Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
Effective Implementation of SUSTAINABLE 21st century initiatives.Robert Franchino
This content was presented as the keynote address by Dr. Robert Franchino at the HP Digital Learning Environments conference in Minneapolis on May 5, 2010.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
Digital Literacy & Citizenship in the 21st CenturyAndrea Tejedor
Presentation for Hudson Valley NYSCATE Conference
Session G: Digital Literacy & Citizenship in the 21st Century
Most of today’s students are entirely comfortable with technology, but are they using it appropriately? Do they understand their roles and responsibilities in digital society? How can teachers help students become responsible digital citizens? Learn more about the interconnected world that our kids are growing up in -- and how they can thrive in it.
Effective Implementation of SUSTAINABLE 21st century initiatives.Robert Franchino
This content was presented as the keynote address by Dr. Robert Franchino at the HP Digital Learning Environments conference in Minneapolis on May 5, 2010.
Deriving value from analytics requires much more than purchasing technology. University of Kentucky's analytics journey utilized fostering a bottom-up emergent community of practice as well as top-down organizational maneuvers. This presentation shares different aspects of the University of Kentucky score.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
E-Learning Software Platform/ App Presentation for Project Management subject (Bachelor's Degree).
Documentation of this presentation: https://www.slideshare.net/MarjoToska/project-management-application-form-fully-customizable-template
Don't forget to give credits.
Enjoy ;)
Eddie Gomez's "It's A Mobile World" @MiamiAdSchoolEddie Gomez
Director of Experience Design @SapientNitro Eddie Gomez has taught @MiamiAdSchool for over 4 years. This revised curriculum is a broad spectrum view of mobile - from design to social impact. Audience for this deck is for anybody interested in an engaging approach to teach mobile concepts. Feedback welcome!
From managing cost, risk and time to harvesting collective Intelligence and collaborative decision making. This a simple introduction to a methodology.
Deriving value from analytics requires much more than purchasing technology. University of Kentucky's analytics journey utilized fostering a bottom-up emergent community of practice as well as top-down organizational maneuvers. This presentation shares different aspects of the University of Kentucky score.
Digital Pedagogies: Technology and the Australian Curriculum Daniel M Groenewald
This is an updated version of my presentation on Digital Pedagogies and the Australian Curriculum. Many of us have the sense that technology has arrived but something is missing in its execution. The purpose of the presentation is to explore methods for integrating ICT more effectively in curriculum and classroom settings
E-Learning Software Platform/ App Presentation for Project Management subject (Bachelor's Degree).
Documentation of this presentation: https://www.slideshare.net/MarjoToska/project-management-application-form-fully-customizable-template
Don't forget to give credits.
Enjoy ;)
Eddie Gomez's "It's A Mobile World" @MiamiAdSchoolEddie Gomez
Director of Experience Design @SapientNitro Eddie Gomez has taught @MiamiAdSchool for over 4 years. This revised curriculum is a broad spectrum view of mobile - from design to social impact. Audience for this deck is for anybody interested in an engaging approach to teach mobile concepts. Feedback welcome!
From managing cost, risk and time to harvesting collective Intelligence and collaborative decision making. This a simple introduction to a methodology.
MANAGEMENT SCIENCE DEPARTMENT
MIS440 MANAGEMENT SUPPORT SYSTEM
Project – YUC Intelligent System
Interface Design Competition
(Innovation and Creative System)
INSTRUCTIONS:
Please submit your completed work in proper PRINTED DOCUMENT and via Schoology.
Your work must be your own group work. Act of copying is strictly prohibited and every party involved will be penalized by deducting 70% of their marks.
DESCRIPTION:
Working in groups of 5 people (maximum), search any topic from internet to stimulate your idea and creativity. You might identify the main problems that the user faced in their daily life or analyze the weaknesses of existing YUC-SIS and YUC E-learning systems. Then you will provide creative solution using innovative technology/system (upgrade the system functionality into Intelligent System or Business Intelligent System). To realize the designs, gives added value to your system design. Each group should able to present the idea of how the system works into graphic/ visual (interface design).
TASKS:
1. Read about Creativity below.
2. Do literatures review from Google or from given list of Bibliography.
3. Design your invention into Interface Design and using any solution models
4. Goto http://www.scoop.it/t/kaymarlyn and select ‘Tools’ tags under ‘Search in topic’ menu. Study and learn about “60 User Interface Design Tools A Web Designer Must Have” and other prototyping and mockup tools from the page.
5. Illustrate your idea into interface design using the selected best tool for your Design Category and provide the explanation. You might search from the Internet using keywords to view other example of process or models.
6. Disseminate your idea and how your system works into proper formatted report.
7. Presentation will determined the winners ranking and will contribute max 35/50 marks from the total marks.
8. Shows all the workload distribution among your group members in the given table.
9. Lastly, provide all the references and websites that you visited and used in the report.
DESIGN CATEGORIES:
· Academic System
· Students Manager
· University DSS
· Mobile Apps
· Student Work/ Activities Application
Creativity
Creativity involves the generation of new ideas or the recombination of known elements into something new, providing valuable solutions to a problem. It also involves motivation and emotion. Creativity “is a fundamental feature of human intelligence in general. It is grounded in everyday capacities such as the association of ideas, reminding, perception, analogical thinking, searching a structured problem-space, and reflecting self-criticism. It involves not only a cognitive dimension (the generation of new ideas) but also motivation and emotion, and is closely linked to cultural context and personality factors.” (Boden 1998).
Fundamental concepts for all creative techniques are:
· The suspension of premature judgment and the lack of filtering of ideas.
· Use the intermediate impossible.
· Create analogies ...
with MyLab BusinessCommunication®• Reporting Dashboar.docxhelzerpatrina
with MyLab BusinessCommunication®
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
• Pearson eText—Keeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experience—all in one place.
• Quizzes and Tests—Pre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
• Video Exercises—These engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
• Learning Catalytics™—Is an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
■ ■■ Pose a variety of open-ended questions that help your
students develop critical thinking skills
■ ■■ Monitor responses to find out where students are struggling
■ ■■ Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
■ ■■ Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Today’s Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but they’re not enough to succeed in today’s business world. As business communication
continues to get rocked by waves of innovation—first digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbots—the nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. You’re probably already an accomplished ...
Requirements Engineering for the HumanitiesShawn Day
This workshop explores how requirements engineering can be employed by digital and non-digital humanities scholars (and others) to conceptualise and communicate a research project.
requirementsEngineeringAs the field of digital humanities has evolved, one of the biggest challenges has been getting the marrying technical expertise with humanities scholarly practice to successfully deliver sustainable and sound digital projects. At its core this is a communications exercise. However, to communicate effectively demands an ability to effectively translate, define and find clarity in your own mind.
mLearning and MOOCs as an optimal training environmentInge de Waard
This presentation merges the benefits from mobile learning and MOOCs. The presentation was given during one of ADL Interagency Mobile Learning Webinars on 16 July 2013.
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Practice, Engage, Apply
• Personalize Learning with MyBCommLab—MyBCommLab is an online
homework, tutorial, and assessment program designed to work with this text
to engage students and improve results. Within its structured environment,
students practice what they learn, test their understanding, and pursue a
personalized study plan that helps them better absorb course material and
understand difficult concepts.
• Branching, Decision-Making Simulations—Put your students
in the role of manager as they make a series of decisions
based on a realistic business challenge. The simulations
change and branch based on their decisions, creating various
scenario paths. At the end of each simulation, students receive
a grade and a detailed report of the choices they made with
the associated consequences included.
• MediaShare for Business—Consisting of a curated collection of business
videos tagged to learning outcomes and customizable, auto-scored
assignments, MediaShare for Business helps students understand why they
are learning key concepts and how they will apply those in their careers.
Instructors can also assign favorite YouTube clips or original content and
employ MediaShare's powerful repository of tools to maximize student
accountability and interactive learning, and provide contextualized feedback
for students and teams who upload presentations, media, or business plans.
• Writing Space—Better writers make
great learners who perform better in
their courses. Designed to help you
develop and assess concept mastery and
critical thinking, the Writing Space offers
a single place to create, track, and grade
writing assignments, provide resources,
and exchange meaningful, personalized
feedback with students, quickly and easily. Thanks to auto-graded, assisted-graded, and create-your-own
assignments, you decide your level of involvement in evaluating students' work. The auto-graded option
allows you to assign writing in large classes without having to grade essays by hand. And because of
integration with Turnitin®, Writing Space can check students' work for improper citation or plagiarism.
• Dynamic Study Modules—Helps students study effectively on their own by
continuously assessing their activity and performance in real time. Here's how
it works: students complete a set of questions with a unique answer format
that also asks them to indicate their confidence level. Questions repeat until
the student can answer them all correctly and confidently. Once completed,
Dynamic Study Modules explain the concept using materials from the text.
These are available as graded assignments prior to class, and accessible on
smartphones, tablets, and computers.
CVR_BOVE2186_14_SE_IFC.indd 2 9/29/16 10:14 PM
with MyBCommLab®
• Reporting Dashboard—View, analyze, and report learnin.
with MyLab BusinessCommunication®• Reporting Dashboar.docxadolphoyonker
with MyLab BusinessCommunication®
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
• Pearson eText—Keeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experience—all in one place.
• Quizzes and Tests—Pre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
• Video Exercises—These engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
• Learning Catalytics™—Is an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
■ ■■ Pose a variety of open-ended questions that help your
students develop critical thinking skills
■ ■■ Monitor responses to find out where students are struggling
■ ■■ Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
■ ■■ Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Today’s Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but they’re not enough to succeed in today’s business world. As business communication
continues to get rocked by waves of innovation—first digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbots—the nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. You’re probably already an accompl.
with MyLab BusinessCommunication®• Reporting Dashboar.docxmansonagnus
with MyLab BusinessCommunication®
• Reporting Dashboard—View, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
• Pearson eText—Keeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experience—all in one place.
• Quizzes and Tests—Pre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
• Video Exercises—These engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
• Learning Catalytics™—Is an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
■ ■■ Pose a variety of open-ended questions that help your
students develop critical thinking skills
■ ■■ Monitor responses to find out where students are struggling
■ ■■ Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
■ ■■ Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Today’s Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but they’re not enough to succeed in today’s business world. As business communication
continues to get rocked by waves of innovation—first digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbots—the nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. You’re probably already an accompl ...
OEB 2023 Co-learning To Speed Up AI Implementation in Courses.pptxInge de Waard
This presentation shares the steps that EIT InnoEnergy teachers have taken to get up to speed with AI. The presentation shares use cases, tools, pedagogical options to embed AI in courses, and tools regarding assessments. The presentation was given at Online Educa Berlin 2023.
Keynote AI assessment tools: online exams and tools.pptxInge de Waard
This keynote gives an overview of why and how AI tools for assessment purposes can be used. One part of the presentation covers AI-based Proctoring Systems, another part moves closer into AI tools for assessments, and a last part looks at university guidelines, ethical considerations, some pedagogical options to embed AI tools for students while they work on projects, and some AI tool resources.
Sharing share the toolkit that was made by Stella Lee, PhD. in alignment with the InnoEnergy teachers' needs and requests. Explore the toolkit and try out some of the curated tools per teacher area (administration, research, teaching & learning). And feel free to share resources, or add questions related to #AI topics and join the AI for teachers community on LinkedIN (https://www.linkedin.com/groups/12892003/ )
This 20 slide presentation, starts with an overview of AI, showing some AI tools, and sharing examples of AI for education options. The learning outcome of this presentation is to provide AUW students an insight into AI and how they can use it within their courses. By including short examples, it makes it easier to embed AI interactions into their courses.
OEB CoP November 2022 overview ppt.pptxInge de Waard
Short overview of pedagogical approaches (moonshot approach, Case method, Challenge Based Learning) used at EIT InnoEnergy to enhance Community of Practitioners across students, teachers, business, start-ups ... across the EIT CommUnity. How these learning approaches lead up to a stronger Community of Practitioners between Master students, Teachers, Businesses, Policy Makers and other stakeholders.
2021 KTH SoTL keynote on Learning SpacesInge de Waard
Learning spaces become ever more important if we want to stay on top of the need to re/upskill people. The learning space of a university now coincides with professional learning spaces and personal learning spaces. Which learning spaces are there, and which actions do we need to take to increase the effect of learning spaces on the necessary learning? Have a look.
A conceptual framework for learners self directing their learningInge de Waard
5 slides sharing information on the chapter I wrote for the book "Emerging Technologies and Pedagogies in the Curriculum. It also refers to an early Ethics in AI slide deck, expressing the need and urgency of making AI effects transparent.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
Building the Skills Engine: our dreams realise the futureInge de Waard
These are the slides from a talk I gave at Online Educa Berlin 2019. The talk focuses on the skills engine, an AI engine (Natural Language Processing) that is
Learners self-directing their learning in MOOCs #Ectel2019Inge de Waard
Informal learning in MOOCs is under-investigated. In this presentation we share how adult learners self-direct their learning when engaging in FutureLearn MOOCs. Five areas influence self-directed learning: individual characteristics, technical and media elements, individual & social learning, structuring learning and context. This study also identified two inhibitors or enablers of learning: intrinsic motivation and personal learning goals, where these two factors increase or decrease the dynamics in the five areas of SDL.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
Artificial Intelligence in Education focusing on the Skills3.0 projectInge de Waard
This presentation was given during the Elearning Fusion conference in Warsaw, Poland - April 2019. The presentation begins with a bit of algorithm, AI, machine learning history and background, provides some examples of AI in learning and finalizes with the Skills 3.0 project where InnoEnergy is working on.
This talk was given at a multiplier event organised by the University of Wolverhampton as part of the MOONLITE project (refugees, languages and moocs). In this presentation I share the experiences and approaches used to design one of the first MOOCs allround, and the first MOOC focused on mobile learning. The presentation looks at pedagogy, technology, community and impact of the course.
UNESCO learning week: HR, adaptive learning in the Deap project questioning i...Inge de Waard
This brief ppt gives an idea of the Skills 3.0 or DEAP project that I am currently co-working on (me for the educational part) together with my other great InnoEnergy colleagues. The project combines the emergence of skills and competencies identified through a Human Resource oriented AI (screening industry road maps), analyzing engineering resumes and answering the resulting skills gap to an adaptive learning path by reusing learning elements in an 'intelligent way’.
MOOCs and personal learning: reality or myth?Inge de Waard
This keynote was given during the TISLID18 conference in Ghent, Belgium. The talk focuses on two informal learning cases involving MOOC learners, and ends with questioning the personal learning myth that accompanies MOOCs.
Cost and time efficient dynamic learning defInge de Waard
Four practical options to enhance learner interaction in blended classes, cost efficient use of content, and ensuring teachers are used for their knowledge expertise by using flipped lectures.
Instructional Design Variation matrix - work in progressInge de Waard
Een Nederlandstalige presentatie over het concept (met voorbeelden) van de Instructional Design Variation matrix die momenteel wordt geschreven. Gegeven tijdens een van de break-out sessies bij LearningTechDay in Gents.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Mobile projects at ITM
Currently I work at the Institute of Tropical Medicine (ITM) in Antwerpen,
Belgium.
ITM has been developing several, different types of projects: on/offline
data gathering, full mobile courses, mobile learning for health
awareness, mobile continuing education updates, train the trainer
modules, GIS. These mobile solutions were developed for research
and educational purposes.
Our challenges: emerging countries, challenging environments & tiny
budgets & tiny team.
Our strength: an interdisciplinary, creative team.
3. 11 steps towards a mLearning project
5 core elements:
•1. Define the goal of the mLearning project? What needs does it address?
2. Get all the stakeholders involved.
3. What are your planned learner dynamics.
4. What is the (mobile) infrastructure like in the target area you will be rolling out your
project?
5. Who is your target audience? What is the mobile situation for your target
audience?
Knowing the above steps, you can get more practical:
•6. Could security be an issue? Sensitive information/location
7. What will be the core devices you will cater for? BYOD or not?
8. How will you design the content? Authoring tools or programming or social media
or text?
9. What are your strategies your mobile content delivery ?
10. What is a mLearning content user allowed to do?
11. What will be your user policies?
More elaborate: http://ignatiawebs.blogspot.it/2012/06/
drawing-up-mlearning-strategy.html
4. Which mLearning need is addressed?
Starting from a need that lives in your target
audience will increase chances of success.
5. What is your project goal?
What part of the need does it address?
What do you want to achieve with this project? For instance:
an improved financial awareness and action strategy for
women in poor and challenged situations, enabling them to
start a small business.
A clear goal defines priorities, which in turn lead to the mobile
solutions you will need to find or create.
6. Which mLearning field does it relate to?
Depending on the field, different mobile tools or technical options are
needed
•For example:
– a project related to language will have more focus on
communication/audio,
– a project targeting less literate learners will have to be more visual,
– environmental projects will benefit from geo-location options…
7. Who is your target audience?
Who will be the learners for this mLearning project and
what is their mobile environment?
If you are able to describe the target population, it will
make it easier to anticipate mobile digital literacy, what
type of device they are using, which type of community
feeling is important.
8. Different learners, different entry levels
If a project consists of different learner audiences, you might
need different project entry levels: e.g. an engineering project
can have different audiences: the engineers (keeping in touch
with progress on the floor – pictures of progress, sharing
notes), the managers (need to keep up with costs, timing…)
and overall project leads.
In those cases it is useful to plan different entry levels, so a
learner only sees what is of interest to them (possibly with an
option to see all, but enable optimal time management and
focus).
9. Engage all stakeholders
Who are ALL the stakeholders that might influence the project? (e.g.
school directors, district health clinics, ministry of education, top level
managers, leaders of a community, funding agencies ...).
•Getting stakeholders involved from early on, gives them a sense of
co-ownership and importance. This will make them more open to your
project as mutual trust can be build from early on.
10. Prepare your pitch …
Be ready with a broader description of the project if you want to get
funding or interest from stakeholders. Make sure that your project has
some ‘body’ and looks like more than a wild idea. (possibly with a
scenario describing how the learning cycle of the project evolves)
11. Infrastructure analysis
What type of technology and infrastructure can be expected?
What is the internet/telecom connection in that region?
– Which type of mobile device will be offered or do the target audience
have at their disposal?
– Are the mobile devices basic (email, sms) or more elaborate (mobile
apps, mobile browser …?)
– Is there stable electricity/connectivity?
– Can you use mobile social media or not? Are some of the media
censored or filtered (China, N. Korea…)?
12. Know the cost for ALL parties
The cost is not only limited to
starting the project, it has
consequences for the user also.
Make a holistic cost overview:
•How much does it cost to start
the project?
•How much does it cost to
sustain the project?
•How much is the cost for the
user (regional data plan, sms
cost, phone/tablet cost…)?
13. How do you ensure sustainability?
One of the most heard critiques on mLearning projects is the fact that many
of them do not stand the test of time (= not longer than the pilot period of
the project).
•For stakeholders and certainly for gathering funds it is important that you at
least come up with a few durable ideas: using what the target population has,
keeping costs low, understanding the cost of the user once the project rolls
out ....
14. Step by step, reaching your goal?
Cut down your project into smaller
steps. List the different steps that will
bring you to a successful end result:
•interviewing the target population,
•getting funds from organisation X,
•developing mobile skills training....
15. Timing gives a guideline
Once you know the steps, you can put a timeline on
getting the project realized. This will enable you to
plan ahead, as well as adapt if needed.
16. Foresee possible challenges
Once you analyse all factors, keep potential
challenges in mind and list them:
•stakeholders that can slow down the project,
•administrative processes, …
17. The 500 $ MobiMOOC Award
At the end of the three week course the MobiMOOC Award will be offered to the
winning mLearning project, as voted by the MobiMOOC participants. The winning
mLearning project will be that project which is considered by all as having the most
impact for people living in difficult or challenged situations.
In order to enter the contest and to win the MobiMOOC Award, you must participate
in MobiMOOC and fill in a mLearning project overview. The contest will be based on
mLearning project overviews, that will be made based on a
10 step template that can be found here.
Every MobiMOOC participant willing to enter the MobiMOOC award contest will be
asked to post their overview in the MobiMOOC google group [clear subject line of
mail = mLearning project + your name] OR send their overview by 25 September (is
absolute deadline) to Inge/Ignatia (see contact details in last slide)
From 28 September 2012 the vote will be open and on 30 September the winner will
be revealed.
30 September 2012: Award notification! The winner of the MobiMOOC award will be
revealed (the money will be send via Western Union.
18. Collaboration makes us stronger
I would ask all of you to share your project overview with
all of us first. That way you will get the best possible
feedback.
If you do not feel comfortable you can mail the overview
to me and I will give private feedback (if I get the
overview before 23 September).
19. Steps to take with mLearning overview
Get hold of the mLearning project overview
•Here on the wikipage
•Or here as a google document
Write up a workable draft
Share it with the group: discussion forum here or via
MobiMOOC group here. Make sure to use a clear title.
Or send it via mail to Inge BEFORE 23 September 2012 for
feedback.
Once your draft reaches a state you are happy with, post it
with title ‘final mLearning overview’ in the designated
discussion forum (before 25 September 2012).