Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Presentation of Lisa Marie Blaschke, for EDEN's European Online and Distance Learning Week on 'Stepping up to the plate! How technology has supported ODL during and after the pandemic' - Thursday, 4 November 2021: 11:00 CET
More info:
https://www.eden-online.org/eden_conference/stepping-up-to-the-plate-how-technology-has-supported-odl-during-and-after-the-pandemic/
Presentation of Grainne Conole, Dublin City University, Ireland, for the Open Education Week's third day webinar on "Ongoing initiatives for Open Education in Europe" - 6 March 2019
Recordings of the discussion are available: https://eden-online.adobeconnect.com/pcpo9gbaq1t1/
Presentation of Lisa Marie Blaschke, for EDEN's European Online and Distance Learning Week on 'Stepping up to the plate! How technology has supported ODL during and after the pandemic' - Thursday, 4 November 2021: 11:00 CET
More info:
https://www.eden-online.org/eden_conference/stepping-up-to-the-plate-how-technology-has-supported-odl-during-and-after-the-pandemic/
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
Lifelong Learning Programme - Key Activity 3 - ICT; Multilateral projects
By carrying out research to understand how governments can stimulate the uptake of OER by policy means (and not just funding), POERUP aims to contribute to the implementation of LLL. Simultaneously POERUP aims to foster the potential of new media for enhancing innovation by researching policies designed to foster a “lifelong learner” mindset in learners: leading to curiosity, creativity and a willingness to “consume” OER. To do so the project team will investigate the “end-user – producer communities” behind OER initiatives and what (or who) it is that actually provides the energy that make OER work or not.
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
South Eastern Regional College: a whole college approach to developing digita...Jisc
From the Jisc student experience experts group meeting in Birmingham on 29 March 2017
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-29-mar-2017
Using ePortfolios in teacher PD to build capacity Jo Elliot and Chie AdachiePortfolios Australia
With the increasing focus on graduate employability within higher education, ePortfolio activities present an opportunity to work with students on reflective practice and digital fluency for lifelong learning. However, universities must invest in building teachers’ capacity to confidently embed portfolio activities through the use of technologies. In this presentation, we will describe how we designed trials of two new ePortfolio platforms to build staff capacity, by incorporating these trials into courses for teaching staff and educational designers. We will also discuss the opportunities and challenges presented by such innovation projects through the lens of staff development.
Presentation of Jacques Dang, for EDEN's European Online and Distance Learning Week on 'Multisectoral collaboration for OER: adaptation and development to ensure quality Open, Flexible and Distance Learning' - Tuesday, November 9, 2021, 13:00-14:30
More info:
http://www.eden-online.org/eden_conference/multisectoral-collaboration-for-oer-adaptation-and-development-to-ensure-quality-open-flexible-and-distance-learning/
Digital Ethics Principles in ePortfolios: Version 2: Resource development by ...ePortfolios Australia
The Digital Ethics ePortfolio Task Force for the Association for Authentic, Experiential, & Evidence-Based Learning (AAEEBL) continued to bring together international ePortfolio scholars and practitioners to establish research-based digital practices for ePortfolio stakeholders, including institutions, students, educators, and administrators. Phase one developed an online interactive resource, Digital Ethics Principles in ePortfolios: Version 1, which outlines strategies, scenarios, and resources around ten principles. This second iteration adds additional principles related to ePortfolio evaluation practices; practices that encourage diversity, equity, inclusion, and belonging; and visibility of labour. In Digital Ethics Principles in ePortfolios: Version 2, revisions to the original ten principles integrate information regarding eProfessionalism and legal issues that can intersect with ePortfolio practice. The original online visual interface has also been upgraded. This expanded version of the principles document continues to articulate explicit and applicable practices relevant to ePortfolio creators, educators, platform creators, and administrators of programs and institutions with ePortfolio requirements.
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
TLC2016 - Online intercultural Exchange (OIE): capacity building for a flexib...BlackboardEMEA
Presenter: Teresa MacKinnon
Organisation: University of Warwick
Description: The Language Centre at the University of Warwick has been enhancing the language learning experiences of students through opportunities to connect directly with peers in other countries. The Clavier project began in 2011 using the Languages@Warwick platform as a shared point of contact. The portal course, known as EWC, incorporates Blackboard Collaborate tools for live and asynchronous contact and has provided a scalable model for other language courses which are now growing in Spanish and German classes at Warwick.
Lifelong Learning Programme - Key Activity 3 - ICT; Multilateral projects
By carrying out research to understand how governments can stimulate the uptake of OER by policy means (and not just funding), POERUP aims to contribute to the implementation of LLL. Simultaneously POERUP aims to foster the potential of new media for enhancing innovation by researching policies designed to foster a “lifelong learner” mindset in learners: leading to curiosity, creativity and a willingness to “consume” OER. To do so the project team will investigate the “end-user – producer communities” behind OER initiatives and what (or who) it is that actually provides the energy that make OER work or not.
'Digital bloom' is an abstract collection of digital stories which capture/reveal individual meanings of digital literacy. Users can see other people's stories and they can also add to them. During the demonstration, the participants could explore the installation, learn more about the project and would be able to add their own stories and understandings of digital literacy and create their own 'meadow'.
Jisc conference 2012
Building Leadership Capabilities in a Postgraduate Degree: Unpacking the Lear...ePortfolios Australia
This presentation aims to share how the learning process of curation, reflection and evidencing of learning outcomes were used as an approach to showcase the learning product of an assessment task through storytelling in a postgraduate Leadership unit at the Deakin Business School. In addition, we will share particular insights to the ‘iterative’ and ‘agile’ approach taken to continuous improvement of the assessment task over three trimester offerings of the unit, based on the lived experiences of a multi-disciplinary unit team. Further, discussion on the learning design and educational technology platform selected and how it was integrated, scaffolded and supported in the design, development and delivery of the unit will be presented.
South Eastern Regional College: a whole college approach to developing digita...Jisc
From the Jisc student experience experts group meeting in Birmingham on 29 March 2017
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-29-mar-2017
Chisholm Institute presentation - Neil MorrisNeil Morris
Blended learning and digital technologies for the VET sector
Professor Neil Morris
T: @NeilMorrisDT
Presentation at Chisholm Institute, Melbourne, June 2022
LaTrobe University - Neil Morris presentationNeil Morris
Harnessing digital technology and online learning to enhance inclusive teaching practices
Professor Neil Morris
T: @NeilMorrisDT
Presentation at LaTrobe University, Melbourne, June 2022
This presentation was delivered to OCSOA region two in May 2013. The focus was on the role of leadership in helping to transition a K-12 school district to learning and teaching in the 21st Century.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Open Education: Into the Future
6th March 2019
Open Education Week Webinar
Gráinne Conole,
National Institute for Digital Learning
Dublin City University
2. Outline
• OECD 2015
• Affordances
• Open practices
• Impact
• Continuing Professional Development
• Learning Design Frameworks
• Learning Analytics
• Final reflections
3. OECD 2015
− ICT has revolutionised virtually
every aspect of our life and work
− Students unable to navigate
through a complex digital
landscape will no longer be able
to participate fully in the
economic, social and cultural life
around them
− Challenges: information overload,
plagiarism, online risks
− Students need to become critical
consumers of Internet services
and electronic media and make
informed choices
4. Affordances of digital technologies
− Phases: cultural, symbolic,
communication, networked, cyber-
infrastructure (Pea, 2008)
− Affordances differ according to the
technology, context and use
− Internet most disruptive technology of
last 50 years
− Technologies can:
− Enable more interaction and
communication
− Help with retention
− Be engaging and motivational
− Extend the classroom
− Provide timely and targeted feedback
− Personalise the learning experience
− Enable more open practices
https://bit.ly/2O4lngx
5. Digital learning ecology
−Classroom expanded and
evolved as virtual place
sits alongside physical
−A variety of different
complementary learning
opportunities
−Further evidence of
blurring of boundaries
Brown, 2015
6. Open practices
−Opening up education
−Facets
− OER
− MOOCs
− E-textbooks
−Use of open practices
complex, personalised and
contextual (Cronin)
−Continuum of openness and
access (Olcott)
https://bit.ly/2gchbww
7. Impact
−Learners
− OER (Wiley’s 5 Rs)
− MOOCs (learning at scale)
− E-textbooks (flexible & cost effective)
−Teachers
− New approaches to design
− MOOCs for CPD
−Researchers
− Data-intensive collaborative research
− Social media
− Open scholarship https://bit.ly/2VBvFch
8. Continuing Professional Learning
− Central role of the teacher
− Continuing Professional Learning
− Enable teachers to develop
innovative learning interventions
− Make effective use of digital
technologies
− Formats
− Specialised and tailored workshops
− Peer support and mentoring
− Examples of good practice
− Share and discuss practice
− Resources, OER and MOOCs
9. Learning Design Frameworks
−Frameworks for guiding the use of
technology/media/materials
− SAMR, SECTIONS, COACT
−Workshop approaches aimed
mainly at promoting general good
practice. i.e. social constructivist
assumptions
− 7Cs, 8LEM, ABC
−Approaches based on specific
theory of learner engagement
− ICAP
Conole, Forthcoming
10. The 7Cs of Learning Design
Conceptualise
Vision
CommunicateCreate ConsiderCollaborate
Activities
Combine
Synthesis
Consolidate
Implementation
https://bit.ly/2mOnqgt
11. Learning Analytics
Summative (teachers)
− See what learners are
doing
− Identify learners who are
struggling
− Find concepts that learners
find difficult
− Provide targeted support
Formative (learners)
− See patterns of their learning
− Receive advice on better
learning strategies
− Compare learning against
classmates
− Set/review learning goals
http://bit.ly/2ukJRwb
12. Final reflections
− Digital learning ecology is complex
− More research needed to understand the
complexity
− Influence of affordances
− Understand affordances & how they support
pedagogy
− No single metaphor for 21st Century
learning
− Support for learning needs to match learner
needs and the context of learning
− Assessment needs to support deep
learning
− Needs to be purposeful & support active,
authentic and meaningful learning
13. Final reflections
−Teachers’ mindsets mediate
technology implementation
− Targeted and authentic CPL
−Impact of leadership and
institutional cultures
− Need to align with factors for
successful update of digital
technologies
−Refocus and change mindsets
− From education in change to
education for change
14. Change as a constant
Change isn’t just one
thing, just one time, just
one big revelation.
Change occurs in stages,
and phases, which each
add depth, colour,
character, and create a
multidimensional,
multifaceted you