This document provides an overview of how teachers can use Twitter to build their personal learning network (PLN) and connect with other educators. It dispels misconceptions that Twitter is just for celebrities or a passing fad. Teachers are encouraged to set up a Twitter account and follow experts in their field to gain new resources and ideas from a broader community. A variety of tools are also described that can help teachers manage their Twitter network and integrate the use of Twitter into classroom activities and discussions.
Webinar with Kristina Hoeppner (Catalyst) giving an introduction to the open source ePortfolio platform Mahara on 28 October 2021.
License: Creative Commons BY-SA 4.0
Slides: https://slides.com/anitsirk/introduction-to-mahara-october-2021
Recording: https://youtu.be/NpxSSID-pBY
David rusenko how to find product market fitBoni Aditya
Finding product market fit requires understanding customer needs and problems to solve. A company should focus on solving a specific customer pain point rather than trying to appeal to everyone. Customer development is key to validate a solution fits the market by getting feedback early and iterating based on learning.
This document is a student's TAREA 2 assignment which includes inputs, processes, and outputs. It lists Flickr image links related to the assignment and images the student took themselves to complete the process.
Glogster in pre-service teacher educationGemma Tur
The document discusses introducing new information and communication technologies (ICT) tools into the classroom curriculum. It focuses on Glogster, an online tool that allows students to create virtual posters with multimedia content. Examples are provided of student works created with Glogster on topics like animals, fables, and music. Student feedback indicates that Glogster was seen as a visual, collecting, and mapping tool that they enjoyed using. The document advocates for embracing ICT tools in education to engage students and enhance traditional teaching methods.
The document discusses the need for change in education through increased access to information, portable tools, and more flexible learning environments. It emphasizes developing creativity and motivation in students by sharing knowledge through collaboration and breaking down barriers. The goal is to empower students and give them "wings" through multiple opportunities in reimagined classrooms that integrate new technologies.
This document provides an overview of how teachers can use Twitter to build their personal learning network (PLN) and connect with other educators. It dispels misconceptions that Twitter is just for celebrities or a passing fad. Teachers are encouraged to set up a Twitter account and follow experts in their field to gain new resources and ideas from a broader community. A variety of tools are also described that can help teachers manage their Twitter network and integrate the use of Twitter into classroom activities and discussions.
Webinar with Kristina Hoeppner (Catalyst) giving an introduction to the open source ePortfolio platform Mahara on 28 October 2021.
License: Creative Commons BY-SA 4.0
Slides: https://slides.com/anitsirk/introduction-to-mahara-october-2021
Recording: https://youtu.be/NpxSSID-pBY
David rusenko how to find product market fitBoni Aditya
Finding product market fit requires understanding customer needs and problems to solve. A company should focus on solving a specific customer pain point rather than trying to appeal to everyone. Customer development is key to validate a solution fits the market by getting feedback early and iterating based on learning.
This document is a student's TAREA 2 assignment which includes inputs, processes, and outputs. It lists Flickr image links related to the assignment and images the student took themselves to complete the process.
Glogster in pre-service teacher educationGemma Tur
The document discusses introducing new information and communication technologies (ICT) tools into the classroom curriculum. It focuses on Glogster, an online tool that allows students to create virtual posters with multimedia content. Examples are provided of student works created with Glogster on topics like animals, fables, and music. Student feedback indicates that Glogster was seen as a visual, collecting, and mapping tool that they enjoyed using. The document advocates for embracing ICT tools in education to engage students and enhance traditional teaching methods.
The document discusses the need for change in education through increased access to information, portable tools, and more flexible learning environments. It emphasizes developing creativity and motivation in students by sharing knowledge through collaboration and breaking down barriers. The goal is to empower students and give them "wings" through multiple opportunities in reimagined classrooms that integrate new technologies.
Diego Pacheco discusses his experiences with agile software development techniques like pairing, Scrum, and XP. He shares photos and links related to starting a new project, managing costs and contracts, transparency, collaboration tools, code reviews, and retrospectives. Pacheco thanks his audience at the end.
Creative Thinking:How to get out of the box and generate ideasManisha Shrivastava
The document lists the name "BOX" and their position as a member of the executive board at the University of Bologna in Italy. It also lists several website URLs but does not provide any other context or information about the purpose of the document.
The document contains 9 images without captions or explanations. The images depict a variety of subjects including: a grand bazaar, a surveillance pigeon, a woman in thought, colorful balloons, a DNA string, alarm clocks, night markets, and electrical sockets. The document provides no context or analysis for the included images.
The document discusses cities and trade. It includes 6 links to images of castles and headquarters from various time periods and locations. The document aims to provide a brief abstraction or overview of cities focused on trade and commerce throughout history by including visual representations of fortified structures from different eras.
The document contains links to resources for Discovering Computers 2016 and Microsoft Office 2016 chapters. For Discovering Computers 2016, Alfredo Alcala provides 12 YouTube links summarizing each chapter. For Microsoft Office 2016, he provides 10 OneDrive links for Word, PowerPoint and Excel labs for most chapters, noting he did not have time to complete the Access labs. The links are intended to supplement learning materials for a CIS 1 course.
This document provides links to resources about business model canvases and the lean canvas model. It includes links to the Business Model Generation website which has information on the business model canvas template and a downloadable poster version. Another link discusses why the lean canvas model is useful. Additional links direct to the LeanStack website and various social media profiles of someone named Jefersonm that may provide further information on canvases and lean startup methodologies.
Veronica Chiaravalli completed the online course "Design the Web: HTML Background Video" in December 2016. The course took 28 minutes and 39 seconds to complete and covered using HTML to add background video to webpages. A certificate of completion with a unique certificate number was issued to Veronica upon finishing the course.
The document discusses creating an online community for lifelong learning as part of a Bachelor of Professional Communication degree. It identifies limitations of traditional learning management systems in fostering interaction, connection, and informal learning across courses. It proposes developing an online learning network with key features like a shared homepage workspace, conversation spaces, content repository, and membership definition to improve student engagement, provide mechanisms for informal learning, and enable cross-course and cross-discipline conversations.
e-Commerce x s-Commerce x f-Commerce x m-CommerceIgor Musardo
Palestra sobre as diferenças entre as abordagens: e-Commerce, s-Commerce, f-Commerce, m-Commerce. Ministrado por Igor Musardo para a 3ª turma do curso de Mídia Social na Aldeia Coworking em Curitiba.
The document provides 3 links to online portfolios for a student named Daniela Jima studying geology and mines: a SlideShare presentation, a Flickr photo collection, and a blog.
The document discusses TinCanAPI, a system for connecting learning experiences across different modalities and platforms. It describes TinCanAPI's ability to track learning experiences from any source, store learning data in a learning record store for analysis, and correlate performance data with training experiences. The document outlines the need for next generation learning architectures and provides information on how to get started with TinCanAPI.
Paul A. Gureghian has completed Stanford University's free online Computer Science 101 course taught by Nick Parlante. While the online course covered similar material, it did not provide Stanford course credit or verify Paul's identity. The statement of accomplishment can be verified online but does not confer a Stanford grade, credit, or degree.
MWC 2016 - La innovación educativa - Quin paper per a la tecnología?Francesc Pedró
Mostra l'evolució del concepte d'innovació en educació i analitza quin és el paper que la tecnologia i pot jugar en un context en què cal acreditar el valor afegit.
Presentation by Kristina D.C. Hoeppner at the Eportfolio Forum 2014 in Melbourne on 2 October 2014
Live slides at https://slides.com/anitsirk/supporting-eportfolio-implementations-through-webinars
The document discusses the rise of MOOCs and online learning and raises several questions about their implications. It questions who will own knowledge in the future - universities, companies, society or individuals. It also ponders the effects of MOOCs on the prestige of degrees and their legal validity. Additionally, it raises concerns about completion rates, practical components, and whether online education could increase access to a universal higher education.
1) Massive Open Online Courses (MOOCs) first emerged in 2007 and grew rapidly with the founding of for-profit startups like Coursera, Udacity, and edX in 2011-2012.
2) The author discusses their experiences with cMOOCs focused on connectivism and open education in courses like Change11 and ds106.
3) Data is provided on a Coursera MOOC on social network analysis showing typical metrics like thousands of students registering but far fewer engaging deeply with content or assessments.
4) Comments emphasize the importance of community in cMOOCs compared to the more standardized, passive experience of xMOOCs.
Using Digital Technologies and PLNs to Enhance Learning 1.0Clif Mims
The document discusses personal learning networks (PLNs) and their benefits for educators and students. PLNs allow individuals to connect with others online to share knowledge, resources and ideas. For educators, PLNs enhance learning by providing access to communities of experts. For students, PLNs expand learning opportunities beyond the classroom and encourage higher-order thinking. The document advocates using digital technologies and online PLNs to improve learning outcomes.
Diego Pacheco discusses his experiences with agile software development techniques like pairing, Scrum, and XP. He shares photos and links related to starting a new project, managing costs and contracts, transparency, collaboration tools, code reviews, and retrospectives. Pacheco thanks his audience at the end.
Creative Thinking:How to get out of the box and generate ideasManisha Shrivastava
The document lists the name "BOX" and their position as a member of the executive board at the University of Bologna in Italy. It also lists several website URLs but does not provide any other context or information about the purpose of the document.
The document contains 9 images without captions or explanations. The images depict a variety of subjects including: a grand bazaar, a surveillance pigeon, a woman in thought, colorful balloons, a DNA string, alarm clocks, night markets, and electrical sockets. The document provides no context or analysis for the included images.
The document discusses cities and trade. It includes 6 links to images of castles and headquarters from various time periods and locations. The document aims to provide a brief abstraction or overview of cities focused on trade and commerce throughout history by including visual representations of fortified structures from different eras.
The document contains links to resources for Discovering Computers 2016 and Microsoft Office 2016 chapters. For Discovering Computers 2016, Alfredo Alcala provides 12 YouTube links summarizing each chapter. For Microsoft Office 2016, he provides 10 OneDrive links for Word, PowerPoint and Excel labs for most chapters, noting he did not have time to complete the Access labs. The links are intended to supplement learning materials for a CIS 1 course.
This document provides links to resources about business model canvases and the lean canvas model. It includes links to the Business Model Generation website which has information on the business model canvas template and a downloadable poster version. Another link discusses why the lean canvas model is useful. Additional links direct to the LeanStack website and various social media profiles of someone named Jefersonm that may provide further information on canvases and lean startup methodologies.
Veronica Chiaravalli completed the online course "Design the Web: HTML Background Video" in December 2016. The course took 28 minutes and 39 seconds to complete and covered using HTML to add background video to webpages. A certificate of completion with a unique certificate number was issued to Veronica upon finishing the course.
The document discusses creating an online community for lifelong learning as part of a Bachelor of Professional Communication degree. It identifies limitations of traditional learning management systems in fostering interaction, connection, and informal learning across courses. It proposes developing an online learning network with key features like a shared homepage workspace, conversation spaces, content repository, and membership definition to improve student engagement, provide mechanisms for informal learning, and enable cross-course and cross-discipline conversations.
e-Commerce x s-Commerce x f-Commerce x m-CommerceIgor Musardo
Palestra sobre as diferenças entre as abordagens: e-Commerce, s-Commerce, f-Commerce, m-Commerce. Ministrado por Igor Musardo para a 3ª turma do curso de Mídia Social na Aldeia Coworking em Curitiba.
The document provides 3 links to online portfolios for a student named Daniela Jima studying geology and mines: a SlideShare presentation, a Flickr photo collection, and a blog.
The document discusses TinCanAPI, a system for connecting learning experiences across different modalities and platforms. It describes TinCanAPI's ability to track learning experiences from any source, store learning data in a learning record store for analysis, and correlate performance data with training experiences. The document outlines the need for next generation learning architectures and provides information on how to get started with TinCanAPI.
Paul A. Gureghian has completed Stanford University's free online Computer Science 101 course taught by Nick Parlante. While the online course covered similar material, it did not provide Stanford course credit or verify Paul's identity. The statement of accomplishment can be verified online but does not confer a Stanford grade, credit, or degree.
MWC 2016 - La innovación educativa - Quin paper per a la tecnología?Francesc Pedró
Mostra l'evolució del concepte d'innovació en educació i analitza quin és el paper que la tecnologia i pot jugar en un context en què cal acreditar el valor afegit.
Presentation by Kristina D.C. Hoeppner at the Eportfolio Forum 2014 in Melbourne on 2 October 2014
Live slides at https://slides.com/anitsirk/supporting-eportfolio-implementations-through-webinars
The document discusses the rise of MOOCs and online learning and raises several questions about their implications. It questions who will own knowledge in the future - universities, companies, society or individuals. It also ponders the effects of MOOCs on the prestige of degrees and their legal validity. Additionally, it raises concerns about completion rates, practical components, and whether online education could increase access to a universal higher education.
1) Massive Open Online Courses (MOOCs) first emerged in 2007 and grew rapidly with the founding of for-profit startups like Coursera, Udacity, and edX in 2011-2012.
2) The author discusses their experiences with cMOOCs focused on connectivism and open education in courses like Change11 and ds106.
3) Data is provided on a Coursera MOOC on social network analysis showing typical metrics like thousands of students registering but far fewer engaging deeply with content or assessments.
4) Comments emphasize the importance of community in cMOOCs compared to the more standardized, passive experience of xMOOCs.
Using Digital Technologies and PLNs to Enhance Learning 1.0Clif Mims
The document discusses personal learning networks (PLNs) and their benefits for educators and students. PLNs allow individuals to connect with others online to share knowledge, resources and ideas. For educators, PLNs enhance learning by providing access to communities of experts. For students, PLNs expand learning opportunities beyond the classroom and encourage higher-order thinking. The document advocates using digital technologies and online PLNs to improve learning outcomes.
Handouts for the Campus Technology 2009 workshop: "Web 2.0 in the Classroom" aka Teaching outside the "box"
http://campustechnology.com/microsites/campus-technlogy-09/conference-program/workshops.aspx#M07
http://prezi.com/69454/
July 27, 2009, Boston, MA
INSIDER/OUTSIDER DILEMMA: MIXING MOOC WITH CAMPUS ONLINE COURSEDartmouth College
Lawrence Welkowitz & Mike Goudzwaard, Keene State College
InstructureCon 2014
Take a look under the hood of OpenPsych, a multi-credit option, wrapped SOOC (small open online course) offered by Keene State College on Canvas Network. Presenters will provide data about course interactions between Keene’s on-campus students and participants from off-campus. They’ll also provide a case example of a shift from “outsider” to “insider” status.
This document provides links to samples of the author's digital design work, including photography, writing, and video work. The photography portfolio includes published work with organizations like Youth With A Mission. Writing samples include published articles on topics like social issues. Video samples showcase the author's work producing videos for ExxonMobil and Youth With A Mission, including testimonies, collaboration pieces, and livestreams they helped improve for YWAM Kona.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Sometimes making choices in our career paths is difficult. Wouldn't it be helpful to have guidelines to help us make decisions that open up your options rather than shut them down? Discover how choosing creativity, a growth mindset, finding your Flow, and being a Maker puts you on the path of having infinite possibilities in your career, creating a clear path to a future where you can not only be awesome, but also do meaningful work.
This document discusses technology enhanced learning and educational technology. It specifically focuses on Massive Open Online Courses (MOOCs) and learning analytics.
It begins with introductions of the authors and their research interests in MOOCs and learning analytics. It then provides an overview of MOOCs, explaining what they are, how they work, examples of popular MOOC providers, and common learning objects used.
The document also discusses how learning analytics can be used to analyze data from online learning environments like MOOCs to improve the student experience and address issues with MOOCs. Workshops are proposed for designing a MOOC, identifying issues with MOOCs, and applying learning analytics in MOOCs
Technology Enhanced Learning - MOOCs and Learning AnalyticsMohammad Khalil
This document discusses technology-enhanced learning and focuses on Massive Open Online Courses (MOOCs) and learning analytics. It begins with introductions and then defines MOOCs, describing their massive, open, online, and course characteristics. Popular MOOC providers like edX and courses offered are discussed. The document then explains learning analytics and how data can be used to improve online learning environments. Examples of learning analytics applications in MOOCs are provided, including how analytics can help address issues faced by MOOCs. Workshops are presented on designing a MOOC and identifying MOOC problems, as well as how learning analytics can be applied in MOOCs through dashboards to track students.
Transforming Information Literacy for Today's Students: Libraries as Sponsors...Buffy Hamilton
The document discusses how libraries can promote transliteracy skills in students. Transliteracy involves reading, writing, and interacting across various platforms and tools. The author argues that libraries should sponsor transliteracy by creating participatory learning environments that support knowledge sharing, collaboration, and student ownership over learning. Specific strategies mentioned include using tools like blogs, social bookmarks, and cloud computing to facilitate conversations and network learning. The goal is for students to develop personal learning networks and digital literacy skills to succeed in an information-rich world.
The document discusses connecting students globally through online projects. It provides examples of tools like Google Docs, Twitter, and Diigo that can enable collaboration. The document outlines seven steps to creating a "flat classroom" including getting connected online, communicating across barriers, emphasizing character, intuitive teaching, caring for student well-being, giving students choice, and learning from experienced educators. Potential online projects and partnerships are also listed.
Similar to Pecha kucha MOOC - Alexander Torres Sandoval (20)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
1. Master en E-Learning
M1.145 - Diseño y gestión de proyectos de e-learning
Profesora: Valeria Pleszowski Windler. Marzo 15, 2017.
Alexander Torres Sandoval
Estudiante Magister E-learning
Logo UOC blau por editor CC-BY-SA-3.0 , recuperado de: https://commons.wikimedia.org/wiki/File:Logo-uoc-blau.jpg?uselang=es