Open Michigan
•Download as PPT, PDF•
2 likes•565 views
The document discusses the University of Michigan's Open Educational Resource initiative called Open.Michigan. It aims to provide open online courses using a student-led publishing model called "dScribes" where students organize, clear and tag course materials for open publication. The initiative seeks to make course materials more scalable, sustainable and participatory by leveraging existing university technologies and platforms. It outlines the current activities, including dScribe training, developing software and workflow models, and piloting the initiative. The goals are to move toward a more open culture of education and collaboration between students, teachers and self-learners.
Report
Share
Report
Share
Recommended
Open.Michigan Enriching Scholarship Presentation
This is a presentation given at the University of Michigan Enriching Scholarship conference. May 2008.
Advanced Copyright Law Seminar: Guest Lecture
This document discusses open educational resources (OER) and the evolving landscape of openness in education. It addresses challenges around copyright and encouraging the creation and use of open content from the start. Suggestions are made to provide guidance and incentives to faculty, staff and students to create OER through workshops, publishing support, and student assistance. Questions are raised around encouraging open thinking beyond tech transfer, maintaining faculty copyright, and adopting open policies while allowing for future technologies.
Modeling digital tools and resources
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
Web 2journey
This document provides an overview of a staff professional development presentation on Web 2.0. It discusses the history and evolution of the World Wide Web and defines key differences between Web 1.0 and Web 2.0. Examples of Web 2.0 sites and applications are given. Potential advantages and disadvantages of Web 2.0 technologies are outlined. The document also explores the impact of Web 2.0 on education, raising questions about how it might change learning and collaboration.
MediaKron Meet Badges: Building Learning Narratives through Digital Projects
This document discusses MediaKron badges, which are designed to facilitate digital curation, storytelling, and collaboration. MediaKron allows users to collect and organize digital media into collections and create relationships between items. Badges can recognize achievements like completing assignments or projects. The document suggests how badges could be used to build learning narratives, scale up existing projects, and create a "Meta MOOC." It prompts readers to consider other ways badges may foster motivation, collaboration, and new skills.
Web 2.0: All Students Can Learn
This document discusses the use of Web 2.0 tools in education. It begins with an overview of Web 2.0 and examples of tools like Moodle, Jing, and Wordle that can be used in classrooms. Specific examples are given for how Moodle can be used effectively in math and English courses to provide organization, resources, collaboration, and teacher guidance. The document also addresses the challenge of Web 2.0 and applying Bloom's Taxonomy to new technologies. It poses essential questions about using Web 2.0 to teach critical thinking, create flexible mindsets, address classroom challenges, and overcome obstacles in schools.
Videoconferencing
The document provides resources for teachers to use collaborations and global connections in their classroom including websites that enable videoconferencing, pen pals, and project connections with classrooms around the world. It notes that collaborations can motivate students and provide unique learning experiences, especially when used with interactive technologies. Teachers are advised to test technology connections in advance and prepare students that technical issues could occur.
Keep calm and take over the world: from xMOOCs to cMOOCs
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
Recommended
Open.Michigan Enriching Scholarship Presentation
This is a presentation given at the University of Michigan Enriching Scholarship conference. May 2008.
Advanced Copyright Law Seminar: Guest Lecture
This document discusses open educational resources (OER) and the evolving landscape of openness in education. It addresses challenges around copyright and encouraging the creation and use of open content from the start. Suggestions are made to provide guidance and incentives to faculty, staff and students to create OER through workshops, publishing support, and student assistance. Questions are raised around encouraging open thinking beyond tech transfer, maintaining faculty copyright, and adopting open policies while allowing for future technologies.
Modeling digital tools and resources
This document discusses using Web 2.0 tools to address modeling digital age technology and learning standards. It introduces wikis as a tool that can demonstrate, collaborate, communicate and model. Examples of educational wikis are provided. The facilitator demonstrates using Corkboard.me for anonymous participant responses and Google Apps for collaboration. Participants provide ideas for using tools like wikis and Google Apps in their classrooms. Resources on digital literacy and educational technology standards are referenced.
Web 2journey
This document provides an overview of a staff professional development presentation on Web 2.0. It discusses the history and evolution of the World Wide Web and defines key differences between Web 1.0 and Web 2.0. Examples of Web 2.0 sites and applications are given. Potential advantages and disadvantages of Web 2.0 technologies are outlined. The document also explores the impact of Web 2.0 on education, raising questions about how it might change learning and collaboration.
MediaKron Meet Badges: Building Learning Narratives through Digital Projects
This document discusses MediaKron badges, which are designed to facilitate digital curation, storytelling, and collaboration. MediaKron allows users to collect and organize digital media into collections and create relationships between items. Badges can recognize achievements like completing assignments or projects. The document suggests how badges could be used to build learning narratives, scale up existing projects, and create a "Meta MOOC." It prompts readers to consider other ways badges may foster motivation, collaboration, and new skills.
Web 2.0: All Students Can Learn
This document discusses the use of Web 2.0 tools in education. It begins with an overview of Web 2.0 and examples of tools like Moodle, Jing, and Wordle that can be used in classrooms. Specific examples are given for how Moodle can be used effectively in math and English courses to provide organization, resources, collaboration, and teacher guidance. The document also addresses the challenge of Web 2.0 and applying Bloom's Taxonomy to new technologies. It poses essential questions about using Web 2.0 to teach critical thinking, create flexible mindsets, address classroom challenges, and overcome obstacles in schools.
Videoconferencing
The document provides resources for teachers to use collaborations and global connections in their classroom including websites that enable videoconferencing, pen pals, and project connections with classrooms around the world. It notes that collaborations can motivate students and provide unique learning experiences, especially when used with interactive technologies. Teachers are advised to test technology connections in advance and prepare students that technical issues could occur.
Keep calm and take over the world: from xMOOCs to cMOOCs
presentation at conVerge13. This presentation looks at current options for an organisation to involve themselves in MOOCs. It looks at the history and development of MOOCs and explores the dialogue around MOOCS to develop better understanding of what they are and how they can be applied.
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Introduction for Course Online Publishing
This document provides information about an online publishing course offered at KU Leuven including details about the course content, learning environment, assignments, and technology used. The 45 student course covers web design, new media theory, and digital literacy skills like social networking, collaboration, and critical analysis. Students will build an individual blog and portfolio, contribute to a shared wiki, and analyze a website for their final assignment. The course utilizes a virtual learning platform, online resources, and social media for communication and sharing of student work.
Moocs PowerPoint
A MOOC is a massive open online course that provides learning content online to any person who wants to take the course. Key aspects of a MOOC include large numbers of students, open access from any location, and online course delivery. MOOCs originated in the early 2000s and have grown significantly since then. They can benefit educational institutions by providing data to improve teaching practices and expanding access to learning opportunities. While MOOCs offer advantages like open participation, challenges also exist like helping all learners master the content.
AGQTP: Element 5 Action Research
Slides from my workshop presentation, December 2nd 2008.
"Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills"
Secac presentation
This document discusses resources and services available at James Madison University to support the use of technology in teaching. It outlines various workshops, training institutes, and conferences provided by the Information Technology and Visual Resources Center departments. It also describes tools for finding and accessing multimedia resources through the university's media database, MDID 3, as well as using Blackboard for online course modules, videos, and discussion forums. The document includes positive student feedback about the organization of online lecture materials and multimedia aids for learning. It concludes by outlining future plans to link MDID 3 with social media and allow direct uploads from students and faculty.
Leadership for connected and global learning: Session 1 Chinese
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
Developing digital language skills: A MOOC on Personal Language Learning Envi...
Developing digital language skills: A MOOC on Personal Language Learning Envi...Angelos Konstantinidis
The document describes a MOOC designed to help language learners become autonomous and self-manage their language learning using digital tools. The MOOC was developed using the ADDIE model of analysis, design, development, implementation and evaluation. It consisted of 4 weeks of content on using different digital tools to enhance language skills. Research was conducted to study how learners' use of tools changed and the relationship between language barriers and online tool use. The MOOC was pre-piloted with 35 participants and adjustments will be made based on evaluation before a full pilot. The goal is to not just provide open resources but help learners optimize their use.MOOC benefits for international learners - an overview
This presentation takes a short look at the benefits of MOOCs when working when designing courses for international learners.
Connecting Classrooms through Global Projects and Project Based Learning
This session featured ways to use web conferencing, gamification and mystery adventure quests to connect with other classrooms synchronously and asychronously around the globe.
Teaching Writing For Adult English Language Learners
Web 2.0 tools can help teach writing to adult English language learners in several ways. Tools like wikis, Google Docs, and blogs allow students to collaborate online on assignments and share work with others. Social media sites like Facebook let students communicate in authentic contexts and connect with people sharing their interests. Other tools such as Slideshare and Wikipedia enable students to develop multimedia presentations and research skills while creating content for a global audience. When used for project-based learning, these Web 2.0 technologies can engage students through meaningful opportunities to develop skills applicable in the modern world.
Massive Open Online Course (MOOC)
A presentation about MOOC, in compliance with K-12 Curriculum, subject Media and Information Literacy, Chapter 9
Mooc teacher and student benefits
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Leadership for connected & global learning: Session 1 connected learning - En...
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
Mz mandhlazi 201241723
MOOCs (Massive Open Online Courses) are online courses aimed at unlimited participation and open access via the web. They provide interactive forums and communities for students, professors, and TAs. MOOCs have developed out of distance education and allow anyone with internet access to take online courses for free. They provide opportunities for learning, teaching creativity, and connecting a global community of scholars. However, MOOCs also present challenges around student interaction, assessment, and accommodating different learning styles.
Multmediapresentationgoodnight 130817191838-phpapp01
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
This document provides an overview of Massive Open Online Courses (MOOCs) globally and within India. It discusses the history and development of MOOCs, including early MOOC platforms in the US starting in 2011. It then describes various MOOC providers around the world, such as Coursera, edX, and Udacity. For India specifically, it outlines the national SWAYAM initiative launched in 2016 which hosts MOOCs across various academic levels. SWAYAM aims to provide high-quality online education to learners across India.A PRESENTATION ON MOOCs
This PowerPoint provides a brief explanation of what MOOCs are and it also explains why individuals should sign up for a MOOC.
Mooc’s presentation slides
Mthobisi Neliswa Thabethe's presentation defines MOOCs as massive, open, online courses. It provides background on the first MOOC launched in 2008 and discusses the types of MOOCs (xMOOC and cMOOC). The presentation notes that Life Orientation would be a good subject area for a MOOC and how MOOCs can change learning by being open and embracing learning, unlearning and relearning. It emphasizes the importance of free and open access to platforms, tools and resources in education.
Workshop - Open online courses
Slides for the workshop I will be running at the Emerging Technologies and Authentic Learning in Higher Vocational Education Conference (2015).
MOOCs Presentation
The document provides a history of MOOCs, beginning with the MIT OpenCourseWare project in 2002 and the development of connectivism in 2004. It notes some key early MOOCs from 2008-2011 and the surge in 2012 when Harvard's first MOOC had over 370,000 students registered and Coursera was launched. The document defines MOOCs as massive open online courses open to unlimited participation and available online for free. It also outlines some typical features of MOOCs such as their duration, use of videos, online discussions, and focus on connecting learners globally without restrictions.
Digital Tools For Digital Kids
Gifted classrooms are places where learning is natural, that a love of learning is normal, and that real learning is passionate learning.
Project Based Learning
Project-based learning is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.
More Related Content
What's hot
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1
Slides from our first meeting of three from a course redesign series on creating non-disposable assignments.
As advertised:
Do you want to offer students an opportunity to bring their passions, personal interests, and individual strengths into their coursework?
How can we design assessment which students feel connected to, value, and are proud to share with their peers?
Are you interested in learning how to create a non-disposable assignment for your students?
This 3-part assignment redesign workshop will take you through the steps to create a non-disposable assignment from beginning to end.
Disposable Assignments: "are assignments that students complain about doing and faculty complain about grading. They’re assignments that add no value to the world – after a student spends three hours creating it, a teacher spends 30 minutes grading it, and then the student throws it away” (Wiley, 2013).
This series is about creating a non-disposable assignment. The three sessions will blend a combination of some pre-reading, discussion, and in session time to flesh out the details of a rich assignment that allows students to co-create knowledge, be creative and engage in a personalised learning experience.
We’ll focus on crafting projects which meet your existing or redesigned course learning outcomes, explore tools for students to demonstrate their learning, and identify strategies for conducting peer-review. In the end you’ll end up with plan for implementing your redesigned assignment in Spring 2018 or Fall 2018.
Throughout the three-part workshop we will also be collectively exposing our own learnings to others in the group through a live reflection and blogging site to support our work. We hope faculty can attend all three parts as they are planned with the intent you are coming for the whole series.
Introduction for Course Online Publishing
This document provides information about an online publishing course offered at KU Leuven including details about the course content, learning environment, assignments, and technology used. The 45 student course covers web design, new media theory, and digital literacy skills like social networking, collaboration, and critical analysis. Students will build an individual blog and portfolio, contribute to a shared wiki, and analyze a website for their final assignment. The course utilizes a virtual learning platform, online resources, and social media for communication and sharing of student work.
Moocs PowerPoint
A MOOC is a massive open online course that provides learning content online to any person who wants to take the course. Key aspects of a MOOC include large numbers of students, open access from any location, and online course delivery. MOOCs originated in the early 2000s and have grown significantly since then. They can benefit educational institutions by providing data to improve teaching practices and expanding access to learning opportunities. While MOOCs offer advantages like open participation, challenges also exist like helping all learners master the content.
AGQTP: Element 5 Action Research
Slides from my workshop presentation, December 2nd 2008.
"Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills"
Secac presentation
This document discusses resources and services available at James Madison University to support the use of technology in teaching. It outlines various workshops, training institutes, and conferences provided by the Information Technology and Visual Resources Center departments. It also describes tools for finding and accessing multimedia resources through the university's media database, MDID 3, as well as using Blackboard for online course modules, videos, and discussion forums. The document includes positive student feedback about the organization of online lecture materials and multimedia aids for learning. It concludes by outlining future plans to link MDID 3 with social media and allow direct uploads from students and faculty.
Leadership for connected and global learning: Session 1 Chinese
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
Developing digital language skills: A MOOC on Personal Language Learning Envi...
Developing digital language skills: A MOOC on Personal Language Learning Envi...Angelos Konstantinidis
The document describes a MOOC designed to help language learners become autonomous and self-manage their language learning using digital tools. The MOOC was developed using the ADDIE model of analysis, design, development, implementation and evaluation. It consisted of 4 weeks of content on using different digital tools to enhance language skills. Research was conducted to study how learners' use of tools changed and the relationship between language barriers and online tool use. The MOOC was pre-piloted with 35 participants and adjustments will be made based on evaluation before a full pilot. The goal is to not just provide open resources but help learners optimize their use.MOOC benefits for international learners - an overview
This presentation takes a short look at the benefits of MOOCs when working when designing courses for international learners.
Connecting Classrooms through Global Projects and Project Based Learning
This session featured ways to use web conferencing, gamification and mystery adventure quests to connect with other classrooms synchronously and asychronously around the globe.
Teaching Writing For Adult English Language Learners
Web 2.0 tools can help teach writing to adult English language learners in several ways. Tools like wikis, Google Docs, and blogs allow students to collaborate online on assignments and share work with others. Social media sites like Facebook let students communicate in authentic contexts and connect with people sharing their interests. Other tools such as Slideshare and Wikipedia enable students to develop multimedia presentations and research skills while creating content for a global audience. When used for project-based learning, these Web 2.0 technologies can engage students through meaningful opportunities to develop skills applicable in the modern world.
Massive Open Online Course (MOOC)
A presentation about MOOC, in compliance with K-12 Curriculum, subject Media and Information Literacy, Chapter 9
Mooc teacher and student benefits
MOOCs provide opportunities for teachers and learners. For teachers, MOOCs allow for professional development by learning new content and teaching styles. MOOCs can also be added to traditional classes by using MOOC content and discussions. For learners, MOOCs increase access to education and provide flexible, self-paced learning. However, learners need computer access and time to benefit. MOOCs are also driving changes to education through the globalization and digitization of learning.
Leadership for connected & global learning: Session 1 connected learning - En...
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
Mz mandhlazi 201241723
MOOCs (Massive Open Online Courses) are online courses aimed at unlimited participation and open access via the web. They provide interactive forums and communities for students, professors, and TAs. MOOCs have developed out of distance education and allow anyone with internet access to take online courses for free. They provide opportunities for learning, teaching creativity, and connecting a global community of scholars. However, MOOCs also present challenges around student interaction, assessment, and accommodating different learning styles.
Multmediapresentationgoodnight 130817191838-phpapp01
This document discusses MOOCs (Massive Open Online Courses) and their potential use in high school classrooms. It defines MOOCs as being massive, open, online, and courses. It outlines reasons for using MOOCs like collaborative learning opportunities and preparing students for real-world employment. The document also covers different types of MOOCs, a brief history of MOOCs, and considerations for adopting MOOCs in high schools like available resources and preparing teachers.
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
This document provides an overview of Massive Open Online Courses (MOOCs) globally and within India. It discusses the history and development of MOOCs, including early MOOC platforms in the US starting in 2011. It then describes various MOOC providers around the world, such as Coursera, edX, and Udacity. For India specifically, it outlines the national SWAYAM initiative launched in 2016 which hosts MOOCs across various academic levels. SWAYAM aims to provide high-quality online education to learners across India.A PRESENTATION ON MOOCs
This PowerPoint provides a brief explanation of what MOOCs are and it also explains why individuals should sign up for a MOOC.
Mooc’s presentation slides
Mthobisi Neliswa Thabethe's presentation defines MOOCs as massive, open, online courses. It provides background on the first MOOC launched in 2008 and discusses the types of MOOCs (xMOOC and cMOOC). The presentation notes that Life Orientation would be a good subject area for a MOOC and how MOOCs can change learning by being open and embracing learning, unlearning and relearning. It emphasizes the importance of free and open access to platforms, tools and resources in education.
Workshop - Open online courses
Slides for the workshop I will be running at the Emerging Technologies and Authentic Learning in Higher Vocational Education Conference (2015).
MOOCs Presentation
The document provides a history of MOOCs, beginning with the MIT OpenCourseWare project in 2002 and the development of connectivism in 2004. It notes some key early MOOCs from 2008-2011 and the surge in 2012 when Harvard's first MOOC had over 370,000 students registered and Coursera was launched. The document defines MOOCs as massive open online courses open to unlimited participation and available online for free. It also outlines some typical features of MOOCs such as their duration, use of videos, online discussions, and focus on connecting learners globally without restrictions.
What's hot (20)
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1
The Non-Disposable Assignment: Enhancing Personalised Learning - Session 1
Leadership for connected and global learning: Session 1 Chinese
Leadership for connected and global learning: Session 1 Chinese
Developing digital language skills: A MOOC on Personal Language Learning Envi...
Developing digital language skills: A MOOC on Personal Language Learning Envi...
MOOC benefits for international learners - an overview
MOOC benefits for international learners - an overview
Connecting Classrooms through Global Projects and Project Based Learning
Connecting Classrooms through Global Projects and Project Based Learning
Teaching Writing For Adult English Language Learners
Teaching Writing For Adult English Language Learners
Leadership for connected & global learning: Session 1 connected learning - En...
Leadership for connected & global learning: Session 1 connected learning - En...
Multmediapresentationgoodnight 130817191838-phpapp01
Multmediapresentationgoodnight 130817191838-phpapp01
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...
Similar to Open Michigan
Digital Tools For Digital Kids
Gifted classrooms are places where learning is natural, that a love of learning is normal, and that real learning is passionate learning.
Project Based Learning
Project-based learning is a model for classroom activity that shifts away from the classroom practices of short, isolated, teacher-centered lessons and instead emphasizes learning activities that are long-term, interdisciplinary, student-centered, and integrated with real world issues and practices.
Adobe Digital Literacy Thoughtleaders / Creative Campus
The 'Adobe Digital Literacy Thoughtleaders' are a group of digital literacy experts who have been driving innovation and strategy around teaching and learning with technology in the 21st Century, and have been recognized for their expertise and leadership within the Creative Campus community.
Art And Tech4]
This document discusses how technology can enhance art education. It suggests using Adobe programs like Photoshop, Illustrator, and InDesign to teach art. Blogging is presented as another technology that allows students to critically reflect on artworks and develop online portfolios. The document outlines how schools have integrated Adobe Creative Suite applications into art classes to teach digital skills and help students pursue careers in design fields.
Art And Tech4]
This document discusses how technology can enhance art education. It suggests using Adobe programs like Photoshop, Illustrator, and InDesign to teach art. Blogging is presented as another technology that allows students to critically reflect on artworks and develop online portfolios. The document outlines how schools have integrated Adobe Creative Suite applications into art classes to teach digital skills and help students pursue careers in design fields.
Common Core Technology for ELA
This presentation was given at Chicago Public Schools Tech Talk 2012 on how technology is integrated into the Common Core State Standards.
Global collaboration in the classroom: Meet Flat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Modeling Digital Age Tools
This document provides an overview of a workshop about modeling digital age technology and learning. It includes an introduction to the facilitator and standard being addressed. The facilitator demonstrates several Web 2.0 tools that can be used to address the standard, including Corkboard.me for anonymous participant responses and a wiki for sharing resources. Google Apps and wikis are presented as tools for collaboration, communication, and modeling technology use in the classroom. Participants provide examples of how they might use various apps and tools in their teaching.
Website design11
This project aims to create an interactive classroom environment between teachers and students using instructional blogs. The project will establish a blog portal to provide resources for students and teachers, allowing them to find information quickly and interactively. The blog portal will contain course materials, student work, and enable discussion. The goals are to activate e-learning, facilitate contact outside the classroom, allow students to benefit from each other's work, and encourage flexible self-directed learning. The budget is 420 Omani Rials to cover website development, content production, and marketing. The target audience are high school students and teachers who will be able to access resources and collaborate online.
Mozilla/Creative Commons Open Education Course - Seminar 1
Seminar 1 slides from the Mozilla / Creative Commons Open Education course. See course outline here: wiki.mozilla.org/Education/EduCourse/Outline
LaTICE 2016: Learner-Centered Design of Computing Education for All
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. I argue that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching *everyone* to program? Should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? I propose the use of a learner-centered design approach to create computing education for a broad audience. I review the history of the idea that programming isn’t just for the professional software developer, and present case studies to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach.
Technology Advocate Presentation
This presentation was created for my Georgia Southern University class Visionary Leadership in Instructional Technology.
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...Anita Zijdemans Boudreau
Presented at the EdTech Teacher Summit, San Diego February 2016 & ORATE, WOU February 26, 2016
Learning teams work at their best when diverse perspectives, expertise, and skill sets from across all levels of the educational community unite to imagine creative ways for tackling authentic, context-specific challenges. This session describes a K-20 collaborative partnership approach to identifying and addressing problems of practice related to technology integration in schools. A creative design team—comprised of in-service teachers, pre-service teachers, a university faculty instructor, school administrator, and library & information technology teacher (LITT)—was developed to help advance the school's Future Ready mission to "maximize digital learning opportunities and help school districts move quickly toward preparing students for success in college, a career, and citizenship" (see: http://futureready.org/). Iterative design thinking was used to:
• establish a common understanding of specific challenges faced by teachers in the school;
• research, generate insights, and ideate solutions for how to address the problems using technology;
• develop and implement prototypes across different classrooms; and
• evaluate what worked and share the outcomes with the broader school community.
Some project outcomes included exploring apps for differentiating instruction, creating an open educational resource (oer) for digital citizenship, and organizing an 'hour of code' event school wide.ETUG Fall Workshop 2013: Student as producer
This document summarizes key points from a discussion on student-as-producer approaches. It describes how the University of Lincoln emphasizes student collaboration in knowledge production. Students are asked to work on unsolved problems and share their work publicly. Case studies show positive outcomes when students create open educational resources like Wikipedia articles or advise on local soil improvement. The discussion argues universities should provide technology to facilitate student work with local and global impact at scale in an open manner aligned with institutional values.
Domain of One's Own @ Emory for TATTO 2015
Presentation at Emory University TATTO// Introduction of Domain of One's Own @ Emory// by Heather Julien //Adapted from two presentations by Marc Bousquet, "Introduction to Domain of One's Own @ Emory" and "Citizen Science," presented to National Science Foundation Ideas Lab
Technology in the Curriculum
This document discusses considerations for using digital technologies in curriculum. It emphasizes examining: 1) the context in which a tool will be used, 2) its alignment with curriculum goals, and 3) opportunities/constraints of the tool. The context includes user characteristics, site conditions, and content/delivery factors. Alignment means the tool's function matches the curriculum's purpose. Opportunities/constraints analyze a tool's features and how they may help or hinder learning goals. Choosing technologies requires understanding these elements to effectively support curriculum objectives.
What/Where/How is Digital Scholarship?
What/Where/How is Digital Scholarship?: An Overview of the CLIR Colloquium, Digital Humanities 2009, and THATCamp
Graduation project 63232
This project aims to create an electronic blog to help students in the Department of Instructional and Learning Technology at Sultan Qaboos University publish their work and innovations. The blog will allow students to share their graduation projects, exchange experiences, and discuss topics that could help improve their projects. A questionnaire and interviews with students found that they want ways to publish their creations and connect with other students. After implementing the blog, a second questionnaire showed students were satisfied with using it to communicate and provide feedback on projects. The blog achieved the goals of teaching students how to publish their work and creating a database of projects to benefit both current and future students.
Videoconferencing powerpoint 1
This document discusses using videoconferencing for educational collaborations between classrooms, schools, and other organizations. It provides examples of past collaborative projects using videoconferencing that connected students in different countries and states. These projects allowed students to share writing, solve mysteries together, and discuss environmental issues. The document also outlines challenges of collaborative projects and provides resources for planning curriculum-based collaborations using videoconferencing tools. It emphasizes connecting students through shared learning activities that engage them and add value to the curriculum.
Designing in the open: Examining the experiences of course developers & faculty
This document summarizes a presentation on examining the experiences of course developers and faculty designing courses in an open manner. It discusses:
- Definitions of openness from participants' perspectives
- How openness was framed and implemented in a Master of Arts in Learning and Technology program through open educational practices, open educational resources, and open course design
- Preliminary findings from a faculty survey on challenges, supports needed, and impact on course design when teaching openly
- Emerging themes around balancing openness with privacy, modeling open practices, and moving openness initiatives forward through collaboration.
Similar to Open Michigan (20)
Adobe Digital Literacy Thoughtleaders / Creative Campus
Adobe Digital Literacy Thoughtleaders / Creative Campus
Global collaboration in the classroom: Meet Flat Connections
Global collaboration in the classroom: Meet Flat Connections
Mozilla/Creative Commons Open Education Course - Seminar 1
Mozilla/Creative Commons Open Education Course - Seminar 1
LaTICE 2016: Learner-Centered Design of Computing Education for All
LaTICE 2016: Learner-Centered Design of Computing Education for All
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...
A K-20 Creative Design Approach to Addressing Problems of Practice in a Futur...
Designing in the open: Examining the experiences of course developers & faculty
Designing in the open: Examining the experiences of course developers & faculty
More from Garin Fons
Sloan C - Badges presentation
Garin Fons of COERLL discusses recent experiences designing, implementing, and assessing digital badging initiatives within a professional community of foreign language educators. Presentation entitled: Show What You Know: Open Digital Badges for Professional Development and Lifelong Learning
ACTFL Workshop / LOTE Institute
A bit of background on COERLL - the Center for Open Educational Resources and Language Learning - at the University of Texas at Austin. Presentation also explains Open Educational Resources in the context of Creative Commons. Looks at the value proposition of sharing and participatory culture. Also, provides insight into repositories, websites, and other tools available for foreign language teachers, educators, and self learners to find, organize, and create high quality and relevant resources for learning a language.
Open Access Week - University of Texas at Austin
A talk reemphasizing the importance of participatory culture, shared culture, open practice, and open pedagogy - not simply the process of creating, searching for, and using OER.
Notes for Free Culture Presentation - dScribe: working together to create Ope...
The dScribe model is a collaborative and participatory approach to creating open educational resources (OER) by distributing tasks across interested students, faculty, staff and others. It aims to lower the costs and efforts of OER production. Participants connect, learn basics, gather resources, assess and recommend actions, clear copyright and edit, review, then publish resources. Benefits include giving faculty help with OER creation, providing meaningful experiences for students and staff, and encouraging new teaching methods that view knowledge as socially constructed rather than transferred from faculty to students. The model has been implemented successfully in courses at the University of Michigan and with international partners.
Free Culture Presentation - dScribe: working together to create Open Educatio...
dScribe is a program at the University of Michigan that trains faculty, students, and staff to create and publish open educational resources (OER). The dScribe methodology involves collaborators connecting with the Open.Michigan team, learning about copyright and OER, gathering and licensing existing resources, editing resources, reviewing resources, and publishing resources openly online. The goal is to increase the amount of openly licensed educational content and promote open sharing of knowledge on a global scale.
Introduction To The Open Michigan Initiative
an overview of the Open Michigan Initiative given as a webinar for the University of Wisconsin - Madison.
dScribe: The makers of OPEN
Webinar given to an audience of students and practitioners for an OCWC presentation series. Talks about the role of students in creating OER / OCW.
Enriching Scholarship 2009 - Creating Open Educational Resources
This presentation was given for an audience of educators and staff at the University of Michigan 2009 Enriching Scholarship Event. It discusses the changing nature of the classroom and argues that creating and using open content in teaching and learning is a key component of learning 2.0. (I've left my notes in for reference).
Open.Michigan OCWC Global2009 Presentation
A presentation on the development of a visual guidebook to be used by Open.Michigan dScribe team to assess content within materials to be published and shared as OER.
UM-Update
The document provides a project update for Open.Michigan including publishing over 20 new courses for M1/M2 medical school. Development efforts include michigan.educommons.net and adding OERca features. Open.Michigan is collaborating on health education open educational resources with institutions in Africa and on OERca features with the Association of American Medical Colleges and University of Cape Town.
Beyond Open Access: OER - Open Access Week 2009
You have questions about how to open your content. Open.Michigan has solutions to help you share your materials openly and connect yourself to a global learning community.
Beyond Open Access: OER - Open Access Week 2009
You have questions about how to open your content. Open.Michigan has solutions to help you share your materials openly and connect yourself to a global learning community.
Health OER Presentation
The document discusses the University of Michigan Medical School's Open Educational Resource initiative. It provides an overview of the current landscape of open educational resources, where the initiative currently stands, and future plans. The initiative aims to make educational resources openly available online to benefit students, faculty, alumni, self-learners, universities, and others around the world simultaneously.
More from Garin Fons (13)
Notes for Free Culture Presentation - dScribe: working together to create Ope...
Notes for Free Culture Presentation - dScribe: working together to create Ope...
Free Culture Presentation - dScribe: working together to create Open Educatio...
Free Culture Presentation - dScribe: working together to create Open Educatio...
Enriching Scholarship 2009 - Creating Open Educational Resources
Enriching Scholarship 2009 - Creating Open Educational Resources
Recently uploaded
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdTypes of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Assessment and Planning in Educational technology.pptx
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Recently uploaded (20)
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Assessment and Planning in Educational technology.pptx
Assessment and Planning in Educational technology.pptx
Open Michigan
- 1. open.michigan The University of Michigan’s Open Educational Resource initiative garin fons timothy vollmer
- 2. current landscape dScribe publishing model where we are now future 2
- 5. OCW Domestic
- 10. current landscape dScribe publishing model where we are now future
- 13. open.michigan dScribe Faculty dScribe2
- 14. select a dScribe Class #1 Agenda: find dScribe for open.michigan I’ll do it!
- 15. dScribe training course IP software tools fun! workflow
- 16. license material That’s easy!
- 17. transfer material open.michigan server Class #1 Agenda: find dScribe for open.michigan
- 18. vet material Class #1 Agenda: find dScribe for open.michigan Class #1 Agenda: find dScribe for open.michigan content capture tool
- 19. upload material Class #1 Agenda: find dScribe for open.michigan
- 20. review material Content Processing Class #1 Agenda: find dScribe for open.michigan Where’s this image from? content processing tool
- 21. final review Class #1 Agenda: find dScribe for open.michigan Looks good!
- 22. publication open.michigan Class #1 Agenda: find dScribe for open.michigan
- 25. current landscape dScribe publishing model where are we now future
- 26. Pilot Initiative What are we doing now? photo by Timothy Vollmer
- 27. Software Development What are we doing now?
- 28. Modeling Workflow What are we doing now?
- 29. current landscape dScribe publishing model where are we now future
- 33. We were made by Ryan Junell