Presentation at the International Educational Technology Conference IETC 2015 in Istanbul University, Turkey. Possibility of using interactive debates using a web 2.0 tool, Padlet, for teaching content among undergraduate students.
Advantages and Disadvantages of Using a Blogging Activity in a College Euclid...Dr. Mokter Hossain
Abstract:
This study explored student perceptions of a 12-week blogging activity that was a standard component of a
college Euclidean Geometry class offered in a university in the Western United States. This paper presents qualitative data regarding student perceptions of the advantages and
disadvantages of using blogs as supportive tool in the
Euclidean Geometry course. Data were collected by asking two open-ended items and analyzed using MAXQDA, a Qualitative Data Analysis program. The study uncovered ten themes related to advantages and six themes related to disadvantages of using the blogging activity as a supportive tool for teaching and learning in this class. Each of these themes was labeled by an in vivo code. The themes were not independent of one another, but instead showed interconnected aspects of an overall phenomenon.
Citation:
Hossain, M. M. & Quinn, R. J. (2012). Advantages and Disadvantages of Using a Blogging Activity in a College Euclidean Geometry Course. International Journal of Computer Technology and Electronics Engineering, 2(6), 1-8. PDF File. Available online at: http://www.ijctee.org/files/VOLUME2ISSUE6/IJCTEE_1212_01.pdf
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
This is a brief outline of my research journey on how to design digitally in order to empower evolving learners 2.0. They key is to build metareflective awareness about students' own learning processes in relation to both content and context. A seminar presentation for HEEL (Higher Education and E-Learning) March 2018.
LAK19 - Towards Value-Sensitive Learning Analytics DesignBodong Chen
LAK19 Full Paper. Abstract: To support ethical considerations and system integrity in learning analytics, this paper introduces two cases of applying the Value Sensitive Design methodology to learning analytics design. The first study applied two methods of Value Sensitive Design, namely stakeholder analysis and value analysis, to a conceptual investigation of an existing learning analytics tool. This investigation uncovered a number of values and value tensions, leading to design trade-offs to be considered in future tool refinements. The second study holistically applied Value Sensitive Design to the design of a recommendation system for the Wikipedia WikiProjects. To proactively consider values among stakeholders, we derived a multi-stage design process that included literature analysis, empirical investigations, prototype development, community engagement, iterative testing and refinement, and continuous evaluation. By reporting on these two cases, this paper responds to a need of practical means to support ethical considerations and human values in learning analytics systems. These two cases demonstrate that Value Sensitive Design could be a viable approach for balancing a wide range of human values, which tend to encompass and surpass ethical issues, in learning analytics design.
Designing instruction for Knowledge Management Processes using a wiki.
The Annual International Conference on Management and Technology in Knowledge, Service, Tourism & Hospitality 2013 (SERVE 2013)
Advantages and Disadvantages of Using a Blogging Activity in a College Euclid...Dr. Mokter Hossain
Abstract:
This study explored student perceptions of a 12-week blogging activity that was a standard component of a
college Euclidean Geometry class offered in a university in the Western United States. This paper presents qualitative data regarding student perceptions of the advantages and
disadvantages of using blogs as supportive tool in the
Euclidean Geometry course. Data were collected by asking two open-ended items and analyzed using MAXQDA, a Qualitative Data Analysis program. The study uncovered ten themes related to advantages and six themes related to disadvantages of using the blogging activity as a supportive tool for teaching and learning in this class. Each of these themes was labeled by an in vivo code. The themes were not independent of one another, but instead showed interconnected aspects of an overall phenomenon.
Citation:
Hossain, M. M. & Quinn, R. J. (2012). Advantages and Disadvantages of Using a Blogging Activity in a College Euclidean Geometry Course. International Journal of Computer Technology and Electronics Engineering, 2(6), 1-8. PDF File. Available online at: http://www.ijctee.org/files/VOLUME2ISSUE6/IJCTEE_1212_01.pdf
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Deliberative Democracy as a strategy for co-designing university ethics aro...Simon Buckingham Shum
Buckingham Shum, S. (2021). Deliberative Democracy as a strategy for co-designing university ethics around analytics and AI in education. AARE2021: Australian Association for Research in Education, 28 Nov. – 2 Dec. 2021
Deliberative Democracy as a Strategy for Co-designing University Ethics Around Analytics and AI in Education
Simon Buckingham Shum
Connected Intelligence Centre, University of Technology Sydney
Universities can see an increasing range of student and staff activity as it becomes digitally visible in their platform ecosystems. The fields of Learning Analytics and AI in Education have demonstrated the significant benefits that ethically responsible, pedagogically informed analysis of student activity data can bring, but such services are only possible because they are undeniably a form of “surveillance”, raising legitimate questions about how the use of such tools should be governed.
Our prior work has drawn on the rich concepts and methods developed in human-centred system design, and participatory/co-design, to design, deploy and validate practical tools that give a voice to non-technical stakeholders (e.g. educators; students) in shaping such systems. We are now expanding the depth and breadth of engagement that we seek, looking to the Deliberative Democracy movement for inspiration. This is a response to the crisis in confidence in how typical democratic systems engage citizens in decision making. A hallmark is the convening of a Deliberative Mini-Public (DMP) which may work at different scales (organisation; community; region; nation) and can take diverse forms (e.g. Citizens’ Juries; Citizens’ Assemblies; Consensus Conferences; Planning Cells; Deliberative Polls). DMP’s combination of stratified random sampling to ensure authentic representation, neutrally facilitated workshops, balanced expert briefings, and real support from organisational leaders, has been shown to cultivate high quality dialogue in sometimes highly conflicted settings, leading to a strong sense of ownership of the DMP's final outputs (e.g. policy recommendations).
This symposium contribution will describe how the DMP model is informing university-wide consultation on the ethical principles that should govern the use of analytics and AI around teaching and learning data.
This is a brief outline of my research journey on how to design digitally in order to empower evolving learners 2.0. They key is to build metareflective awareness about students' own learning processes in relation to both content and context. A seminar presentation for HEEL (Higher Education and E-Learning) March 2018.
LAK19 - Towards Value-Sensitive Learning Analytics DesignBodong Chen
LAK19 Full Paper. Abstract: To support ethical considerations and system integrity in learning analytics, this paper introduces two cases of applying the Value Sensitive Design methodology to learning analytics design. The first study applied two methods of Value Sensitive Design, namely stakeholder analysis and value analysis, to a conceptual investigation of an existing learning analytics tool. This investigation uncovered a number of values and value tensions, leading to design trade-offs to be considered in future tool refinements. The second study holistically applied Value Sensitive Design to the design of a recommendation system for the Wikipedia WikiProjects. To proactively consider values among stakeholders, we derived a multi-stage design process that included literature analysis, empirical investigations, prototype development, community engagement, iterative testing and refinement, and continuous evaluation. By reporting on these two cases, this paper responds to a need of practical means to support ethical considerations and human values in learning analytics systems. These two cases demonstrate that Value Sensitive Design could be a viable approach for balancing a wide range of human values, which tend to encompass and surpass ethical issues, in learning analytics design.
Designing instruction for Knowledge Management Processes using a wiki.
The Annual International Conference on Management and Technology in Knowledge, Service, Tourism & Hospitality 2013 (SERVE 2013)
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
Some Issues Affecting the Sustainability of Open Learning Courses James Aczel
Presentation about the openED 2.0 project, at the EDEN 2011 conference
Aczel, James; Cross, Simon; Meiszner, Andreas; Hardy, Pascale; McAndrew, Patrick and Clow, Doug (2011). Some issues affecting the sustainability of open learning courses. In: EDEN 2011 Annual Conference: Learning and Sustainability: The New Ecosystem of Innovation and Knowledge, 19-22 June 2011, Dublin, Ireland.
NEW DESIGNS FOR LEARNING reported by Maria Angela B. Caparas BSE III EnglishCaparas222
This powerpoint presentation tackles about the different methods of high tech teaching in a low tech classroom. This also discusses how the 21st century educational system contributes to the learning of the students.
Integrating digital literacy and inquiry learningJune Wall
This session overviews 21st century learning, digital literacy and how these are place within an inquiry learning process. It presents an approach for teachers to consider as one way to embed digital literacy in an inquiry classroom.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Sectors of the Indian Economy - Class 10 Study Notes pdf
Padlet for interactive debates for collaborative learning
1. D. DeWitt, Norlidah Alias & Saedah Siraj,
Department of Curriculum & Instructional Technology,
Faculty of Education,
University Malaya
Kuala Lumpur
Paper presented at:
International Educational Technology Conference (IETC 2015)
Istanbul University, Istanbul, Turkey
27 - 29 May 2015.
2. 1. Introduction
2. Problem Statement
3. Purpose of the Study
4. Method
5. Results and Discussion
6. Conclusions and Implications
Teacher, can I have
the internet
password. I need
to check my email.
I thought he
wanted to go
to the toilet
3. Malaysia Education Blueprint
2015 - 2025 (Higher Education)
Innovative students
◦ mastery of core subjects
◦ mastery of general knowledge about the world
◦ solve problems by applying, creating, and
connecting knowledge,
◦ use experiential and technology-enabled learning
models for personalised and engaging learning
experiences
Higher level thinking
Teach facts and concepts
More importantly skills:
• acquiring
• Internalizing
• applying and
• creating new knowledge (Ronen &
Pasher, 2011).
4. Research Objectives
In this study an instructional model using a
collaborative learning tool Padlet is implemented to
determine if it can be used for creating new
knowledge.
The following research questions:
To what extend does the processes of acquiring,
internalization, creation, sharing and application of
knowledge occur during instruction?
What are the participants’ perceptions of the
interactive debate on Padlet?
5. Innovative students
Higher level thinking
Teach facts and concepts
More importantly skills:
• acquiring
• Internalizing
• applying and
• creating new knowledge
(Ronen & Pasher, 2011).
Cognitive
and social
processes
during
interactions
Need new
Models of
instruction
for
collaboration
and
knowledge
creation in
higher
education
6.
7.
8. Design of the Study
Introduction to
Padlet
Instruction on
design of virtual
interactive debate
Implementation
Debate on Virtual
Wall, Padlet:
10 minutes:
Proposers; 10
minutes : rebuttals;
10 minutes:
proposers again;
10 minutes : final
rebuttals.
Questionnaire
(KMQ and SSQ),
Interviews Content
Analysis of written
Communications
Sample
40 First-year
undergraduates
volunteers in a
public university
9. The task:
To identify the advantages and disadvantages of ICT.
Students divided into 2 groups.
An interactive debate on a virtual wall, Padlet, between the 2
groups to list advantages, and disadvantages of ICT in an
interesting and meaning way manner.
Tasks were done online synchronously in the computer
laboratory during the class.
10. .
Data collection
Data collected on completion of the tasks through surveys
using questionnaires:
Triangulation of data from the interviews and the content
analysis of the written documentation of the tasks
Knowledge Management
Process (Kappes & Thomas,1993)
Description
Knowledge Acquisition
Selection of accurate and suitable information, from
internet search or otherwise, to be included in the
documentation
Knowledge Internalization
Reference to prior knowledge made; organizing and
reorganizing the information
Knowledge Creation
Ideas and ways of using the technology for
counseling that is not copied from other sources,
but may be innovated from others
Knowledge Sharing
The information is not hidden but shared with others
freely
Knowledge Application
Knowledge of the use of the tool is applied
specifically to the counseling consultation and work
environment
Instrument
The Knowledge Management Questionnaire (KMQ)
Application of KM processes in interactive debate on Padlet
(Biasutti & El-Deghaidy, 2012).
5-point Likert
Scale KMQ was reliable above the 0.70 standard of reliability, with
a total Cronbach alpha of 0.86.
11. All of the students (digital natives) have never used a
virtual wall like Padlet.
All had succeeded in using Padlet for the task.
Background information on participants’ experience with wiki
All participants were ‘digital natives’
who use social media tools (all of them
use the microblog, Facebook).
12. Domain Mean Std. Deviation
Knowledge Acquisition 4.2750 .57926
Knowledge Internalization 4.1750 .50630
Knowledge Creation 4.1000 .76962
Knowledge Sharing 4.6875 .46254
Knowledge Application 4.4286 .57492
Table 1: Min and standard deviation on Knowledge domains
RQ 1: To what extend does the processes of acquiring,
internalization, creation, sharing and application of knowledge
occur during instruction?
13. RQ 1: To what extend does the processes of acquiring, internalization,
creation, sharing and application of knowledge occur during instruction?
Domain Evidence
Knowledge
Acquisition
“I got to learn new knowledge that was
useful”.
“Many things I did not know, until my friends
shared on the wall”.
“Got to know a variety of ideas that was
shared.”
Observation showed that the students were
actively searching for knowledge using search
engines such as Google. This included
pictures, text, web pages and videos.
As the students searched for information,
they had to evaluate to determine if the
information and materials were relevant.
14. RQ 1: What knowledge management processes occurred during
the solution of the task?
Domain Evidence
Knowledge
Internalization
“I am able to express my ideas better”
“ Able to get others viewpoint and
broaden my knowledge.”
Observation:
This knowledge of the advantages and
disadvantages of ICT had to be
internalized so that new knowledge could
be created among the students.
Students had to use their internalized
knowledge to summarize the information
acquired, or to depict it in graphic form.
15. RQ 1: What knowledge management processes occurred during
the solution of the task?
Domain Evidence
Knowledge
Creation
“Generated new ideas”
“I thought out of the box, creatively and critically, got to train
my mind to think fast and accurately.”
This was However, most of the new knowledge created was
shown through different ways of displaying the knowledge
acquired. The community of learners, the first-year
counseling students, were also learning new things by
observing their friends posts.
16. RQ 1: What knowledge management processes occurred during
the solution of the task?
Domain Evidence
Knowledge
Sharing
“exchanged opinions” ; “Shared opinions openly and
positively with friends.”
“Sharing encouraged better and stronger ideas among us”.
“Information was rapidly shared directly with the group”
The sharing gave the learner a responsibility to ensure
information posted was accurate and well-organized.
Knowledge
Application
“ With Padlet I am able to learn to think fast”
“ The sharing with my friends enabled me to understand
the issues from different perspectives”
“I am able to connect all the information from my friends
post to come up with important information.”
The processes led to the internalization and application of
knowledge:
17. New ICT tool
Knowledge sharing
for community
Interaction and
Collaboration on wall
New Knowledge
created
New application in
practice
18.
19.
20. RQ 2: What are the participants’ perceptions of the interactive debate on
Padlet?
Table 2: Min and standard deviation on Student Satisfaction
Items Mean S. D.
I like to see my friends comments on Padlet 4.5385 0.5970
Padlet enables me to share ideas with my friends 4.7436 0.4385
Because of Padlet, my class members are able to reach
an agreement
4.3077 0.7579
I developed new ideas from the activities on Padlet 4.7436 0.4935
I learned new concepts from the other posts on Padlet 4.4872 0.5991
I learned through collaborative learning with Padlet 4.5128 0.6789
The materials posted on Padlet were clear 3.9744 0.6405
The materials posted on Padlet were useful 4.2564 0.6400
The activity on Padlet was challenging 3.5641 1.0595
I got ideas on the advantages and disadvantages of ICT
from the materials posted on Padlet
4.5128 0.5057
21. Padlet can be used for an interactive debate for learners to
create new knowledge.
Interactive debates using a web 2.0 tool for collaboration
enabled the KM processes of acquiring, internalizing, sharing
and applying knowledge to generate new knowledge.
The generation of new knowledge encouraged higher level
cognitive processes.
Design of instruction using Padlet for interactive debates
was useful for collaboration and creating new knowledge
Collaboration and sharing information for generation of
knowledge enabled processes such as modeling
Encourages creativity and innovation
Combination with other web 2.0 tools and new
instructional models needs to be investigated