking Tools and Creative Learning for All
15-17 October 2009 Porto, Portugal
Debate Teaching informatics: Teach what? To whom?
Luis Borges Gouveia
Jornadas de Ensino de Informática
Faculdade de Ciências Sociais
Universidade Católica Portuguesa
Braga, Portugal – 14th June 2012
Digital Libraries and the quest for information curation
UFP’s Erasmus Staff Week for Librarians
Workshop on 8th April, 2014
University Fernando Pessoa, Porto, Portugal
Luis Borges Gouveia
Where is the Wisdom we lost in knowledge: security issues and human relation...Luis Borges Gouveia
Where is the Wisdom we lost in knowledge: security issues and human relationships in social media
Luís Borges Gouveia
https://about.me/lbgouveia | lmbg@ufp.edu.pt
Associate Professor, University Fernando Pessoa – Portugal
ECSM 2015 – 2nd European Conference Social Media ECSM 2015 Porto, Portugal, 9th July 2015
E-learning: Oportunidades e Desafios para o Ensino SuperiorLuis Borges Gouveia
O documento discute as oportunidades e desafios do e-learning no ensino superior. Aprendizagem baseada em tecnologia pode melhorar a qualidade do aprendizado e facilitar o acesso a recursos, mas requer mudanças nos modelos tradicionais de ensino e na motivação dos estudantes. Instituições de ensino superior também enfrentam desafios em fazer a transição para modelos digitais.
The document discusses considerations for designing 21st century classrooms, including:
1. Classrooms should have soundproof booths, tinted windows, soundproofing, multimedia surfaces, climate control, and storage.
2. Instruction areas should include whiteboards, projectors, wireless access, sound systems, and display areas.
3. Open learning spaces should have permanently located teachers, electronic whiteboards, projectors, sound systems, multimedia surfaces, and niche spaces.
4. Technology alone won't make teachers great - good teachers need professional development and support networks to effectively integrate technology.
The document outlines proposed planning principles from the Department of Education and Training in Victoria. It discusses linking pedagogy and space, with each pedagogical principle requiring specific spatial qualities to be effective. Various learning setting principles are described that support individuals, groups, and activities. These settings should be clustered to allow students to easily access different environments according to the learning task.
Veritiv Facility Solutions: Creating an impact in higher educationVeritiv Corporation
The Veritiv Vision: one team, shaping the success of all our stakeholders through exceptional service, innovative people, and consistent values.
Whether you are looking for facility maintenance advice, LEED score tracking or new product recommendations – Veritiv solutions are based on three pillars.
1. The Knowledge & Experience of Veritiv team members
2. Technology & Insights through a suite of electronic applications
3. Supply Chain Services & Program Performance by leveraging our infrastructure and expertise
Learn more about how we help shape the success of our higher education customers.
This document discusses how information and communication technologies (ICT) are transforming higher education. It argues that ICT is becoming an important agent of change in higher education by impacting what is learned, how students learn, and when and where learning takes place. Specifically, ICT is enabling competency-based curricula, supporting student-centered and collaborative learning, increasing access to "anytime" and "anyplace" learning, and expanding pools of both teachers and students. While ICT may increase costs initially, it has the potential to improve learning quality and increase opportunities for education.
A sociedade da informação é caracterizada pelo uso intensivo das tecnologias de informação e comunicação para troca de informação digital, suportando a interação entre indivíduos e organizações. As tecnologias de informação incluem computadores, telecomunicações e dispositivos móveis, permitindo o acesso e transmissão de dados independentemente da distância. A sociedade da informação transforma a forma como as pessoas vivem, trabalham e se relacionam.
Finding the open in the in-between: changing culture and space in higher educ...Andrew Middleton
This document discusses borderland spaces between binaries in higher education. It notes common binaries like physical/virtual, social/independent, and open/closed. It discusses how borderland spaces can be permissive spaces that allow genuine dialogue and opportunities for co-inquiry between students and faculty. The document advocates for learning in the rich in-between spaces of binaries. It presents a view of open educational relationships and open culture that values knowledge ecologies and connections over ownership of content. It rethinks the 5Rs of openness to emphasize open practices, acknowledging benefits from repositioning work, incorporating others' ideas, expecting divergence in networks, and facilitating knowledge exchange beyond original connections.
The Deep Purple Falls is a beautiful natural phenomenon that occurs each year. During autumn, the leaves on the trees surrounding the waterfall change to vibrant shades of red, orange, and purple, giving the falls a dramatic color change visible from miles away. Tourists flock to see the falls during this short seasonal display that transforms the landscape into a colorful spectacle of nature.
La lista incluye los nombres de varios estudiantes de un año bíblico. Algunos nombres están seguidos de "PAGADO" repetido tres veces, posiblemente indicando que han pagado por el curso. Otros nombres no tienen anotaciones.
The document outlines 12 key steps for conducting sexual harassment investigations in schools and districts: 1) Develop and disseminate an effective anti-harassment policy, 2) Provide annual training, 3) Respond promptly to allegations, 4) Interview complainants, 5) Remain objective during investigations, 6) Interview witnesses named by complainants, 7) Interview accused individuals, 8) Interview witnesses named by accused, 9) Examine documentary evidence, 10) Re-interview complainants if needed, 11) Prepare an investigation report, 12) Implement recommendations such as disciplinary actions. The goal is to foster an environment where individuals feel comfortable reporting issues and to resolve complaints in a fair and thorough manner.
This document summarizes a Supreme Court case from 1968 involving a teacher, Marvin Pickering, who was dismissed from his job for writing a letter to the newspaper that was critical of the school board. Pickering sued, claiming his First Amendment rights of free speech were violated. The Supreme Court ultimately ruled in favor of Pickering, finding that absent evidence the letter actually disrupted school operations, his comments addressed a matter of public concern and he was more like a member of the general public than a school employee. However, the Court left open the possibility that in some cases, teachers may have special obligations to superiors regarding public comments.
The document discusses the debate between virtual learning environments (VLEs) and personal learning environments (PLEs). It outlines some key differences between VLEs and PLEs, noting that VLEs provide more formal, accredited courses while PLEs support more informal learning. However, the boundaries between the two are blurring. The document advocates using VLEs as a "Trojan horse" to shift pedagogical practices towards more collaborative and reflective learning. It also compares the tools, learner perceptions and design challenges of formal courses in a VLE versus informal MOOCs.
1) The document discusses the use of internet technologies and computer-mediated communication (CMC) in language teacher education. It covers topics like Moodle, wikis, blogs, and the benefits and challenges of using these tools.
2) CMC promotes reflective practice among trainees and allows for more in-depth reflection than traditional classrooms. However, online discussions can also descend into "flaming".
3) Emerging issues include the formal preparation of online teachers and accreditation. Research also shows CMC builds confidence and community among shy trainees while allowing for more direct interaction. Virtual worlds and role-playing show potential as well.
This document summarizes a blended learning pilot project. It discusses definitions of blended and hybrid learning used in the pilot. It provides an overview of why blending is being pursued, lessons learned from participants, and future directions. It describes the pilot's purpose, who was involved, and what was studied. Definitions, examples of student tech use, expert opinions, and goals/objectives are also summarized.
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
The brief presentation looks at the SCALE-UP classroom to understand structured flexible space and how this helps to understand 'portfolio space'. The context is academic CPD as a connectivist and generative learning space.
Blended collaborative constructive participation (bccp) a model for teaching...eLearning Papers
Authors: Maria Beatrice Ligorio, Stefania Cucchiara
The Blended Collaborative Constructive Participation (BCCP) model is a university teaching model built upon six years of experimentation.
Distributive Leadership and Transformative Institutional Change – Blended and...Mike KEPPELL
The document discusses flexible learning and blended learning approaches at Charles Sturt University (CSU). It outlines the Teaching Fellowship Scheme which provides academics a 0.5 release from teaching duties over 12 months to redesign courses and subjects. The scheme aims to develop leadership, facilitate collaboration, and promote the use of CSU Interact (the university's learning management system). Four presenters at a seminar will discuss subject transformation, cross-subject redesign, and the enablers and constraints of flexible learning approaches.
Distributive Leadership and Transformative Institutional Change – Blended and...Charles Sturt University
This presentation was made at the Education 2011 to 2021 Summit (Global challenges and perspectives of blended and distance learning) 15th-18th Feb 2011, Sydney. (MIke Keppell, Merilyn Childs, Lyn Hay, Richard Taffe, Lucy Webster).
Also see http://www.youtube.com/watch?v=WECwGe9RgZA
The document outlines indicators of success for Māori students enjoying education, including a case study on a Te Reo Māori class project that utilized ICT tools to motivate students and improve learning outcomes. It discusses establishing a culture of co-construction between teachers and students through sharing responsibility, creating common understandings, and reflecting together on classroom experiences. The document poses questions to consider implementing these ideas to develop thriving learning communities.
The document introduces the Office of Open Learning (OOL) at a university. It discusses the vision, mission, and strategic goals of promoting open and online learning. This includes developing systematic open learning, evaluating pedagogical models, and forming partnerships. The OOL will be governed by an advisory panel and committee. It then outlines workshops to discuss pedagogical models for open learning and adapting existing courses for open formats.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
This document provides an overview and definitions of online learning, blended learning, and open educational resources. It discusses how online learning allows students and instructors to be in different places but connected through the internet. Blended learning combines both online and in-person learning. Open educational resources are freely available educational materials that can be reused, modified, and shared under open licenses.
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
Here are a few key points about using data to improve learning:
- Data can help identify issues like high attrition rates in certain subjects, and lack of student preparation or engagement. But it needs to be interpreted carefully within the proper context.
- Personalized learning approaches using data may help students by recommending resources tailored to their needs and progress. But it also raises issues around privacy, bias, and over-reliance on algorithms.
- Data should supplement, not replace, educators' expertise and judgment. The human element of teaching and mentoring is still important for student well-being and development.
- Students should be actively involved in discussing how their data is used, to maintain trust and accountability. Their consent
This 15 ECTS credit module at NFQ Level 9 focuses on learning and teaching. It aims to help learners select effective learning and assessment strategies and apply them to their own teaching contexts. The module will cover topics such as lesson planning, microteaching, eLearning, reflective practice, and learning theories. Learners will develop a teaching portfolio with examples like a videotaped teaching session, peer observation feedback, and a reflective essay. Assessment is through continuous evaluation of this portfolio. Video equipment will be required for microteaching sessions, which involve teaching practice with peer and tutor feedback.
This document summarizes a presentation on professional learning and leadership in literacy instruction. The presentation aims to immerse educators in research resources and best practices through online materials and discussions between university researchers and K-12 teachers. It provides an overview of the theoretical foundations of literacy learning and discusses the creation of an international reading center to collect and disseminate educational information and provide professional learning opportunities globally.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
This document discusses the creation of high quality learning spaces. It notes that many universities have insufficient or inappropriate learning spaces. The main interest is to find and test factors that maximize the creation of high quality, flexible, and sustainable learning spaces for students. It discusses how technology and the needs of the "Net Generation" are changing teaching and learning processes and spaces. The document concludes that the teaching and learning process will not be the same as the last 10 years and that providing appropriate spaces to teach and learn requires more than a simple space, as educational activities are organic and evolving.
The document discusses distributed and blended learning spaces in higher education. It covers physical, virtual, and blended learning environments. Some key points discussed include:
- Learning is increasingly occurring in different physical and virtual places beyond the traditional classroom.
- Universities are embracing flexible, lifelong and distributed models of learning.
- Effective learning space design considers principles like comfort, aesthetics, equity and blending of technology.
- Blended learning optimizes student experience across modes of study and locations.
- Mobile and virtual spaces provide unique affordances for learning interactions.
- Academic spaces also involve intellectual, pedagogical, and personal dimensions online and offline.
- Personal learning environments integrate formal and informal learning across a
Similar to On Learning Spaces in Higher Education (20)
A Sala de Aula como um espaço de oportunidade num tempo pós pandémicoLuis Borges Gouveia
Vivemos uma época de uso e exploração acelerada do digital em todos os setores da atividade humana. A pandemia e as suas circunstâncias serviram para ancorar o que de mais profundo o digital pode oferecer: a rutura das noções tradicionais de tempo e espaço.
O contexto atual é de transição, confrontando velhas práticas com as suas limitações e encontrando novos caminhos de aplicação. Isso leva a um ambiente aberto e fértil para inúmeras inovaçõescom capacidade de transformar práticas antigas.
A sala de aula não é exceção e tanto podem agora novas práticas baseadas em plataformas digitais serem transportadas para esse espaço físico e coletivo onde se ensina e se aprende em conjunto, como se pode valorizar mais, as oportunidades de colaboração e atenção conjunta proporcionadas por estarmos a um mesmo tempo, num mesmo espaço.
Nesse cenário, existem desafios e necessidades suficientes para manter o mundo centrado na atividade humana e nas pessoas, discutindo o papel da escola, da sala de aula e dos professores, num contexto de um mundo em transformação (digital e não só).
Sharing ongoing research from *TRS group on ICT for teaching and learningLuis Borges Gouveia
Gouveia, L. (2021). Sharing ongoing research from *TRS group on ICT for teaching and learning. *TRS –Technology, Networks and Society. International Scientific and Methodological Seminar on Innovative Technologies. Nur-Sultan, Kazakhstan. 19th March.
Casos de Estudo e Estudos de Caso. Práticas e Operacionalização: como resolve...Luis Borges Gouveia
O documento apresenta um caso de estudo sobre a avaliação de tecnologias para digitalizar o arquivo documental de uma empresa. O caso descreve os requisitos e dados relevantes para a análise, incluindo o prazo de 6 meses, número de documentos e páginas, e especificações e custos de duas opções de scanners. São pedidos cálculos sobre o tempo total disponível e necessário para a digitalização, número de equipamentos necessários, e custos considerando uma margem de lucro, para apoiar a escolha da proposta comercial mais adequada.
Contribuições para o uso da MVR - Matriz de Valor e Relevância - Indicadores ...Luis Borges Gouveia
O documento propõe o uso de uma Matriz de Valor e Relevância (MVR) para medir a adesão de indicadores de projetos aos Objetivos de Desenvolvimento Sustentável (ODS). Apresenta o contexto, vantagens e instrumentos da MVR, incluindo uma tabela de níveis de relevância adaptada da escala TRL e um modelo de relatório de evidências. O documento também discute os efeitos da pandemia nos ODS e formas de elevar a posição de Portugal no ranking global de alcance das metas dos ODS.
Evento anual do programa de doutoramento em Ciência da Informação, especialidade Sistemas, Tecnologias e Gestão da Informação, da Universidade Fernando Pessoa
The document announces an online event on July 14, 2020 for the Information Science PhD program. It includes two presentations:
1. Abdullah Mahmoud will present a multi-criteria evaluation model to generate tentative energy ratings for apps on the Google Play Store based on their energy consumption.
2. Mohammad Ali will present on using knowledge management and information communication technologies to enable sustainable growth for small and medium enterprises in a knowledge-based society.
The document provides short bios for each presenter and abstracts of their presentations.
O documento apresenta os resultados preliminares de uma pesquisa sobre curadoria digital de conteúdo para educação a distância com cinco grupos de stakeholders. A pesquisa identificou divergências no conceito de curadoria e fragilidades no processo, como a falta de clareza sobre indicadores de qualidade e consideração do aluno. Também apontou a necessidade de um modelo de referência para a curadoria digital na EaD.
Proposta de um Modelo de Matriz de Correlação e Relevância – ODS e indicadore...Luis Borges Gouveia
1) O documento propõe um modelo de matriz de correlação e relevância para medir a relação entre os Objetivos de Desenvolvimento Sustentável (ODS) e indicadores de projetos de impacto social do Sebrae.
2) O modelo sugere uma tabela de níveis de relevância de 1 a 7 e uma matriz para correlacionar cada indicador de projeto aos ODS relevantes.
3) Quatro instrumentos são propostos para aplicar o modelo: a tabela de relevância, a matriz, gráficos e um relatório de evidências.
Livro de Resumos do seminário anual do doutoramento em Ciência da Informação, especialidade Sistemas, Tecnologias e Gestão da Informação. 10 e 17 de Julho de 2020
Universidade Fernando Pessoa
O Digital e um espaço de oportunidades num oceano de desafiosLuis Borges Gouveia
O documento discute a transformação digital num mundo pós-pandemia, descrevendo: 1) A sociedade da informação e o uso crescente do digital; 2) Os desafios globais em janeiro de 2020, incluindo mudanças climáticas e crises de alimentos e água; 3) O impacto da pandemia Covid-19 no mundo.
Uma análise prévia do ensino de emergência em tempos de pandemia e o impacto ...Luis Borges Gouveia
1) O documento descreve a resposta de emergência ao ensino durante a pandemia da COVID-19 em Portugal, incluindo o fechamento de escolas e transição para o ensino online.
2) Foram observados desafios como falta de preparação, assimetrias digitais e excesso de carga de trabalho, mas também inovações e colaboração entre professores.
3) O autor argumenta que a pandemia criou oportunidades para uma maior integração de modalidades presenciais, à distância e híbridas no ensino pós-pandem
CULTURA DIGITAL DEFINIÇÃO E DIMENSÕES CONSTITUTIVAS: uma proposta para mapear...Luis Borges Gouveia
O documento discute a definição e dimensões constitutivas da cultura digital, propondo um questionário para mapear e diagnosticar as condições de uso do digital em organizações. Ele diferencia cultura digital e alfabetização digital e apresenta sete dimensões da cultura digital: viabilidade, abertura, conhecimento, agilidade, confiança, responsabilidade e interdependência. O questionário contém perguntas sobre essas dimensões para avaliar a percepção dos membros da organização sobre a cultura digital.
Vivemos um tempo digital. Aprender, trabalhar e até viver está cada vez mais influenciado pela nossa capacidade de o fazer, aproveitando as oportunidades que computadores e redes nos proporcionam para o fazer mais rápido, mais barato e com mais eficiência. A Internet enquanto infraestrutura que proporciona a troca mais fácil, rápida e barata de dados, veio permitir o desenvolvimento de aplicações e novas formas de interação entre pessoas e organizações e a uma escala global.
Mudou o mundo e mudou a forma como nós nos vemos enquanto pessoas, comunidades e organizações e afeta também a nossa perceção local, nacional, regional e global. Mas e cada um de nós? Como nos preparamos a nós e às próximas gerações para estes desafios? A plataforma digital designada por Sistema Esfera Digital proporciona um importante suporte para entrar nestes novos tempos, facilitando a gestão da informação no contexto da educação inclusiva
O documento discute a transformação digital e como as tecnologias de informação e comunicação estão mudando a forma como vivemos, trabalhamos e nos relacionamos. Apresenta alguns pensadores que influenciaram o conceito de Sociedade da Informação e discute os desafios da vida digital para os indivíduos.
Emerging alternatives to leadership and governance in a digital ecosystemLuis Borges Gouveia
The last decade brings us a quite global, complex and complete digital ecosystem, the so called VUCA world were volatility, uncertainty, complexity and ambiguity is a common setting for any organization. Digital data and information, appliances, information artifacts and any sort of products and applications emerge, more connective due to its digital nature. Even considering different contexts, almost any economic sector, social or work setting was affected by a common digital base. Thus, whatever perspective that we can take on, this digital base made some sort of impact both in the way we work, and organize ourselves. It also alters the ways we interact and support human relationships both as individuals and as organizations.
It is expected that such a digital ecosystem enhances and transforms hard skills related with information and communication technologies and the same with information based skills. Not so clear, the same happens to soft skills and the need to address new challenges in how we deal with human activity. In particular, concerning leadership and governance, there is a need to discuss emerging alternatives in a digital ecosystem.
1) O documento discute o conceito de uma "cultura digital" e como as tecnologias digitais estão a mudar a sociedade da informação.
2) É explorada a relação entre o digital e o analógico e como o digital está a redefinir nossas interações no espaço e tempo.
3) Vários pensadores que influenciaram o conceito de sociedade da informação são apresentados, incluindo como as gerações mais novas aprendem de forma diferente devido ao contexto digital.
O lugar da leitura como espaço de convergência entre o real e o digitalLuis Borges Gouveia
O documento discute como o digital afetou os hábitos de leitura e como as bibliotecas podem se reinventar nesse contexto. Lê-se cada vez mais, mas em sequências curtas e de forma não estruturada. As bibliotecas devem oferecer espaços para leituras mais aprofundadas e que permitam ao leitor expandir seu pensamento. Isso tem potencial para reinventar bibliotecas físicas e estender funcionalidades digitais para além de acesso a textos.
(P3 - Modelos pedagógicos de EaD adequados ao Ensino Superior)
1ª Convenção de Ensino a Distância, Desafios do EaD no Ensino Superior
IPP – Porto, 6 de Maio de 2019
Luis Borges Gouveia, lmbg@ufp.edu.pt
Universidade Fernando Pessoa
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.
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.
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.
1. On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
Pedro Silva Luís Borges Gouveia
Escola Superior de Tecnologias de Castelo Branco Universidade Fernando Pessoa
Instituto Politécnico de Castelo Branco Porto, Portugal
Castelo Branco, Portugal
psilva@ipcb.pt lmbg@ufp.edu.pt
CAPABILITY COLLABORATIO IMPACT
Thursday 23 June at 09:00 - 10:30 in Room C
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
2. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
This presentation is the result of a qualitative research conducted between February 2009 and
March 2010
Main objective :
Capture a set of personal experiences related to spaces used by higher education teachers,
particularly “classroom, Collaborative Spaces, Social Spaces and Virtual Spaces.
Contribution :
Facilitate the creation of new Learning Environments and make a discussion ofIMPACT
CAPABILITY COLLABORATIO space’s
component organization as one of the important factors in the creation of a learning space.
The proposals advanced (resulting from the interviews) produced important contributions and
confirm the need to make changes.
The aim of the project is try to find and test a set of factors that maximize the creation of high quality
learning spaces, pliable and sustainable to the future needs of the students.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
3. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
are face to face (f2f) with a new teaching setting
STUDENTS
Preparing the KNOWLEDGE SOURCES
New Generation of Students (Net Generation)
- Digital Students can access to that contents and study
- Connected by themselves, developing therefore individual
CAPABILITY COLLABORATIO IMPACT
- Want to create and learn at the same time and group skills
THE TECHNOLOGY Study by themselves in any place with Internet
The technology changes affect the teaching and and the also can, if they have questions, use the
learning processes and the places they are email to clear up all doubts and solve problems
possible with their tutors
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
4. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
Looking back to Look forward :
Old Space
Many universities have insufficient or inappropriate
learning spaces; they are too small, very dark or cold,
made in the wrong places, etc.
The students dont talk, and they are encouraged to work
CAPABILITY alone.
COLLABORATIO IMPACT
New Space
The new learning space should be able to
motivate learners and promote learning as an
activity, support collaborative as well as formal
learning.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
5. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
Qualitative Data Collection:
Selection of participants
Technique – In depth Interviewing
The choice satisfies the criteria
All of the interviews in this study were tape-recorded with that will capture realities and
experiences of learning spaces
the professors' permissions, and later transcribed to
provide accurate records for analysis. - Being a Higher Education
professor;
- Having a considerable experience
The interviews were structured around a list of topics in higher education, more than 10
years;
based on concepts presented in the existing literature,
CAPABILITY COLLABORATIO IMPACT
- Being involved in research
including sharing preferences with regard to the type of projects in the field of Information
Systems, learning spaces, or virtual
information, the person or group with whom the information
learning environments and
is being shared, and the purpose behind sharing. distance education (eLearning);
- Using Information and
The core topics were as follows:
Communication Technologies and
teaching in an environment where
digital technology was explored.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
6. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
The interviews were face-to-
face.
Between the first and second
interviews sets, almost three
months elapsed.
Based on our previous
research experience
interviewing professors, we
felt a second interview set
CAPABILITY COLLABORATIO IMPACT
was required to build theory.
A strong rapport was
necessary to obtain
trustworthy data.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
7. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
CAPABILITY COLLABORATIO IMPACT
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
8. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
Perceptions of Learning Environments
All teachers knew and used the Spaces.
They all share the idea that the classroom’s space must change, because of the new teaching
methodologies, the introduction of new ICT, and the new students.
The concept of Collaborative Spaces is not new; most of the teachers consider it very important
because “it is impossible to work alone”.
Some of the participants recognize that the way students collaborate with each other is important.
CAPABILITY COLLABORATIO IMPACT
In the new society’s model, known by the network society, collaboration leads and collaborative
learning spaces must be a reality.
Teachers had some difficulties distinguishing collaborative spaces and social spaces.
They all used collaborative spaces and recommended such spaces.
One sentiment expressed with displeasure, was the fact that a better integration with the space
and the classroom space is possible.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
9. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
Perceptions of Learning Environments
The traditional classroom space is too limited, most of the time teachers are in a pulpit where
knowledge flews in only one direction. Interaction between the teacher and students is almost
impossible;
This paradigm leads to changes in students and professors attitudes;
It is important to create a psychological comfortable atmosphere between professors and students
in order to improve physical comfort;
CAPABILITY COLLABORATIO IMPACT
Education should be an intense and motivating experience as many others that provide more
physical pleasure;
The space organization and layout must follow that approach.
The traditional classroom doesn’t reflect the current paradigms.
Space must have a minimum comfort, and luxury does not mean comfort.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
10. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
Perceptions of Learning Environments
Ideal learning space
We asked to make a projection of the Ideal Learning Space.
All participants held that an ideal learning space needs:
Technology
Adjustable furniture,
Different teaching methodologies,
CAPABILITY COLLABORATIO IMPACT
Perfect environmental conditions and motivation.
It is important to create:
individual spaces for each student,
the existence of open spaces,
smaller learning spaces,
classrooms with mobilization facilities and the creation of “activity islands”.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
11. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
Perceptions of Learning Environments
Information and communication technology (ICT) in learning spaces
We asked respondents what they think about the adoption of technologies in Learning
Environments.
- It essential in the classroom;
- Access, maintenance, management and integration in the classroom are important;
- Is limited both as a result of professors’ skills and as financial and operational restrictions.
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Organization of Learning Environments
Recognizing the importance of Space in creating high quality Learning Spaces, and considering the
weak technology’s adoption as the only factor to create these spaces, we present the main
reflections from interviews and we propose a model that presents the principal conclusions of this
study.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
12. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
Organization of Learning Environments Model The organization of Learning Space should
not be limited only to classroom.
It is important to consider all types of
spaces (inside and outside the classroom).
Create new forms of socialization, new
learning styles and new lifestyles.
Culture changes in education require
teachers, students and community to
realize that learning should not be limited
CAPABILITY COLLABORATIO IMPACT
to the school and even less to a limited
period of time.
Technology it’s an important point in the
creation of Learning Environments, but by
itself it does not bring significant changes.
Changes in design comfort and Decoration
and Cultural Change must be part of a
Space Learning.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264
13. HEADLINE
1 Introduction. 2 Data and Research Methods. 3 Results and Discussion. 4 Conclusion.
2
We conclude that :
Planning new spaces, changes in design, furniture, decoration and comfort; cultural change,
technology-rich areas in Organization Learning Environments are the most relevant factors in the
construction and organization of learning spaces as the main categories obtained from the current
investigation.
New areas, such as the collaborative learning spaces, should be considered in the organization.
The changes in furniture design, comfort and decoration, how the materials are arranged and
CAPABILITY COLLABORATIO IMPACT
organized, seem to influence the teaching and learning processes. They are a fundamental part of
higher context where human beings can enhance their learning activities.
The cultural change, social spaces and informal learning environments, seem to be a key role to
have a good psychological environment and motivate the participation in school activities.
To create high-technology learning, technology-rich spaces, the use of Virtual as an available tool
to teaching and learning and its necessary integration with the physical, seem to be essential.
On Learning Spaces in Higher Education
SPACE AS AN AGENT OF CHANGE
InSITE Conference : Paper 264