Avatud ja suletud õpikeskkonnad (Digiajastu Infotund Saku Gümnaasiumi 26.11.2...Marko Puusaar
See on digiajastu infotunni (http://www.e-ope.ee/opetajatele/digiajastu_infotund) raames Saku Gümnaasiumis läbi viidud esitlus, mis tutvustab avatud ja suletud õpikeskkondade paradigmat.
Avatud ja suletud õpikeskkonnad (Digiajastu Infotund Tallinna Teeninduskoolis...Marko Puusaar
See on digiajastu infotunni (http://www.e-ope.ee/opetajatele/digiajastu_infotund) raames Tallinna Teeninduskoolis läbi viidud esitlus, mis tutvustab avatud ja suletud õpikeskkondade paradigmat.
Avatud ja suletud õpikeskkonnad (Digiajastu Infotund Saku Gümnaasiumi 26.11.2...Marko Puusaar
See on digiajastu infotunni (http://www.e-ope.ee/opetajatele/digiajastu_infotund) raames Saku Gümnaasiumis läbi viidud esitlus, mis tutvustab avatud ja suletud õpikeskkondade paradigmat.
Avatud ja suletud õpikeskkonnad (Digiajastu Infotund Tallinna Teeninduskoolis...Marko Puusaar
See on digiajastu infotunni (http://www.e-ope.ee/opetajatele/digiajastu_infotund) raames Tallinna Teeninduskoolis läbi viidud esitlus, mis tutvustab avatud ja suletud õpikeskkondade paradigmat.
This document discusses scenario-based design as a method for user-centered design. It defines scenarios as short stories that describe typical user situations and focus on goals, actions, and objects rather than interface details. Scenarios are used early in the design process to envision how a system could be used. They make design ideas more concrete and help evaluate the usability of different design concepts. The document provides examples of scenarios and describes how they can be used in design sessions with users to gather feedback and guide the design process.
This document discusses scenario-based design as a method for user-centered design. It defines scenarios as short stories that describe typical user situations and focus on goals, actions, and objects rather than interface details. Scenarios are used early in the design process to envision how a system could be used. They make design ideas more concrete and help evaluate the usability of different design concepts. The document provides examples of scenarios and describes how they can be used in design sessions with users to gather feedback and guide the design process.
Transforming Higher Education with Open Educational PracticesHans Põldoja
The document discusses the impact of ChatGPT, an AI assistant created by OpenAI, on student assessments in higher education. It begins by providing background on ChatGPT, describing it as a state-of-the-art language model that can engage in natural conversation. It then discusses concerns that ChatGPT could enable students to generate impressive written work for assignments, challenging traditional written assessments. The document also includes a quote from a student who used AI tools for their assignments, feeling they were penalized for not writing eloquently. Finally, it discusses the need to revisit existing student performance evaluation approaches in higher education in light of new technologies like ChatGPT.
This document provides an overview of open education and creative commons licenses. It begins by discussing some issues with copyright law, including long duration of copyright and limited reuse options. It then introduces Creative Commons licenses and describes the types of licenses available. The document explains how works can be marked with licenses and provides examples of Creative Commons icons. It also discusses open educational resources and the open education movement. Examples of open educational resources repositories and collections are provided. The document emphasizes that teachers, authors and organizations should share educational materials using open licenses to allow reuse and adaptation. It recommends that governments and institutions prioritize and support open education.
This document discusses personas used in instructional design. It provides examples of primary, secondary, supplemental, customer, served, and negative personas. The primary persona describes the most important user type for an interface. Secondary personas have similar needs to the primary persona, with some additional needs. Supplemental personas have needs fully met by combining primary and secondary personas. Customer personas describe customer rather than user needs. Served personas are impacted by but do not directly use a product. Negative personas are user types the product is not intended for. The document also discusses scenario-based design and provides an example scenario of a student teacher using a competency assessment tool.
8. Õpihaldussüsteemid ja
õpikeskkonnad Eestis
• Eestis arendatud keskkonnad: VIKO, IVA, Edutizer,
Krihvel, LePress, EduFeedr, Dippler, eDidaktikum, Tera
• Eestis kasutusel olnud välismaised keskkonnad: WebCT,
Moodle, Ilias, LearnLoop
9. Õpikeskkondade arendus TLÜ’s
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
LMS's and
lightweight
VLE's
Experiments
with weblogs
Digital
learning
ecosystems
LePress
55. • Mis saab, kui kool otsustab õpihaldussüsteemi vahetada?
56. Viited
• Laanpere, M., Põldoja, H., & Normak, P. (2013). Designing Dippler — A Next-
Generation TEL System. In T. Ley, M. Ruohonen, M. Laanpere, & A. Tatnall
(Eds.), Open and Social Technologies for Networked Learning (Vol. 395, pp.
91–100). Berlin / Heidelberg: Springer. doi:10.1007/978-3-642-37285-8_10
• Hill, P. (2013). State of the Anglosphere’s Higher Education LMS Market: 2013
Edition. http://mfeldstein.com/state-anglospheres-higher-education-lms-
market-2013-edition/
57. See materjal on avaldatud Creative Commons Autorile viitamine–Jagamine
samadel tingimustel 3.0 Eesti litsentsi alusel. Litsentsi terviktekstiga tutvumiseks
külastage aadressi http://creativecommons.org/licenses/by-sa/3.0/ee/
Hans Põldoja
hans.poldoja@tlu.ee
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HKI5053 Veebipõhised õpikeskkonnad ja võrgustikud
http://hki5053.wordpress.com
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