The document outlines key goals and recommendations of the National Educational Technology Plan (NETP) to transform the US education system using technology. The NETP calls for clear learning outcomes, collaboration across the education system, continuous monitoring and accountability, and goals in five areas: learning, assessment, teaching, infrastructure, and productivity. It presents a model of 21st century learning powered by technology. The document also discusses Korea's national strategy and goals for educational technology, including ensuring all teachers and students can access technology and developing students' information literacy.
This document summarizes Dr. Cable Green's presentation on the obviousness of open policy. Some key points include:
- Nearly one third of the world's population is under 15 years old and enrollment in tertiary education is projected to increase significantly in coming years, requiring many new universities to open.
- Open educational resources (OER) are teaching, learning and research materials that reside in the public domain or are released with an open license allowing free use and repurposing. There are many existing OER initiatives and repositories.
- Resources that are non-rivalrous, like digital content, can be copied and distributed at essentially no cost online, unlike physical goods. This changes traditional models and pricing.
The document summarizes a presentation given by Paul Prinsloo on quality, innovation and transformation in curriculum development for distance learning in the 21st century. It discusses three different lenses (neoliberal, liberal, critical) through which these concepts can be viewed and how they relate to distance education. It also provides examples of challenges faced by the Open University in transforming its curriculum and operations to adapt to the digital era.
OER activities through University of Michigan, African Health OER Network, an...Kathleen Ludewig Omollo
In November 2011, I was invited to give a presentation about OER at U-M, KNUST, and the larger African Health OER Network to 70-80 third- and final year Department of Communication Design (DeCoDe) Students in the College of Arts at KNUST.
This 75 minute presentation-discussion focused on: What are OER?
Origins of African Health OER Network; Activities of African Health OER Network; Origins of OER at University of Michigan; OER activities within University of Michigan; Other Student-Led OER activities around the world; Collective Brainstorming for OER at DeCoDe; and Concluding Remarks.
Everything you always wanted to know about MOOCs but were afraid to ask.Lorna Campbell
Slides for a lecture on "Everything you always wanted to know about MOOCs but were afraid to ask" presented as part of Queen Margaret University's MSc in Professional and Higher Education, by Lorna M. Campbell, Cetis, using Adobe Connect on Thursday 5 December 2013.
- Romania has embraced open education and implemented several initiatives to promote open educational resources (OERs) and massive open online courses (MOOCs).
- Key initiatives include the Knowledge Based Economy Project, the establishment of the Romanian Coalition for OER, and projects run by universities to develop OERs and offer MOOCs.
- Barriers remain including a lack of policy support and focus on pre-university education rather than higher education. However, universities are starting to integrate MOOCs into blended courses to provide benefits to both students and teachers.
The document introduces various types of e-content including open educational resources (OERs), reusable learning objects (RLOs), eBooks, online dictionaries, and encyclopedias. It provides examples of OERs like MIT OpenCourseware and OpenLearn which provide free educational content. RLOs are described as interactive online resources focused on a single learning objective. Examples of eBook sources include Project Gutenberg and online library collections. Overall the document serves to define and provide examples of different forms of digital educational content available online.
This presentation on 'Current and Future Trends in e-learning' was delivered as part of the MEd in Surgical Education - Module 4 at Imperial College London on 27th February 2014.
This document summarizes Dr. Cable Green's presentation on the obviousness of open policy. Some key points include:
- Nearly one third of the world's population is under 15 years old and enrollment in tertiary education is projected to increase significantly in coming years, requiring many new universities to open.
- Open educational resources (OER) are teaching, learning and research materials that reside in the public domain or are released with an open license allowing free use and repurposing. There are many existing OER initiatives and repositories.
- Resources that are non-rivalrous, like digital content, can be copied and distributed at essentially no cost online, unlike physical goods. This changes traditional models and pricing.
The document summarizes a presentation given by Paul Prinsloo on quality, innovation and transformation in curriculum development for distance learning in the 21st century. It discusses three different lenses (neoliberal, liberal, critical) through which these concepts can be viewed and how they relate to distance education. It also provides examples of challenges faced by the Open University in transforming its curriculum and operations to adapt to the digital era.
OER activities through University of Michigan, African Health OER Network, an...Kathleen Ludewig Omollo
In November 2011, I was invited to give a presentation about OER at U-M, KNUST, and the larger African Health OER Network to 70-80 third- and final year Department of Communication Design (DeCoDe) Students in the College of Arts at KNUST.
This 75 minute presentation-discussion focused on: What are OER?
Origins of African Health OER Network; Activities of African Health OER Network; Origins of OER at University of Michigan; OER activities within University of Michigan; Other Student-Led OER activities around the world; Collective Brainstorming for OER at DeCoDe; and Concluding Remarks.
Everything you always wanted to know about MOOCs but were afraid to ask.Lorna Campbell
Slides for a lecture on "Everything you always wanted to know about MOOCs but were afraid to ask" presented as part of Queen Margaret University's MSc in Professional and Higher Education, by Lorna M. Campbell, Cetis, using Adobe Connect on Thursday 5 December 2013.
- Romania has embraced open education and implemented several initiatives to promote open educational resources (OERs) and massive open online courses (MOOCs).
- Key initiatives include the Knowledge Based Economy Project, the establishment of the Romanian Coalition for OER, and projects run by universities to develop OERs and offer MOOCs.
- Barriers remain including a lack of policy support and focus on pre-university education rather than higher education. However, universities are starting to integrate MOOCs into blended courses to provide benefits to both students and teachers.
The document introduces various types of e-content including open educational resources (OERs), reusable learning objects (RLOs), eBooks, online dictionaries, and encyclopedias. It provides examples of OERs like MIT OpenCourseware and OpenLearn which provide free educational content. RLOs are described as interactive online resources focused on a single learning objective. Examples of eBook sources include Project Gutenberg and online library collections. Overall the document serves to define and provide examples of different forms of digital educational content available online.
This presentation on 'Current and Future Trends in e-learning' was delivered as part of the MEd in Surgical Education - Module 4 at Imperial College London on 27th February 2014.
Effective Communications for Schools in the 21st Century May 28 2012James Murphy
Effective Communications for Schools in the 21st Century discusses trends in technology and communications tools for schools. It provides an overview of tools like social media, mobile apps, and digital content that are changing how schools communicate. The presentation encourages educators to explore these new tools and ways they can engage and inform students, parents, and the community in the digital age. It aims to provide ideas and spark discussion on adapting communications strategies for 21st century learners and learning environments.
1. MSUglobal engages in several open knowledge initiatives to create and share educational resources through open licensing and technologies.
2. Key projects include developing open online courses on topics like metropolitan agriculture and food safety, and creating knowledge networks for sharing resources across different countries and institutions.
3. Resources and courses are designed using various tools and platforms to maximize accessibility and impact, with a focus on open principles like actively involving students, disseminating knowledge widely, and building new networks.
This document discusses the importance of teachers continuing to learn and adapt to new technologies and strategies in order to effectively teach students in the 21st century. It notes that teachers must go beyond solely using textbooks and familiar worksheets, and should question existing methods and research new approaches. Teachers are also encouraged to understand social media and how students use digital tools, even if not integrating these tools into their own lessons, in order to help guide students online. The document advocates making lessons highly engaging using multimedia tools, and adapting to the pervasive presence of mobile devices and helping technology work for lessons rather than being a distraction. It promotes a student-centered approach and individualizing instruction to different learners.
This document discusses various online tools and platforms for social learning. It provides links to resources about wikis, blogs, social bookmarking, Twitter, Facebook, LinkedIn, Schoology and other social media tools. Diagrams illustrate the degree of information and social connectivity of different stages of the Web. The document emphasizes the importance of social learning for success in today's global economy.
This document discusses meeting the needs of "digital native" learners of English. It notes that digital natives have grown up using technology as a daily part of their lives. Research shows that technology can improve student performance when used to make learning relevant to their real lives, motivate them to learn, and engage their short attention spans. It suggests using social networks, mobile devices, video games and virtual worlds to connect learners from different cultures and give them real reasons to communicate.
This document provides an overview of using technology to differentiate instruction in the classroom. It discusses how teachers can use various technologies like blogs, wikis and podcasts to engage students and allow them to learn at their own level. It provides examples of websites and tools that teachers can use for different subjects and learning styles. It also discusses the role of teachers in using technology and provides resources for professional development, grants and assessing student work with rubrics.
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
This document appears to be a presentation on educational topics given by Hall Davidson. It discusses Benjamin Bloom's "2 Sigma Problem" which found that students tutored one-on-one performed two standard deviations better than students in traditional classrooms. The presentation explores how to achieve one-on-one tutoring results through group instruction and the use of technology. It also references studies showing positive impacts of mobile devices and apps in improving student learning and engagement.
This document contains contact information for Mr. R.D. Sivakumar, an Assistant Professor and Head of various departments at Ayya Nadar Janaki Ammal College. It discusses the history and goals of e-content development and e-learning. Key topics covered include definitions of e-learning, types of e-learning like synchronous and asynchronous, advantages, software used, and various online resources available for e-learning.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Fas...Petra Grell
This document discusses perspectives on digital education spaces in universities between renewed fascination and sober routine. It covers topics like MOOCs, open educational resources (OER), criticisms of OER, and challenges with participation in digital environments. Some key points include:
- MOOCs and OER were initially met with great enthusiasm and hype about their potential, but uptake and reuse in formal education has been disappointing.
- OER can enable open and flexible learning, but Germany had fundamental objections around lack of digital content preventing learning for those with low qualifications.
- Participation in digital spaces is difficult and assumptions of autonomy don't always match reality, as students may just "play the game" for obligations rather than personal
With the rise of the internet, people have access to vast amounts of information from many different search engines and sources. This abundance of information has led to the issue of information overload, where the amount of available information makes it difficult for individuals to process and understand it all. In response, people have developed new technologies like social bookmarking, tagging, wikis, and gatekeepers to help organize and filter online information to make it more manageable. However, these solutions still have limitations and flaws that have yet to be fully addressed.
The document outlines the Republic of the Marshall Islands Ministry of Education's plan to conduct a One Laptop per Child (OLPC) pilot project. It provides background on OLPC and OLPC-Oceania, the decision by RMI MOE to pilot OLPC, and how the pilot relates to and supports goals in RMI MOE's Comprehensive Technology Plan. The pilot will take place in three schools with varying levels of internet access and power sources to test OLPC's viability. The document includes the deployment, implementation, and monitoring/evaluation plans for the pilot.
iLibrarian: Teaching the iGeneration with an iAttitudeJoquetta Johnson
In order to engage, enable, and empower the iGeneration, we must become iLibrarians. iLibrarians teach with an iAttitude and equip themselves with iTools such as iPads, ebooks, social media, mobile learning devices, IWB technologies, and more. Bring your iAttitude and your digital backpack to take- away some iTools.
This document discusses various online services that can be used in education. It begins with an introduction of the author and their background and interests. The content sections then describe examples of using blogs, Google Drive, online media, social networks, and virtual classrooms in educational settings. Specific tools are highlighted, such as Google Calendar, Forms, and Presentations for planning, polling, and presenting lessons. The document emphasizes that online resources provide new opportunities for teaching, learning, collaboration, and sharing work.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
Agatha christie. [hercules poirot 32] asesinato en la calle hickoryAmu Hinamori
La hermana de la eficiente secretaria de Poirot, Miss Lemon, dirige una pensión para estudiantes extranjeros donde han ocurrido robos y actos de vandalismo inexplicables. Poirot decide ayudar para investigar los hechos extraños. Cuando ocurre un asesinato, el problema se agrava.
Effective Communications for Schools in the 21st Century May 28 2012James Murphy
Effective Communications for Schools in the 21st Century discusses trends in technology and communications tools for schools. It provides an overview of tools like social media, mobile apps, and digital content that are changing how schools communicate. The presentation encourages educators to explore these new tools and ways they can engage and inform students, parents, and the community in the digital age. It aims to provide ideas and spark discussion on adapting communications strategies for 21st century learners and learning environments.
1. MSUglobal engages in several open knowledge initiatives to create and share educational resources through open licensing and technologies.
2. Key projects include developing open online courses on topics like metropolitan agriculture and food safety, and creating knowledge networks for sharing resources across different countries and institutions.
3. Resources and courses are designed using various tools and platforms to maximize accessibility and impact, with a focus on open principles like actively involving students, disseminating knowledge widely, and building new networks.
This document discusses the importance of teachers continuing to learn and adapt to new technologies and strategies in order to effectively teach students in the 21st century. It notes that teachers must go beyond solely using textbooks and familiar worksheets, and should question existing methods and research new approaches. Teachers are also encouraged to understand social media and how students use digital tools, even if not integrating these tools into their own lessons, in order to help guide students online. The document advocates making lessons highly engaging using multimedia tools, and adapting to the pervasive presence of mobile devices and helping technology work for lessons rather than being a distraction. It promotes a student-centered approach and individualizing instruction to different learners.
This document discusses various online tools and platforms for social learning. It provides links to resources about wikis, blogs, social bookmarking, Twitter, Facebook, LinkedIn, Schoology and other social media tools. Diagrams illustrate the degree of information and social connectivity of different stages of the Web. The document emphasizes the importance of social learning for success in today's global economy.
This document discusses meeting the needs of "digital native" learners of English. It notes that digital natives have grown up using technology as a daily part of their lives. Research shows that technology can improve student performance when used to make learning relevant to their real lives, motivate them to learn, and engage their short attention spans. It suggests using social networks, mobile devices, video games and virtual worlds to connect learners from different cultures and give them real reasons to communicate.
This document provides an overview of using technology to differentiate instruction in the classroom. It discusses how teachers can use various technologies like blogs, wikis and podcasts to engage students and allow them to learn at their own level. It provides examples of websites and tools that teachers can use for different subjects and learning styles. It also discusses the role of teachers in using technology and provides resources for professional development, grants and assessing student work with rubrics.
Effective communication is essential for leaders in the 21st century. This document discusses trends in technology and learning, tools for communicating, and ideas for improving communication. It suggests that communication tools have changed dramatically with the rise of mobile devices, online learning, and social media. Leaders must adapt to using new digital tools like smartphones, tablets, learning management systems, and social media to communicate effectively with students, teachers, and the community in the modern world.
This document appears to be a presentation on educational topics given by Hall Davidson. It discusses Benjamin Bloom's "2 Sigma Problem" which found that students tutored one-on-one performed two standard deviations better than students in traditional classrooms. The presentation explores how to achieve one-on-one tutoring results through group instruction and the use of technology. It also references studies showing positive impacts of mobile devices and apps in improving student learning and engagement.
This document contains contact information for Mr. R.D. Sivakumar, an Assistant Professor and Head of various departments at Ayya Nadar Janaki Ammal College. It discusses the history and goals of e-content development and e-learning. Key topics covered include definitions of e-learning, types of e-learning like synchronous and asynchronous, advantages, software used, and various online resources available for e-learning.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
The world is in a constant state of change. The changes are profoundly affecting every
part of the fabric of our society.
Education is particularly is affected by change, with a
direct impact on the cultures of our schools and universities, and also by projection –
with implications for all our futures.
It is likely that the students we now teach will leave school to enter a world of work
that is radically different to the world with which we are currently familiar.
The evolution of digital media has brought us to an unprecedented point in history
where we are able to connect, create and collaborate in new ways on a global basis.
Knowledge production is burgeoning, to the extent that any fact or statistic is now
openly searchable and available on the Web. Such cultural shifts necessitate new
modes of thinking, new ways of communication and new rules of engagement with
people, content and organisations.
Mobile technologies, handheld devices and social media have combined to create
fertile, anytime-anyplace learning opportunities that are unprecedented. Teachers and
learners are adapting to these new untethered and ubiquitous modes of education,
and in so doing, are discovering an entirely new array of skills which we shall call the
‘digital literacies’. These include the ability to learn across and between multiple and
diverse platforms, the ability to self broadcast to large audiences and the discernment
to select and filter out good and bad content, all achievable within ever changing mediated environments.
What will be the new skills and literacies that teachers and students will need, to
survive and thrive in the digital age? How will assessment of learning change? What
will be the expectations of young learners, and will these differ from what the
institutions can offer? Ultimately, how will teachers prepare students for a world of
work we can no longer clearly describe?
I
n this presentation he will explore these concepts and discuss the future of learning
and teaching in the digital age.
Digitaler Bildungsraum Hochschule – Perspektiven zwischen wiedererwachter Fas...Petra Grell
This document discusses perspectives on digital education spaces in universities between renewed fascination and sober routine. It covers topics like MOOCs, open educational resources (OER), criticisms of OER, and challenges with participation in digital environments. Some key points include:
- MOOCs and OER were initially met with great enthusiasm and hype about their potential, but uptake and reuse in formal education has been disappointing.
- OER can enable open and flexible learning, but Germany had fundamental objections around lack of digital content preventing learning for those with low qualifications.
- Participation in digital spaces is difficult and assumptions of autonomy don't always match reality, as students may just "play the game" for obligations rather than personal
With the rise of the internet, people have access to vast amounts of information from many different search engines and sources. This abundance of information has led to the issue of information overload, where the amount of available information makes it difficult for individuals to process and understand it all. In response, people have developed new technologies like social bookmarking, tagging, wikis, and gatekeepers to help organize and filter online information to make it more manageable. However, these solutions still have limitations and flaws that have yet to be fully addressed.
The document outlines the Republic of the Marshall Islands Ministry of Education's plan to conduct a One Laptop per Child (OLPC) pilot project. It provides background on OLPC and OLPC-Oceania, the decision by RMI MOE to pilot OLPC, and how the pilot relates to and supports goals in RMI MOE's Comprehensive Technology Plan. The pilot will take place in three schools with varying levels of internet access and power sources to test OLPC's viability. The document includes the deployment, implementation, and monitoring/evaluation plans for the pilot.
iLibrarian: Teaching the iGeneration with an iAttitudeJoquetta Johnson
In order to engage, enable, and empower the iGeneration, we must become iLibrarians. iLibrarians teach with an iAttitude and equip themselves with iTools such as iPads, ebooks, social media, mobile learning devices, IWB technologies, and more. Bring your iAttitude and your digital backpack to take- away some iTools.
This document discusses various online services that can be used in education. It begins with an introduction of the author and their background and interests. The content sections then describe examples of using blogs, Google Drive, online media, social networks, and virtual classrooms in educational settings. Specific tools are highlighted, such as Google Calendar, Forms, and Presentations for planning, polling, and presenting lessons. The document emphasizes that online resources provide new opportunities for teaching, learning, collaboration, and sharing work.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
Agatha christie. [hercules poirot 32] asesinato en la calle hickoryAmu Hinamori
La hermana de la eficiente secretaria de Poirot, Miss Lemon, dirige una pensión para estudiantes extranjeros donde han ocurrido robos y actos de vandalismo inexplicables. Poirot decide ayudar para investigar los hechos extraños. Cuando ocurre un asesinato, el problema se agrava.
El proyecto de lectura transversal propone ejercicios de lectura que amplíen la visión del mundo de los estudiantes. El objetivo es generar el hábito de la lectura y desplegarla más allá de las lenguas hacia todas las disciplinas. Se pasa de una lectura literal a una inferencial y crítica que evalúan pruebas como SABER e ICFES.
1. Escoja la opción "Transacciones de Internet" en el cajero automático para obtener un usuario y ePIN que le permitan realizar pagos en línea. 2. Siga 5 pasos para elegir un usuario único formado por su tipo de documento y número, y luego escoja un ePIN temporal de al menos 6 dígitos. 3. Ya podrá iniciar sesión en el sitio web del banco para aceptar un contrato, cambiar su ePIN y configurar su cuenta con un correo electrónico.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
Audacity es un editor de audio de código abierto multiplataforma que permite la grabación y edición de audio. Fue creado en 1999 en la Universidad Carnegie Mellon y lanzado públicamente en 2000 bajo licencia GPL. Ofrece funciones como grabación en tiempo real, edición de varios formatos de audio como MP3 y WAV, conversión entre formatos, edición de múltiples pistas, y efectos de sonido.
El documento resume las principales partes y funciones del aparato digestivo humano, incluyendo la boca, esófago, estómago e intestino. Explica que el aparato digestivo transforma los alimentos en sustancias simples a través de acciones mecánicas y químicas como la digestión, absorción y defecación.
El documento evalúa soluciones propuestas para problemas de un portal educativo costarricense llamado Educ@tico. Identifica problemas como falta de promoción, información desactualizada, errores en links, y diseño poco práctico. Expertos citados opinan que el portal puede potenciar nuevos escenarios de aprendizaje con tecnología y ofrecer recursos y herramientas de aprendizaje colaborativo.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
The document discusses opening up education through open educational resources (OER) and massive open online courses (MOOCs). It notes that worldwide participation in higher education is projected to grow significantly by 2025, necessitating new approaches. OER and MOOCs can help increase the effectiveness and equity of education by improving access and lowering costs. The document provides an overview of the development of OER, MOOCs, and related open education initiatives. It also discusses some of the opportunities and challenges of open education approaches.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
Presentation for the Workshop "Opening Up Education", March 13, 2015, Timisoara Romania, part of Open education Week 2015
http://elearning.upt.ro/workshop-opening-up-education/n-32-70-185/d
The document discusses the future of openness and sharing in higher education. It argues that an open approach, where resources and knowledge are shared globally through digital networks and open licensing, will be necessary for higher education to keep up with technological changes. Open educational resources (OER) like open textbooks can help make education more affordable and accessible to all. A strategic shift towards more sharing and collaboration using digital technologies will be needed for higher education to thrive in the future.
The facets of open education. Resources, data and culture. Tuesday 17 September, 11:45 – 13:15 @ Room 13, Floor 2
Open data is data that can be freely used, reused and redistributed by anyone. Many institutes offer Open Educational Resources (OER) online. Education can benefit highly from open and linked data approaches.
Moderator: Doug Belshaw, Badges & Skills Lead, Mozilla Foundation
Panel members:
Jackie Carter, Senior Manager, MIMAS, Centre of Excellence, University of Manchester
Mathieu d’Aquin, Research Fellow, Knowledge Media Institute, Open University, UK
Davide Storti, Programme Specialist, Communication and Information Sector (CI), United Nations Educational, Scientific and Cultural Organization (UNESCO)
OKCon, Geneva, 16-18 September 2013
This document discusses the impact of emerging technologies on higher education and strategies for institutions to adapt. It covers the growth of online learning and open educational resources. Key points discussed include:
- Digital technologies are transforming how knowledge is created, shared and accessed globally.
- Online course enrollments are growing much faster than overall higher education enrollments.
- Open educational resources can help increase access to education while reducing costs for students.
- A strategic technology plan proposes system-wide collaboration on online tools, student services, faculty training, and using data to improve outcomes and efficiency.
This document provides an overview of a technology integration training. It discusses K-12 technology standards and frameworks like ISTE standards. It also reviews the Technology Applications TEKS and requirements for beginning educators from SBEC. A variety of Web 2.0 tools are presented for collaborating, communicating, organizing information and teaching different subjects. Teachers are asked to reflect on integrating technology and their digital footprint. Safety issues like cyberbullying are also addressed.
This document provides an overview of a technology integration training. It discusses various technology standards and frameworks. It also introduces a variety of Web 2.0 tools that can be used to communicate, collaborate, and integrate technology into teaching. These include tools for creating multimedia content, sharing resources, and more subject-specific tools. Attendees are encouraged to consider how they can incorporate 4 of these tools into their own classrooms. Contact information is provided for further support.
New Directions in Technology Enhanced LearningDr Wayne Barry
This presentation was part of a bespoke Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLT(HE)) at Canterbury Christ Church University on the 12th February 2014. The presentation considers how technology can be used to support, facilitate and mediate learning at different stages within the student learning journey. Furthermore, the presentation looks at the current and emergent technologies that are just over the horizon and the impact these may have in the future of education.
1) The document discusses the National Educational Technology Plan (NETP) which calls for a revolutionary transformation of the US education system to meet goals of increasing college graduates and closing achievement gaps.
2) The NETP presents recommendations in five areas: learning, assessment, teaching, infrastructure, and productivity to achieve these goals through technology-powered 21st century learning.
3) Examples of online education resources that are mentioned include academicearth.org, videolectures.net, khanacademy.org, and storynory.com.
This document summarizes key trends in technology and their impact on education. It notes that digital information is growing exponentially, content and knowledge are becoming globally shared, and students increasingly expect to access materials online. It advocates for the use of open educational resources to reduce costs and connect students worldwide to knowledge. The document argues that educational institutions must embrace online and collaborative learning to remain relevant and meet growing student demand in a rapidly changing technological landscape.
The document discusses the impact of emerging technologies like Web 2.0 on education and the need for strategic planning. It notes that digital content is growing exponentially, students increasingly expect online access and resources, and failing to adapt could see other providers like Google meet student needs instead of higher education institutions. The document advocates for open educational resources, strategic technology planning across community and technical colleges, and leveraging shared systems, content and support to improve access and lower costs while preparing students for a global digital future.
This document provides an overview of technology standards and resources for integrating technology into K-12 classrooms. It discusses the Technology Application TEKS, ISTE standards, and technology standards for beginning educators. It also introduces a variety of free web 2.0 tools for communication, collaboration, and content creation such as Google Docs, Edmodo, VoiceThread, and Animoto. Teachers are encouraged to consider how they can use these tools to enhance student learning and communicate more effectively with students, parents, and the community. The document concludes by having teachers discuss and plan how they might integrate 3 of the tools into their own classrooms.
This document discusses effective technology integration at Manor Lakes P-12 College. It begins with an agenda for a meeting on the topic, including discussing the college's eLearning strategy and levels of technology integration. It then provides information on the growth of the college's 1:1 device program and introduces concepts like the SAMR model for technology integration. The remainder of the document focuses on developing eLearning integration capabilities at the college, with sections devoted to how students can capture, create, communicate, collaborate, and connect through the use of technology to support teaching and learning. It emphasizes that technology must be integrated effectively for a school to evolve, and provides ideas for staff on moving forward with integration.
‘Digital learning’ is gaining traction as more organisations begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? This session provides an opportunity to learn more about digital learning pedagogy, and digital learning design.
NE Teaching & Learning Conference (& LMDC)Cable Green
The document discusses higher education and eLearning opportunities. It promotes (1) leveraging eLearning and digital technologies to support new ways of learning, (2) sharing open educational resources to increase access to knowledge, and (3) developing a technology plan to transform learning through innovative and student-centered technologies across community and technical colleges.
OER refers to open educational resources which include full courses, course materials, and other learning content that can be freely accessed and used online. MIT's OpenCourseWare initiative is an example of an institutional OER program that makes course materials from over 1,900 courses freely available on the web. Educators use OER in a variety of ways like reusing content, adapting course syllabi, and combining OER materials with other resources. There are benefits to creating OER like lowering costs for students and fostering pedagogical innovation through customizable learning materials.
School on the Cloud is a European project that explores how education can respond to the potential of cloud-based tools and technologies. It addresses the impact on educational stakeholders and future prospects. The network has four working groups, including Working Group 2 called "i-Teacher" which focuses on the role of teachers and teacher training. The goal of i-Teacher is to raise awareness of cloud-based resources, diffuse recommendations through social media, encourage participation in network meetings and conferences, and create a framework for teachers to administer and share cloud-based tools and activities with their schools.
A Guidance Leaflet for Teachers and Trainers on Cloud Teaching and Cloud Lear...TheSoFGr
School on the Cloud is a European project that explores how education can respond to the potential of cloud-based tools and technologies. It addresses the impact on educational stakeholders and what the future may hold. The network has four working groups, including Working Group 2 called "i-Teacher" which focuses on the role of teachers and teacher training. The goal of i-Teacher is to raise awareness of training needs, disseminate useful cloud-based resources using social media, and provide a framework for teachers to administer and share cloud activities with their schools.
10. Edupunk
Edupunk (2008-2011) is an approach to teaching and
learning practices that result from a do it yourself
(DIY) attitude.[1][2] The New York Times defines it as
an approach to teaching that avoids mainstream tools
like PowerPoint and Blackboard, and instead aims to
bring the rebellious attitude and D.I.Y. ethos of ’70s
bands like The Clash to the classroom.[3] Many
instructional applications can be described as DIY
education or Edupunk.
Jim Groom as poster boy for edupunk
The term was first used on May 25, 2008 by Jim Groom
in his blog,[4] and covered less than a week later in the
Chronicle of Higher Education.[1] Stephen Downes, an
online education theorist and an editor for the
International Journal of Instructional Technology and
Distance Learning, noted that the concept of Edupunk
has totally caught wind, spreading through the
blogosphere like wildfire.[5]
19. Edupreneurs
We founded Startl to pave the
way for cool new digital media
learning products to move from
idea to funding and into learners’
hands. We’re working outside the
established systems in a public-
private partnership to break new
ground in the education market
and help to launch the next
generation of digital tools for
learning.