Presentation given during the workshop "Informal Learning and the use of social software in veterinary medicine" of the Noviceproject (http://www.noviceproject.eu) on Friday 22 of January 2010 in Utrecht, The Netherlands.
The document discusses the disruption of open and distance learning (ODL) due to the COVID-19 pandemic and the need to adapt to the "new normal" in higher education. It outlines some of the immediate challenges faced by tutors and students in transitioning from face-to-face to remote online learning, including lack of experience with technology, limited access to devices and internet, and alternative assessment methods. Moving forward, it suggests the ODL system needs a new culture of learning, new mindsets, redesigned learning and assessments, improved connectivity and affordability, and policies and infrastructure that support pedagogy-technology integration to engage students and help them succeed in the long run.
Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)
These are the slides from the OSU Innovate Conference session, "Canvas Adoption Panel" where my colleagues and I spoke about our use of the Canvas LMS during the OSU pilot evaluation phase. My portion begins on Slide 26.
SXSWedu 2016 panel slides - MOOCs and Teach PDClass Central
This document discusses the potential for MOOCs (Massive Open Online Courses) to be used for teacher professional development. It notes that there are over 40 million MOOC users across 5,300 courses offered by 600 institutions. It also notes the increasing standards, changing technology, and budget pressures facing the 4 million K-12 teachers in the US. The document describes a session at SXSWedu 2016 that brought together representatives from Class Central, Coursera, edX, and the Friday Institute for Educational Innovation to discuss how MOOCs could be used for teacher PD. It includes an example of a high school science teacher who is using a MOOC in her classroom and the benefits she has observed for her
These are the slides from the talk I gave on 10/18/12 at Addis Ababa University in Ethiopia. There is also a sample video I showed them from my flipped stats class.
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
Increasing OER Adoptions with the Community College Consortium for OERUna Daly
During the past few years, adoptions of open textbooks at community colleges have increased. A key component in many community college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their successful strategies and tactics for creating a community of practice nationally as well as locally.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 200 member colleges in 17 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at their monthly online advisory meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
This document provides information about an online course on Computer-Supported Collaborative Learning (CSCL). The course will be taught over 9 weeks by professors from the Universities of Saarland, Turku, and Oulu. It will cover three topics: scripting, motivation and emotions, and metacognition in CSCL. Students will learn about the theoretical foundations of CSCL and collaborative learning, and how to design, evaluate, and assess collaborative learning environments. The course will include orientation, readings, video lectures, team discussions, and a final exam. Students will be asked to take on discussion roles like contributor, critic, and composer to strengthen argumentation and collaboration skills.
The document discusses the disruption of open and distance learning (ODL) due to the COVID-19 pandemic and the need to adapt to the "new normal" in higher education. It outlines some of the immediate challenges faced by tutors and students in transitioning from face-to-face to remote online learning, including lack of experience with technology, limited access to devices and internet, and alternative assessment methods. Moving forward, it suggests the ODL system needs a new culture of learning, new mindsets, redesigned learning and assessments, improved connectivity and affordability, and policies and infrastructure that support pedagogy-technology integration to engage students and help them succeed in the long run.
Presented with Lynn Trinko (trinko.1@osu.edu) and Innovate 2013 (http://digitalfirst.osu.edu/innovate2013/ and https://storify.com/InnovateOSU/innovate-2013)
These are the slides from the OSU Innovate Conference session, "Canvas Adoption Panel" where my colleagues and I spoke about our use of the Canvas LMS during the OSU pilot evaluation phase. My portion begins on Slide 26.
SXSWedu 2016 panel slides - MOOCs and Teach PDClass Central
This document discusses the potential for MOOCs (Massive Open Online Courses) to be used for teacher professional development. It notes that there are over 40 million MOOC users across 5,300 courses offered by 600 institutions. It also notes the increasing standards, changing technology, and budget pressures facing the 4 million K-12 teachers in the US. The document describes a session at SXSWedu 2016 that brought together representatives from Class Central, Coursera, edX, and the Friday Institute for Educational Innovation to discuss how MOOCs could be used for teacher PD. It includes an example of a high school science teacher who is using a MOOC in her classroom and the benefits she has observed for her
These are the slides from the talk I gave on 10/18/12 at Addis Ababa University in Ethiopia. There is also a sample video I showed them from my flipped stats class.
Why should you care about OER is an overview of OER and the California Open Online Library for Education (cool4ed.org) given for faculty at the Porterville College Summer Institute on May 25, 2015.
Una Daly, CCCOER Director (May 2016)
Increasing OER Adoptions with the Community College Consortium for OERUna Daly
During the past few years, adoptions of open textbooks at community colleges have increased. A key component in many community college adoption campaigns has been participating in communities of practice. Members of the Community College Consortium for OER (CCCOER) will share their successful strategies and tactics for creating a community of practice nationally as well as locally.
Etienne Wenger defines communities of practice as “groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” With over 200 member colleges in 17 states and provinces, CCCOER encourages collaboration between members and invites OER project presentations at their monthly online advisory meetings. Experienced members advise those who are just getting started on OER and best practices are freely shared. Access to a community of college OER experts through the CCCOER listserve makes it easier for new members to find and adopt the highest quality OER available in their disciplines.
Monthly webinars featuring OER leaders at community colleges, universities, and educational organizations around the world keep the community informed of new research findings, OER projects, and open policies. Meetups at regional and national conferences provide an opportunity to share and promote the OER adoption successes of our members with colleagues throughout higher education.
This document provides information about an online course on Computer-Supported Collaborative Learning (CSCL). The course will be taught over 9 weeks by professors from the Universities of Saarland, Turku, and Oulu. It will cover three topics: scripting, motivation and emotions, and metacognition in CSCL. Students will learn about the theoretical foundations of CSCL and collaborative learning, and how to design, evaluate, and assess collaborative learning environments. The course will include orientation, readings, video lectures, team discussions, and a final exam. Students will be asked to take on discussion roles like contributor, critic, and composer to strengthen argumentation and collaboration skills.
The document summarizes a presentation about flipping a statistics classroom. It describes the speaker's experience taking a risk by flipping her classroom to engage students in statistics. She went through the process of analyzing the need for change, designing how to flip her classroom, developing sample materials, implementing the flipped approach, and evaluating its success. The presentation provided an overview of the speaker's journey flipping her classroom and encouraged attendees to discuss advantages and challenges of the flipped model for students and instructors.
Presenters: Erik Christensen, Natural Sciences Department Chair, South Florida State College and Melanie Jackson, eLearning Director, South Florida State College
Description: This presentation will showcase the dramatic benefits to improving student access and success through the integration of a variety of OER Web 2.0 resources into your class. The dramatic cost reduction achieved by replacing traditional textbooks with virtual OER materials, coupled with the ability to integrate a wide variety of other learning resources that can address a range of learning styles, are keys to improving student success. The recent redesign of AST 1002 Descriptive Astronomy at South Florida State College will provide a case study backdrop that will enable participants to get a first-hand view of the effectiveness of each. These tools are all student-friendly, mobile- and BYOD-capable, and many are already familiar with students.
1) A librarian and academic worked together to overhaul the teaching component of a skills module due to disappointing feedback and disengaged students. They reworked lectures, introduced new activities like polling and role playing, and developed online worksheets and a reflective diary.
2) A post-module survey found students' self-assessed skill levels and understanding of concepts like plagiarism had improved. However, not all students completed the reflective diary and some preferred hands-on workshops over online materials.
3) Going forward, the librarian and academic will refine the lecture style changes, develop the online materials further, and survey next year's students to continue improving the module.
Tracey A. Stuckey-Mickell - Poster presentation from Sloan-C Workshop on Blended Learning in Higher Education. The Moraine Valley College Center for Teaching & Learning is working to align its professional development opportunities to Community College Survey of Student Engagement Benchmarks. This poster describes the process and plans for evaluating the effort.
The CCCOER Advisory Meeting covered the following topics:
1) Announcements about $100 million in grants for free community college programs and a survey on distance learning adoption and barriers.
2) A recap of the OEC Global conference, including a panel on OER degrees and elections to the board. OEC Global 2017 will be in Cape Town, South Africa.
3) A presentation from Noba Project on their open psychology textbook and author community, and how they have helped students at Chemeketa Community College.
4) Upcoming CCCOER webinars on faculty perspectives on OER and open pedagogy, and spring conferences where members are presenting on open education.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Best practice in research-informed teaching: a Welsh example.NewportCELT
Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport's invited presentation to the Research informed Teaching Best Practice Conference at Staffordshire University on Wednesday 14th October 2009.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
Enhancing computing student employability skills through partnership working ...Scott Turner
This document discusses a university's partnership program to enhance computing students' employability skills through STEM outreach. The program involves students volunteering for various STEM activities and receiving coordinated training to develop skills like communication, planning workshops, and leadership. Student volunteers report gaining confidence, skills, and career clarity from applying their knowledge for younger students. The program aims to promote STEM fields to local schools while helping university students identify with their subject and develop skills valued by employers.
This document summarizes the results of flipping a large enrollment academic skills course from a traditional lecture format to a flipped classroom approach. In 2015, the course used weekly lectures and seminars (232 students). In 2016, weekly video lectures were assigned as pre-class work and class time involved structured activities in small groups (315 students). Assessment results showed no significant differences in average rubric scores or pass rates between the two cohorts. While flipping the course was viable, ensuring all students complete pre-class work can be challenging. Lessons learned include the need to balance in-class and pre-class work. The presenters plan to formalize formative assessment and continue improving the flipped approach.
Student OER Panels and Campus-wide Faculty OER DevelopmentUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar promoting OER Adoption at colleges through structured, public student-faculty dialogues on costs of textbooks and a campus wide faculty development effort to create awareness of existing open educational resources.
Date: Thur, March 10, Time: 10 am PST, 1:00 pm EST
Student Voices Panel:
A panel of students from the Pierce College District in Washington will share their thoughtful public dialogues, co-sponsored by the Center for Engagement & Learning, with faculty about lowering textbook costs through OER.
Moderator: Quill West, OER Project Manager, Pierce College District
Campus-wide OER Faculty Development:
Sue Tashjian and Jody Carson co-chairs of the Northern Essex Community College’s (NECC) Textbook Task Force will share how they nurtured a small program on campus to incentivize 5 faculty to adopt OER has grown over the last two years. Through faculty development to help instructors faculty find high-quality open educational resources and additional OER funding, NECC has saved students over $450,000 and growing.
Jody Carson, professor and instructional coach in Center for Instructional Technology
Sue Tashjian, adjunct CIS faculty and Coordinator of Instructional Technology
Dr. Viv Rolfe from UWE Bristol gave a presentation on using open textbooks in further and higher education. She discussed how open textbooks are freely available in multiple formats for students, and can be easily adopted or adapted. She noted that nearly 50% of UK students graduate with debt and the average student spends around £1000 per year on textbooks. Using open textbooks could help reduce students' financial burden. The presentation explored resources for finding open textbooks and guides for reviewing, adopting, or adapting open content. It concluded with a discussion on current open textbook usage and the possibility of joining a mailing list.
This document discusses flipped and scrambled classroom approaches as alternatives to the traditional lecture format. A flipped classroom involves students watching pre-recorded video lectures before class, then using class time for activities and questions. A scrambled classroom periodically switches the roles of student and lecturer, using group work, investigations, and student response systems. The document questions whether lectures are the most effective way for students to learn and promotes alternative active learning approaches like flipped and scrambled classrooms.
This document discusses 21st century learning trends such as open educational resources (OERs), massive open online courses (MOOCs), and open and distance learning. It notes that technologies like the internet, smartphones, and tablets have changed higher education by enabling more interactive, collaborative, and student-centered learning. OERs and MOOCs in particular have grown in popularity by allowing open access to educational content online. The document also outlines some benefits and challenges of open and distance learning, and speculates about future trends in educational technology.
The CCCOER Advisory Board meeting covered the following agenda items:
1. Introductions of new board members and announcements about upcoming conferences and initiatives related to open education.
2. A presentation from Bay College in Michigan about their successful transition to using exclusively open educational resources in their courses and degree programs.
3. A discussion about strategies for developing full degree pathways using only open educational resources. Board members shared ideas and questions around topics like cross-functional leadership teams and lessons learned.
4. Upcoming webinars and conferences where open education would be discussed, and an open discussion period for other topics.
CCCOER: the Community of Practice for OER DegreesUna Daly
The document introduces the Community of Practice for OER Degrees, which aims to expand awareness of open educational resources, support faculty innovation, and improve student engagement through monthly webinars, meetings, and collaboration opportunities. It provides an overview of the consortium's goals and activities, highlights voices of experienced members, and invites participants to share how the consortium can help their institutions be successful in open education.
This document summarizes efforts by the University of York library to support widening participation and student success. It describes workshops developed by library staff on topics like independent learning, research skills, and the Extended Project Qualification. These workshops in person and online modules aim to prepare students from diverse backgrounds for university by developing skills like writing, referencing, and evaluating sources. Feedback from partner schools was very positive, and usage of online resources continues to grow, demonstrating impact on student learning and engagement.
Flipping the classroom with i tunes u actem.pdfSharon Chasse
The document discusses flipping the classroom using iTunes U. Flipping the classroom involves providing direct instruction to students outside of class through online content and using class time for practicing and applying learning. iTunes U can be used to curate, organize, host and provide access to content for students outside of class. The document provides information on setting up an iTunes U course and discusses student and teacher experiences with using a flipped classroom model along with iTunes U.
Please join us for our last spring CCCOER Advisory of 2015-16. In addition to our usual updates, please join us to hear from Nicole Finkbeiner of OpenStax College who will be sharing information about the new authoring platform available free to faculty who want to customize OpenStax textbooks to adopt in their courses.
Date/Time: May 18, 11:00 am PST/2:00 pm EST
Also welcoming Northshore Community College and discussing the recent OP-ED from Pearson and reply by David Wiley on “If OER is the answer, what is the question?"
EMuRgency: New approaches for resuscitation support and training. Overview ab...Marco Kalz
Presentation provided for the COMAC meeting of the Interreg IVa-project EMuRgency. New approaches for resuscitation support and training. (http://www.emurgency.eu). Visit http://dspace.ou.nl for a PDF version to download.
The document summarizes a presentation about flipping a statistics classroom. It describes the speaker's experience taking a risk by flipping her classroom to engage students in statistics. She went through the process of analyzing the need for change, designing how to flip her classroom, developing sample materials, implementing the flipped approach, and evaluating its success. The presentation provided an overview of the speaker's journey flipping her classroom and encouraged attendees to discuss advantages and challenges of the flipped model for students and instructors.
Presenters: Erik Christensen, Natural Sciences Department Chair, South Florida State College and Melanie Jackson, eLearning Director, South Florida State College
Description: This presentation will showcase the dramatic benefits to improving student access and success through the integration of a variety of OER Web 2.0 resources into your class. The dramatic cost reduction achieved by replacing traditional textbooks with virtual OER materials, coupled with the ability to integrate a wide variety of other learning resources that can address a range of learning styles, are keys to improving student success. The recent redesign of AST 1002 Descriptive Astronomy at South Florida State College will provide a case study backdrop that will enable participants to get a first-hand view of the effectiveness of each. These tools are all student-friendly, mobile- and BYOD-capable, and many are already familiar with students.
1) A librarian and academic worked together to overhaul the teaching component of a skills module due to disappointing feedback and disengaged students. They reworked lectures, introduced new activities like polling and role playing, and developed online worksheets and a reflective diary.
2) A post-module survey found students' self-assessed skill levels and understanding of concepts like plagiarism had improved. However, not all students completed the reflective diary and some preferred hands-on workshops over online materials.
3) Going forward, the librarian and academic will refine the lecture style changes, develop the online materials further, and survey next year's students to continue improving the module.
Tracey A. Stuckey-Mickell - Poster presentation from Sloan-C Workshop on Blended Learning in Higher Education. The Moraine Valley College Center for Teaching & Learning is working to align its professional development opportunities to Community College Survey of Student Engagement Benchmarks. This poster describes the process and plans for evaluating the effort.
The CCCOER Advisory Meeting covered the following topics:
1) Announcements about $100 million in grants for free community college programs and a survey on distance learning adoption and barriers.
2) A recap of the OEC Global conference, including a panel on OER degrees and elections to the board. OEC Global 2017 will be in Cape Town, South Africa.
3) A presentation from Noba Project on their open psychology textbook and author community, and how they have helped students at Chemeketa Community College.
4) Upcoming CCCOER webinars on faculty perspectives on OER and open pedagogy, and spring conferences where members are presenting on open education.
Improving Assessment and Feedback | Paul Hellwage - Monash College | TLCANZ17Blackboard APAC
Assessment and Feedback is a focus at our institution, with an emphasis on providing high quality feedback to our students in a timely manner. Students are often intrinsically motivated to seek feedback that will help them engage with their subject (Higgins, et. al., 2002) and while feedback has been available and is valued, Weaver (2006) has indicated that adding comments could be more helpful.
To address these requests, we have focused on implementing Assessment and Feedback project with the introduction of Turnitin Feedback Studio across a number of courses at the College.
The two main reasons for the shift to Turnitin are: 1.) To increase student engagement by giving them more in depth and relevant feedback on their assessments, and 2.) Simplify and streamline teacher’s marking and workload.
By moving to Feedback Studio, we were able to continue to provide students access to rubrics and general comments, while significantly improving feedback by introducing overall verbal feedback and multiple different types of annotations. These annotations range from highlighting a common mistake to providing web links to resources that help students improve, for example, a website detailing the correct way to reference an assignment.
With a mix of: Rubrics, comments, written summations, verbal feedback, strikethrough, inline text and quickmarks providing links to resources, we have found that the students are being provided with extremely rich feedback that is very easy to process due to a smart, simple layout.
Moreover, students also have access to Feedback Studio’s originality and similarity reports. We encourage academic staff to allow students access to this feature for drafting and learning purposes. This empowers them to improve their referencing and paraphrasing skills without having to contact teaching staff.
Teaching and marking staff are also experiencing the benefit of this system. Despite the increase in feedback to students, the marking process has become more streamlined, with easy to use rubrics, drag and drop annotations and one-click verbal feedback helping to facilitate more efficient marking.
This session will detail the benefits outlined above and explain how the students and staff have embraced these changes.
Best practice in research-informed teaching: a Welsh example.NewportCELT
Professor Simon Haslett, Director of the Centre for Excellence in Learning and Teaching (CELT) at the University of Wales, Newport's invited presentation to the Research informed Teaching Best Practice Conference at Staffordshire University on Wednesday 14th October 2009.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER AdoptionUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
Enhancing computing student employability skills through partnership working ...Scott Turner
This document discusses a university's partnership program to enhance computing students' employability skills through STEM outreach. The program involves students volunteering for various STEM activities and receiving coordinated training to develop skills like communication, planning workshops, and leadership. Student volunteers report gaining confidence, skills, and career clarity from applying their knowledge for younger students. The program aims to promote STEM fields to local schools while helping university students identify with their subject and develop skills valued by employers.
This document summarizes the results of flipping a large enrollment academic skills course from a traditional lecture format to a flipped classroom approach. In 2015, the course used weekly lectures and seminars (232 students). In 2016, weekly video lectures were assigned as pre-class work and class time involved structured activities in small groups (315 students). Assessment results showed no significant differences in average rubric scores or pass rates between the two cohorts. While flipping the course was viable, ensuring all students complete pre-class work can be challenging. Lessons learned include the need to balance in-class and pre-class work. The presenters plan to formalize formative assessment and continue improving the flipped approach.
Student OER Panels and Campus-wide Faculty OER DevelopmentUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar promoting OER Adoption at colleges through structured, public student-faculty dialogues on costs of textbooks and a campus wide faculty development effort to create awareness of existing open educational resources.
Date: Thur, March 10, Time: 10 am PST, 1:00 pm EST
Student Voices Panel:
A panel of students from the Pierce College District in Washington will share their thoughtful public dialogues, co-sponsored by the Center for Engagement & Learning, with faculty about lowering textbook costs through OER.
Moderator: Quill West, OER Project Manager, Pierce College District
Campus-wide OER Faculty Development:
Sue Tashjian and Jody Carson co-chairs of the Northern Essex Community College’s (NECC) Textbook Task Force will share how they nurtured a small program on campus to incentivize 5 faculty to adopt OER has grown over the last two years. Through faculty development to help instructors faculty find high-quality open educational resources and additional OER funding, NECC has saved students over $450,000 and growing.
Jody Carson, professor and instructional coach in Center for Instructional Technology
Sue Tashjian, adjunct CIS faculty and Coordinator of Instructional Technology
Dr. Viv Rolfe from UWE Bristol gave a presentation on using open textbooks in further and higher education. She discussed how open textbooks are freely available in multiple formats for students, and can be easily adopted or adapted. She noted that nearly 50% of UK students graduate with debt and the average student spends around £1000 per year on textbooks. Using open textbooks could help reduce students' financial burden. The presentation explored resources for finding open textbooks and guides for reviewing, adopting, or adapting open content. It concluded with a discussion on current open textbook usage and the possibility of joining a mailing list.
This document discusses flipped and scrambled classroom approaches as alternatives to the traditional lecture format. A flipped classroom involves students watching pre-recorded video lectures before class, then using class time for activities and questions. A scrambled classroom periodically switches the roles of student and lecturer, using group work, investigations, and student response systems. The document questions whether lectures are the most effective way for students to learn and promotes alternative active learning approaches like flipped and scrambled classrooms.
This document discusses 21st century learning trends such as open educational resources (OERs), massive open online courses (MOOCs), and open and distance learning. It notes that technologies like the internet, smartphones, and tablets have changed higher education by enabling more interactive, collaborative, and student-centered learning. OERs and MOOCs in particular have grown in popularity by allowing open access to educational content online. The document also outlines some benefits and challenges of open and distance learning, and speculates about future trends in educational technology.
The CCCOER Advisory Board meeting covered the following agenda items:
1. Introductions of new board members and announcements about upcoming conferences and initiatives related to open education.
2. A presentation from Bay College in Michigan about their successful transition to using exclusively open educational resources in their courses and degree programs.
3. A discussion about strategies for developing full degree pathways using only open educational resources. Board members shared ideas and questions around topics like cross-functional leadership teams and lessons learned.
4. Upcoming webinars and conferences where open education would be discussed, and an open discussion period for other topics.
CCCOER: the Community of Practice for OER DegreesUna Daly
The document introduces the Community of Practice for OER Degrees, which aims to expand awareness of open educational resources, support faculty innovation, and improve student engagement through monthly webinars, meetings, and collaboration opportunities. It provides an overview of the consortium's goals and activities, highlights voices of experienced members, and invites participants to share how the consortium can help their institutions be successful in open education.
This document summarizes efforts by the University of York library to support widening participation and student success. It describes workshops developed by library staff on topics like independent learning, research skills, and the Extended Project Qualification. These workshops in person and online modules aim to prepare students from diverse backgrounds for university by developing skills like writing, referencing, and evaluating sources. Feedback from partner schools was very positive, and usage of online resources continues to grow, demonstrating impact on student learning and engagement.
Flipping the classroom with i tunes u actem.pdfSharon Chasse
The document discusses flipping the classroom using iTunes U. Flipping the classroom involves providing direct instruction to students outside of class through online content and using class time for practicing and applying learning. iTunes U can be used to curate, organize, host and provide access to content for students outside of class. The document provides information on setting up an iTunes U course and discusses student and teacher experiences with using a flipped classroom model along with iTunes U.
Please join us for our last spring CCCOER Advisory of 2015-16. In addition to our usual updates, please join us to hear from Nicole Finkbeiner of OpenStax College who will be sharing information about the new authoring platform available free to faculty who want to customize OpenStax textbooks to adopt in their courses.
Date/Time: May 18, 11:00 am PST/2:00 pm EST
Also welcoming Northshore Community College and discussing the recent OP-ED from Pearson and reply by David Wiley on “If OER is the answer, what is the question?"
EMuRgency: New approaches for resuscitation support and training. Overview ab...Marco Kalz
Presentation provided for the COMAC meeting of the Interreg IVa-project EMuRgency. New approaches for resuscitation support and training. (http://www.emurgency.eu). Visit http://dspace.ou.nl for a PDF version to download.
This document outlines the payment procedure for issuing checks against purchases. It states that an original supplier invoice with signatures, a purchase order with division head and managing director signatures if applicable, and a goods receipt form with warehouse manager signature are required. It also specifies that all documents must be checked and signed by designated people before the head of department approves payment. The document provides additional details on checking for defective goods deductions, issuing checks only to the invoiced company, requiring a supplier statement of accounts, and other policies to maintain an accurate payment system.
A New Linkage for Prior Learning AssessmentMarco Kalz
Presentation given during the conference ePortfolio2007: Employability and Lifelong Learning in the Knowledge Society
Download the slides under http://dspace.ou.nl
Positioning and Navigation: Services for Open Educational PracticesMarco Kalz
To choose suitable resources for personal competence development in the vast amount of open educational resources is a challenging task for a learner. Starting with a needs analysis of lifelong learners and learning designers we introduce two wayfinding services that are currently researched and developed in the framework of the Integrated Project TENCompetence. Then we discuss the role of these services to support learners in finding and selecting open educational resources and finally we give an outlook on future research.
Download the slides here http://hdl.handle.net/1820/1076
This document appears to be a midterm exam for a university course on biochemistry. It contains multiple choice and true/false questions about topics like glycolysis, gluconeogenesis, the citric acid cycle, and related metabolic pathways. It also asks students to fill in missing information about the glycolysis pathway and answer short questions about enzymatic deficiencies and how the utilization of glucose-6-phosphate is regulated.
O documento discute o conceito de mídias das fontes, definidas como mídias mantidas por atores sociais que antes desempenhavam apenas o papel de fontes de informação, buscando agora visibilidade pública e inserção na esfera pública. Também aborda os papéis do jornalismo e da assessoria de imprensa, destacando que esta última defende os interesses da empresa para a qual trabalha.
This document discusses recent technical developments in wet processing for the textile industry. It covers innovations in dyes and chemicals, preparation, dyeing, printing, finishing, digital printing, biotechnology, nanotechnology, and ultrasonic textile processing. New environmentally friendly products are highlighted from companies like Archroma, Americhem, HeiQ Materials, and Novozymes. Machinery innovations from Benninger focus on reducing the carbon footprint and environmental impact of wet processing.
This document discusses chemical finishing of textiles. It begins with an introduction that defines chemical finishing as using chemicals to impart desired end-use properties by changing the chemical composition or surface characteristics of fibers. There are two main methods of application: exhaust and pad-dry-cure. Pad-dry-cure, the most widely used method, involves padding fabric with a chemical solution, squeezing excess liquid, drying, and curing for fixation. Factors like fiber properties, machine settings, and solution viscosity affect the amount of solution absorbed in wet pickup. The document also covers various pad application techniques and drying methods used in chemical finishing.
O documento discute a importância do brincar no processo de ensino e aprendizagem das crianças. Ele explica que brincar ajuda as crianças a se envolverem mais nas aulas e desenvolverem habilidades como coordenação motora e sociabilidade. Também destaca que o brincar é fundamental para a identidade e autonomia das crianças e deve ser incluído nas atividades escolares para auxiliar no desenvolvimento cognitivo.
Self-directed & lifelong Learning in the Information age: Can PLEs help?Nona Press
This presentation offers a perspective on what it means for individuals to learn in the information age and examines challenges concerning learner control and self-direction. Supporting learners and learning are also discussed and considers how the PLE (personal learning environment) idea, as a methodology, can deliver holistic support within and beyond institutional learning engagements
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture In...Yoxander Ortiz
This document summarizes a presentation about how teacher knowledge, confidence, beliefs, and culture impact their adoption of technology in the classroom. It discusses how these four key variables can both inhibit and facilitate teacher change according to the literature. It also presents results from a survey of teachers that show differences in their levels of knowledge, confidence, and beliefs regarding technology use. Finally, it concludes that changing teachers' mindsets to recognize the appropriate role of technology in effective teaching is an important milestone.
The document discusses the role of a Technology Enhanced Learning (TEL) team at a university faculty. The team holds training events on individual tools like Adobe Presenter and uChoose, and also showcase events to introduce faculty to a variety of TEL techniques using tools like Blackboard, video cameras, and wikis. The goal is to empower faculty to identify how TEL can support their teaching in a way that is appropriate and sustainable.
This document discusses a multidimensional approach to integrating information and communication technologies (ICT) in education. It focuses on how both teacher and school characteristics interact in the complex process of ICT integration. Different types of ICT use will be considered in relation to variables like teacher attitudes, beliefs, and school policies. The workshop aims to provide best practices and reflect on participants' own beliefs regarding technology use and policy development.
Here are a few key points about using data to improve learning:
- Data can help identify issues like high attrition rates in certain subjects, and lack of student preparation or engagement. But it needs to be interpreted carefully within the proper context.
- Personalized learning approaches using data may help students by recommending resources tailored to their needs and progress. But it also raises issues around privacy, bias, and over-reliance on algorithms.
- Data should supplement, not replace, educators' expertise and judgment. The human element of teaching and mentoring is still important for student well-being and development.
- Students should be actively involved in discussing how their data is used, to maintain trust and accountability. Their consent
Revolutionizing School – Fablab@school dk 2016 KeynotePeter Troxler
Maker Education is a new method of learning. It promises that students not only learn to "read" technology but also become able to "write" it—an approach previously not found in the education system. The core of this method is that students themselves take ownership of their learning process by working on challenges they can solve by applying digital manufacturing technology.
An important prerequisite for "writing" technology however remains the ability to "read" it. However, technology today is often read protected—hardware has "no serviceable parts inside", the source code of software is not available to users. The remedy is open hardware and open source software; and education has equally to embrace open design principles.
This document provides an introduction and overview of the 2013 CHECET course on Emerging Technologies to improve Teaching and Learning in Higher Education. It defines emerging technologies as those that are evolving, not fully understood, and potentially disruptive. The course will involve both online and face-to-face sessions over 6 weeks, exploring educational challenges and how emerging technologies can address them. Participants will design a case study and assessment will include reflections, participation, and a final case study presentation.
This document provides an overview of a workshop on integrating information and communication technologies (ICT) in education using a multidimensional approach. The workshop aims to consider how teacher and school characteristics interact in ICT integration and how different types of ICT use relate to variables like teacher attitudes, beliefs, and school policies. Participants will reflect on their own beliefs and develop ICT integration plans. Researchers can focus on different research methods used to study these topics. The workshop encourages interactive discussion using various digital tools.
This document summarizes research into factors influencing South African lecturers' adoption of open educational resources (OER). It finds that practical pedagogical concerns about quality and relevance are more important than a resource's openness. Lecturers are guided by a belief in open education and improving quality by making materials open to greater scrutiny. Culture and structure shape agency differently at three case study universities. Individual volition is key to OER adoption at UCT, while institutional support is more important at UNISA. OER adoption is lowest at UFH where awareness and permission are lacking. The researcher argues individual ultimate concerns and how they are mediated by culture and structure influence OER contributions.
A presentation given at the collaborative conference of the Open Courseware consortium and the Support Centre for Open Resources in Education. Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education (16-18 April)
The document discusses potential future scenarios for teachers' profession in 2025 based on a workshop held in Finland in 2012. It provides context on trends impacting teachers' work currently and introduces the concept of using future scenarios to stimulate strategic thinking about education. The workshop involved participants developing 5 scenarios for 2025 related to topics like online networks, personalized learning, and offline communities. Participants were then asked to discuss the scenarios and implications for teacher training and quality of teaching and learning.
Universal Design for Learning (UDL) provides all students equal opportunities to learn by presenting instructional materials in flexible ways that accommodate different learning needs, strengths, and styles. The three principles of UDL are providing multiple means of representation, action and expression, and engagement. UDL draws from findings in neuroscience and cognitive psychology to develop inclusive instructional strategies using technology that support diverse learners.
2014 254102 Professional and Ethical Practice writing workshop 1Martin McMorrow
This presentation is designed for students enrolled in the Ethical and Professional Practice paper [254.102] at Massey University, New Zealand. It highlights key issues related to writing the first assignment in the course.
This document provides an overview of a workshop on writing and ethics for a health professions course. It includes an assignment quiz to evaluate understanding of course concepts. It also reviews frameworks for analyzing ethical dilemmas, such as the Ethical Response Cycle and principles from the New Zealand Teachers Council Code of Ethics. Guidelines are offered for structuring a written assignment, such as including an introduction, identifying issues, discussing management of issues, and a conclusion. An example paragraph is also evaluated, noting its strengths in research, flow, and use of ethics principles, as well as areas for improvement.
"There's a Policy: Nobody Bats an Eye at Babies Being Born...Using Institutional Policy Discourse to Reframe Tenure & Parenting for the Next Generation"
ASHE, Charlotte, NC, November 2011
Train and learn within the digital world: The first sequence of a training for trainers / facilitators is designed to help you discover the pedagogical trends and learning rules that have inspired teaching practices. Models such as constructivism and connectivism are important to know because they happen to be reference models in the training world.
The presenter examines how the learner's voice is sometimes abstracted in approaches to Universal Design for Learning (UDL) implementation in higher education. To truly design inclusively, the presenter argues we must first explore learners' experiences, perspectives, norms and preferences through ethnographic work and curriculum co-creation involving students. The presenter also notes UDL's inherent connection to critical pedagogy and the importance of recognizing students as intrinsic stakeholders in strategic UDL development through involvement in decision-making. Failing to center the learner voice risks approaching UDL as a teacher-centric, checklist-based process rather than one of empowering and engaging expert learners.
This document discusses Universal Design for Learning (UDL), which aims to make curriculum accessible to all students by providing multiple means of representation, engagement, and expression. UDL goes beyond differentiation by creating a flexible learning environment. It activates three brain networks - recognition, strategic, and affective - by incorporating various media formats, expression options, and relevance to learners' lives. The document also outlines three tools that help set UDL goals, identify curriculum barriers, and plan systemic support for UDL implementation.
Presentation provided during workshop on the Digital Education Initiative for Schools in Germany on 8 May 2019 at the Heidelberg University of Education
SchnOERzeljagden, Landkarten und MOOCs: Wem nutzt Open Education?Marco Kalz
Eine kritische Reflexion zu den Irrungen und Wirrungen der Open Education Bewegung
Invited keynote during the joint conference between GMW18 and ELEARNNRW18 (http://gmw18.de), 13. September 2018. Essen, Germany.
Digitalisierungswahnsinn oder Nebeneffekte des Mainstream?Marco Kalz
The document summarizes a presentation about issues with the digitalization debate and how the field of technology-enhanced learning (TEL) research can address them. Some key points discussed include:
- There are deterministic and oversimplified perspectives on digitalization that ignore social realities and contexts.
- TEL research needs to take a more interdisciplinary approach and consider responsibilities like ethics.
- The gap between TEL research and educational practice needs to be reduced through approaches like design-based research.
- Institutions and governance models should promote didactic diversity to support localized development in digitalization.
Von offenen Lernressourcen zu offenen LernprozessenMarco Kalz
Kalz, M. (2016). Von offenen Lernressourcen zu offenen Lernprozessen. Präsentation im Rahmen des Fachforums Open Educational Resources (OER16de). Berlin, 1 March 2016.
OER Repositorien: Erfahrungen aus internationaler PerspektiveMarco Kalz
Invited presentation for feasibility workshop on establishment of a German national OER repository. University Duisburg-Essen, Germany. 27 August 2015.
Creating meaning and authenticity with mobile serious learning gamesMarco Kalz
The document discusses using mobile serious games (MSLGs) for education and presents three case studies. The first case study describes how UNHCR developed a flexible, portable training game for staff that lowered costs while maintaining realistic scenarios. The second case study discusses HeartRun, a game teaching children cardiac arrest response. It aimed to bridge the gap between training and real-life application. The third case study examined Mindergie, a game gamifying energy reduction at work that utilized employee technologies and work contexts. Results showed MSLGs can effectively teach transferable skills when simulating realistic scenarios.
Europäische Perspektiven offener technologiegestützter BildungMarco Kalz
Presentation provided during online session "The European Perspective" of the virtual PH (http://innovation.virtuelle-ph.at/2014/11/02/die-europaeische-perspektive-diskussion-am-11-11-um-17-uhr/)
Mobile und spielebasierte Ansätze für Lerntransfer von kritischen Entscheidun...Marco Kalz
This presentation provides an overview about the foundation, goals, design, implementation and evaluation of three case studies of mobile learning for critical decision making situations.
EMuRgency: New approaches for resuscitation support and training - 2nd year r...Marco Kalz
Kalz, M. (October 7, 2013). COMAC meeting year 2 EMuRgency project. Presentation provided during the internal advisory board meeting. Heerlen, The Netherlands.
Socio-technical innovation to save livesMarco Kalz
The document discusses the EMuRgency project, which aims to increase cardiac arrest survival rates in Europe through socio-technical innovation. Approximately 350,000-700,000 people experience cardiac arrest in Europe each year, but survival rates could be doubled if immediate help from laymen was available and professional help arrived sooner. The project is developing apps to train laypeople in CPR, attention-aware displays to guide rescuers, and a volunteer notification system to dispatch help more quickly. The overall goal is to save lives through technology that facilitates early intervention for cardiac emergencies.
If MOOCs are the answer, did we ask the right questions? Implications for the...Marco Kalz
Kalz, M. (2013). If MOOCs are the answer, did we ask the right questions? Implications for the design of large-scale online courses. Presentation given at the 3rd Annual Research Conference of the Maastricht School of Management. Revolutions in Education: New Opportunities for Development? 6 September 2013, Maastricht, The Netherlands.
To download this presentation please see http://dspace.ou.nl
Tablet Computers and eBooks. Unlocking the potential for personal learning en...Marco Kalz
Dr. Marco Kalz is a researcher at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands. CELSTEC conducts research on learning and cognition, professional development, and learning media. It also offers master's programs and provides commercial training services. Dr. Kalz has been involved in several European projects related to technology-enhanced learning and learning in different professional fields. His research focuses on mobile lifelong learning, including an iPad pilot study examining factors influencing acceptance of eBooks and their impact on learning practices.
Peer review - Why does it matter for your academic career?Marco Kalz
Peer review is an important part of academic careers. It has a long history dating back to the 17th century. Peer review serves two main purposes - quality assurance of papers and establishing academic reputation. To conduct effective peer reviews, reviewers should strive for high quality and constructive feedback. Common issues with peer review include potential biases, anonymity, and slow review processes. New approaches like open peer review aim to address some of these issues.
Orchestration of TEL proposals for the European Framework ProgrammeMarco Kalz
Presentation provided during the Research Away Days of the Medical Education Group of University College Cork. January 27, 2012
Rosscarberry, Ireland.
Please see http://dspace.ou.nl for a download version of these slides.
Lifelong mobile learning: Increasing accessibility and flexibility with table...Marco Kalz
Presentation given during the handout ceremony of the iPad pilot with the law faculty of the Open University of the Netherlands.
If you want to download these slides, please visit http://dspace.ou.nl.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
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
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 Kanvaria
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
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.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
1. Personal Learning
Environments in
Black and White
Dr. Marco Kalz
Center for Learning Sciences and Technologies
Open University of the Netherlands
marco.kalz@ou.nl
http://celstec.org
Monday, January 25, 2010
2. Personal Learning
Environments in
Black and White
Dr. Marco Kalz
Center for Learning Sciences and Technologies
Open University of the Netherlands
marco.kalz@ou.nl
http://celstec.org
Monday, January 25, 2010
3. Photo by ~no bullshit~@flickr
Monday, January 25, 2010
4. Some words about LMS
Picture by wwarby@flickr
Monday, January 25, 2010
5. Some words about LMS
• Administrative Functions
• Controlled Cohorts
• Teacher with all rights
• Prepared courses
• Learners consume
• Limited communication
• No design freedom
• Instruction
Schneider, 2003
Monday, January 25, 2010
6. Early PLE concepts
! !
Werdmuller 2004 Wilson 2005
Monday, January 25, 2010
7. Food for thought
“Learning environments and their construction
as well as maintenance makes up the most
crucial part of the learning process and the
desired learning outcomes and theories should
take this into account; instruction itself as the
predominant paradigm has to step down”.
Wild et al 2008
Monday, January 25, 2010
8. PLE Definition
“Personal Learning Environments are learning
environments where learners can integrate distributed
information, resources and contacts and reflect about
learning progress and learning products based on
standards and interfaces”.
Schaffert & Kalz 2009
Monday, January 25, 2010
13. Thanks for your attention!
Let’s start the discussion.
Monday, January 25, 2010
14. Discussion Points
Which reasons for engaging in this type of learning would
veterinary practitioners (VP) and veterinary students (VS)
have?
What benefits could be reached by connecting VP’s and
VS’s?
What subset of social software tools could enhance this
specific pedagogy?
What would be the strengths of these specific social
software tools support this type of learning?
What are specific issues involved in each country thinking
about the support of a school for this type of learning in a
professional context?
Monday, January 25, 2010