Ple2012
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The document discusses empowering student teachers' personal learning environments (PLEs) through the use of eportfolios. It presents a case study of using PLE-based eportfolios in teacher education at University of the Balearic Islands. The study examined how web 2.0 tools used in eportfolios from 2009-2011 impacted students' technology skills and confidence in learning new applications and integrating technology into their future teaching.
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This document discusses distance learning and learning management systems. It defines distance learning as education where teachers and students are separated in place and time, with technology used to bridge the gap. Key advantages of distance learning include flexibility, accessibility, and convenience. The document then discusses learning management systems, defining them as web-based applications for e-learning programs. It provides screenshots of example LMS interfaces, showing features like courses, lessons, exams, assignments, news/updates, and messaging. The conclusion states that distance learning provides a convenient option for many students.
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The document discusses a project called iUOC that aims to enable students and teachers at Universitat Oberta de Catalunya to access learning contents and alerts from their virtual learning environment on mobile devices like the iPad tablet. It describes how an iUOC app was developed to allow users to access materials from the virtual environment via the iPad. A pilot program distributed iPads to test the app, and user feedback was positive about the app and iPad as a communication and learning tool. However, the iPad was not deemed suitable for content creation. The document concludes that while the iUOC project provides mobile access to course content, interactive apps specific to subject areas could further enhance the mobile learning experience.USAB2010_Mobile learning and commuting: contextual interview and design of mo...
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The document discusses a study conducted at the Open University of Catalonia (UOC) to understand how students use their commuting time for mobile learning. Interviews were conducted with UOC students as they commuted. The results showed that students organized their studies around all contexts, including commuting, and used a variety of materials and devices during travel. Two mobile learning scenarios were developed based on these findings: one for short 20-minute commutes and one for longer 45-minute commutes. The scenarios illustrated how students could use mobile internet and e-readers to access course materials and the university campus during their travels.Assignment 1
Educational technology has evolved over the decades from early uses of radio in schools in the 1920s to modern tools like word processors, websites, and e-learning. It offers benefits like easy access to course materials, increased student motivation, and opportunities for differentiated instruction. However, critics point to potential downsides such as a lack of proper training, limited access to technology resources, and the additional time required for educational technology integration.
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Virtual classrooms allow students and instructors to participate in remote learning communities using personal computers. They improve access to advanced educational experiences and can enhance the quality of education by supporting collaborative learning through technology. While virtual classrooms provide flexibility by being accessible anywhere there is an internet connection, they require students to have adequate computer, communication, and self-paced learning skills to be successful. Both benefits and challenges exist in using virtual classrooms for teaching and learning.
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This document provides an overview of the history and definition of education technology. It discusses how education technology began with the use of films, radio, and television for instructional purposes. The development of microcomputers in the 1980s allowed digitized communication and networking to start in education. Today, common technologies used in classrooms include things like CD-ROMs, word processors, graphing calculators, and communication tools to enhance learning. Distance education has also benefited from technology allowing students to participate in classes anywhere.
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Distance education is education that takes place when the source of information and the learners are separated by physical distance, typically using the internet. It allows students to learn at their own pace without attending traditional in-person classes. There are three main models of distance education: correspondence which involves limited collaboration, multimedia which uses television and radio networks, and flexible learning which allows students worldwide to access materials at the same time through various technologies. Distance education has advantages like lower costs, flexibility, and the ability to learn from anywhere in the world, but also disadvantages such as lack of immediate feedback and social interaction compared to traditional classrooms.
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The document discusses a project called iUOC that aims to enable students and teachers at Universitat Oberta de Catalunya to access learning contents and alerts from their virtual learning environment on mobile devices like the iPad tablet. It describes how an iUOC app was developed to allow users to access materials from the virtual environment via the iPad. A pilot program distributed iPads to test the app, and user feedback was positive about the app and iPad as a communication and learning tool. However, the iPad was not deemed suitable for content creation. The document concludes that while the iUOC project provides mobile access to course content, interactive apps specific to subject areas could further enhance the mobile learning experience.USAB2010_Mobile learning and commuting: contextual interview and design of mo...
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Educational technology has evolved over the decades from early uses of radio in schools in the 1920s to modern tools like word processors, websites, and e-learning. It offers benefits like easy access to course materials, increased student motivation, and opportunities for differentiated instruction. However, critics point to potential downsides such as a lack of proper training, limited access to technology resources, and the additional time required for educational technology integration.
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Virtual classrooms allow students and instructors to participate in remote learning communities using personal computers. They improve access to advanced educational experiences and can enhance the quality of education by supporting collaborative learning through technology. While virtual classrooms provide flexibility by being accessible anywhere there is an internet connection, they require students to have adequate computer, communication, and self-paced learning skills to be successful. Both benefits and challenges exist in using virtual classrooms for teaching and learning.
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This document provides an overview of the history and definition of education technology. It discusses how education technology began with the use of films, radio, and television for instructional purposes. The development of microcomputers in the 1980s allowed digitized communication and networking to start in education. Today, common technologies used in classrooms include things like CD-ROMs, word processors, graphing calculators, and communication tools to enhance learning. Distance education has also benefited from technology allowing students to participate in classes anywhere.
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Distance education is education that takes place when the source of information and the learners are separated by physical distance, typically using the internet. It allows students to learn at their own pace without attending traditional in-person classes. There are three main models of distance education: correspondence which involves limited collaboration, multimedia which uses television and radio networks, and flexible learning which allows students worldwide to access materials at the same time through various technologies. Distance education has advantages like lower costs, flexibility, and the ability to learn from anywhere in the world, but also disadvantages such as lack of immediate feedback and social interaction compared to traditional classrooms.
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This document discusses mobile learning and provides definitions, examples of how mobile devices can be used for learning, and tools for mobile learning. It defines mobile learning as using handheld devices and wireless networks to support teaching and learning across different contexts. Some key points made include:
- Mobile devices allow for portability, connectivity, and content creation through features like cameras, videos, and apps.
- Examples of student and lecturer mobile learning activities include texting, assessments, and using learning management systems.
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Mobile Learning: A New Approach in Information Communication TechnologyPRASANNA DEVARAMATHA ANILKUMAR
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mri-bp2015
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1) Organizations are antifragile - they improve and learn when stressed or exercised, rather than becoming fragile.
2) Planning is important but plans are not static - organizations need variation and adaptability to unpredictable changes.
3) Enforcing a single rigid practice can make an organization fragile, instead it needs flexibility and the ability to adapt.
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The Municipal "Antonio José de Sucre" Educative Unit has incorporated technology gradually due to economic and political factors. It has several computer labs with internet access, as well as an English lab and classrooms that will soon have interactive whiteboards. However, it lacks wireless internet and a virtual learning platform. According to a UNESCO model, it is currently in the "applying stage" of ICT integration, with a teacher-centered approach. The document identifies strengths like technological equipment and upcoming interactive whiteboards, but also weaknesses such as limited wireless access and traditional teaching methods. It proposes intensive teacher training and engaging ICT activities to advance to the "transforming stage" of integration.
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Mobile learning involves using mobile technologies and wireless networks to facilitate learning across different locations. It allows students to interact with instructors and classmates, access information portably, and collaborate on projects together remotely. Some key benefits of mobile learning include increasing student engagement, motivation, and providing more flexibility and autonomy. However, mobile learning also faces limitations such as small screen sizes, limited storage, high costs, and difficulties assessing learning that occurs over mobile phones.
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The document discusses the emerging applications of information and communication technologies (ICT) in higher education in the 21st century. It outlines several ICT tools that are being used like websites, learning management systems, social media, videos, and virtual classrooms. It also discusses challenges to implementing ICT like management support, technology issues, faculty acceptance, and student buy-in. Overall ICT is transforming higher education research, teaching, and library management by increasing access to resources and reducing barriers to education.
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This document discusses mobile learning and provides definitions, examples of how mobile devices can be used for learning, and tools for mobile learning. It defines mobile learning as using handheld devices and wireless networks to support teaching and learning across different contexts. Some key points made include:
- Mobile devices allow for portability, connectivity, and content creation through features like cameras, videos, and apps.
- Examples of student and lecturer mobile learning activities include texting, assessments, and using learning management systems.
- Mobile learning can facilitate just-in-time learning, augment existing lessons, and enable authentic learning experiences.
- The document showcases different mobile learning tools and asks readers for their thoughts on barriers to lecturer adoption of mobile
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This document discusses mobile learning and its benefits. Mobile learning, or m-learning, is defined as learning across contexts using personal electronic devices. It allows learning to take place anywhere and anytime through the use of mobile devices like smartphones, tablets, and MP3 players. Some key benefits of mobile learning are that it provides faster communication and collaboration, delivers educational content more conveniently, and can engage disenfranchised youth. It is a relatively inexpensive way to enhance learning experiences.
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1. The document discusses measuring the impact of whole-school digital innovation in Estonian schools. It describes Estonia's strategy of implementing a digital turn in education through 1:1 computing initiatives.
2. A tool called "Digital Mirror" is presented for assessing schools' digital maturity across dimensions of infrastructure, pedagogical innovation, and change management. The tool was used to evaluate schools in Estonia's Samsung DigitalTurn project.
3. Lessons from empirical studies with vocational schools show that Digital Mirror is useful for schools to self-assess and benchmark their digital progress, though it may take time to fully adopt and interpret key concepts. The tool could be integrated with the European Dig
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This document discusses developing an online assessment of digital competence for Estonian students based on an Evidence-Centered Design (ECD) framework. It involves two university teams combining deductive and inductive approaches to build an assessment aligned with the DigComp framework and Estonian curriculum. The ECD framework layers assessment from domain analysis to implementation. A Bayesian network and practical tasks are proposed to assess knowledge, skills, and abilities. Piloting is planned in schools to test scenario-based tasks and Bayesian scoring.
Teacher training course on didactics and technologies for mobile learning
This document summarizes a teacher training course on using mobile technologies for outdoor education. The course introduced key concepts of outdoor education and competing traditions. It explored challenges of mobile learning, like poor reflection and loose curriculum connections. The training used experiential learning and had teachers design mobile learning scenarios. Participants created scenarios like an urban bird watch using QR codes and first aid simulations with mobile videos. While technology enthusiasts found it useful, the course did not attract typical outdoor educators due to concerns like costs and limited connectivity in nature. Overall, hands-on scenario design engaged participants with strong IT skills.
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This document outlines some key terms and concepts related to online learning. It defines e-learning, online learning, and digital courses. It also describes different forms of learning like face-to-face, blended, and distance learning. Finally, it discusses different structures, modes, types, and aspects of online learning like synchronous vs asynchronous learning and concepts of open education.
Mobile Learning: A New Approach in Information Communication Technology
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The document discusses mobile learning as a new approach in information communication technology. It defines mobile learning as the provision of education and training using mobile devices. The key requirements for mobile learning are discussed, such as always online connectivity, large storage capacity, and full keyboard availability. The characteristics of mobile learning include being ubiquitous, portable, blended, private, interactive and providing instant information. Examples of implementing mobile learning in different countries are provided. The conclusion states that mobile learning is an exciting opportunity that libraries and information centers can use to provide mobile services to users.Zirve University ELT Department &İngilizce Öğretmenliği
Mobile learning allows learning through mobile devices like phones, tablets, and MP3 players. It is defined as learning that occurs when the learner is not in a fixed location or takes advantage of mobile technologies. Key attributes of mobile learning include personalized, situated, authentic, spontaneous, and informal learning. Learners can learn anywhere and at any time thanks to mobile and wireless technologies. Examples include students using mobile phones at a museum to research artworks and share information with classmates.
Report (m learning)
This report discusses using mobile learning (m-learning) in distance education. M-learning is defined as learning that occurs across locations using portable technologies. The objectives of using m-learning in distance education are to enhance knowledge and skills, improve communication, and provide easier and more accessible education anywhere and anytime. The report outlines advantages like flexibility and portability, as well as challenges like small screens and limited storage. It provides examples of how mobile technologies like Bluetooth, MP3s, cameras, SMS and MMS can deliver educational content and support learning.
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Pope, margaret teacher candidates and technology
This article discusses a study that provided teacher candidates opportunities to see technology modeled by university faculty and to use technology in their course assignments. The study found that this increased the teacher candidates' confidence in integrating technology into teaching. Specifically:
1) Teacher candidates observed faculty modeling technologies like WebCT, PowerPoint, and digital cameras. They then used these technologies in assignments.
2) A survey found that seeing technologies modeled and using them increased teacher candidates' confidence in integrating technologies for tasks like providing class notes, communicating, and enhancing instruction.
3) The modeling and assignments gave teacher candidates hands-on experience using technologies for tasks they would do as teachers, like finding online resources and designing lesson plans.
Pope, margaret teacher candidates and technology
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...
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Author: Barbara Buchegger.
Media education is an intercurricular subject in Austrian schools, however, it is not a part of teacher’s formal education. Teachers with good digital competencies are much more willing to discuss online safety issues with their students in classes. Therefore, enhancing these skills among teachers will ultimately help to bring these topics into mainstream education. A handful of powerful e-learning tools have been introduced to help teachers familiarise with online safety basics and integrate this topic into their classes.
Presentation ECER 2013. Added Value? ICT in preschool
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Teacher Perseptions E-Learn 2010
Your most welcome to use the information provided however if it is referenced in a publication please cite as Kimberly Bunts-Anderson (2010) Teacher Perceptions. (Power Point Presentation), E-Learn 2010, Madrid, Spain. Retrieved + URL
Creative and powerful classroom presentations2
Visual aids like books, worksheets, photos and posters can be passed around or used in group projects to engage different learning styles. Projected materials from overhead projectors or digital projectors also help keep student attention. Cameras, videos, movies and student-made films provide creative opportunities to suit different grades and subjects. The internet gives instant access to vast information and computer labs make it easily available. iPads will likely replace textbooks and teachers are embracing the technology to creatively engage students like using iPads to teach spelling. YouTube also offers educational and fun videos to incorporate into lessons. To properly implement changing technologies in the classroom, teachers should make their use fun and creative while staying educated to accurately teach as students are
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The impact of technology on science education in Singapore's tuition centers is profound. It has not only enhanced the quality of education but also made science more accessible, engaging, and relevant to students’ future careers. For more information Read the page!
Recommendations for technology spending
The document recommends spending on instructional technology to improve student outcomes. It argues that technology allows for more interactive teaching, better prepares students for their careers, and helps close achievement gaps. When used effectively by trained teachers, technology can boost test scores, engage students in their learning, and develop higher-order thinking skills. However, the most important factor is teacher efficacy; simply giving teachers technology without proper training may not improve learning. The recommendation is for ongoing, supported professional development to help teachers learn how to design interactive lessons that meet standards through technology integration.
Ictppt 130516122017-phpapp02
The document discusses the use of information and communication technologies (ICT) to enhance teaching and learning in teacher education. It outlines several benefits of using ICT, including enabling self-paced learning, facilitating transactions between teachers and students, and allowing access to learning from anywhere. However, it also notes some challenges like teachers' lack of confidence in using ICT and lack of planning for how to integrate it. Overall, the document concludes that ICT can be a valuable instructional tool when teachers are comfortable with the technology and incorporate it to support constructivist and student-centered pedagogies.
Prezentare finala sibiceanu
1) The document discusses the use of educational technology and other learning resources in language teaching. It presents an overview of modern teaching practices using computers and the Internet in the classroom.
2) A case study is described that examined the impact of an educational technology program called Intel Teach on students compared to a control group where traditional teaching methods were used. Assessment results showed students in the technology-integrated group performed better.
3) The case study found that the technology program improved students' computer skills and attitudes towards technology use, supporting theories that students learn in different ways and benefit from more hands-on, collaborative, project-based approaches.
Educational technology 2
The document discusses educational technology and the role of information technology in education. It covers several topics:
1. Integrating technology into teaching means using learning technologies to weave software and computer use naturally into classroom instruction.
2. Countries like New Zealand and Australia have developed strategies to improve ICT infrastructure in schools and provide teacher training to effectively integrate technology.
3. 21st century students and teachers require 21st century skills like collaboration, communication, and technology use. Instruction needs to focus on developing these skills along with core subjects.
4. As a future teacher, the author recognizes the importance of careful planning when integrating technology and using it to engage students while occupying a simple to complex role in the instruction
Educational technology 2
The document discusses educational technology and the role of information technology in education. It covers several topics:
1. Integrating technology into teaching means using learning technologies to weave software and computer use naturally into classroom instruction.
2. Countries like New Zealand and Australia have developed strategies to improve ICT infrastructure in schools and provide teacher training to effectively integrate technology.
3. 21st century students and teachers require 21st century skills like collaboration, communication, and technology use. Instruction needs to focus on developing these skills along with core subjects.
4. As a future teacher, the author recognizes the importance of careful planning when integrating technology and using it to engage students while occupying a simple to complex role in the instruction
Conceptualframework (1)
This document outlines three research questions about student engagement in mobile learning and using a second language. For each question it identifies the dependent and independent variables, and the instruments that will be used to collect data, including questionnaires and interviews. The questionnaires will explore factors contributing to student engagement in mobile learning, factors that engage students in using a second language via mobile learning, and how to improve the use of mobile learning in second language classrooms.
Module 4 Assignment
This document summarizes an action research project analyzing effective technology use in the classroom. Surveys, interviews, and observations of teachers at Grassy Pond Elementary School found that younger teachers were more comfortable using technology, while veteran teachers relied more on traditional methods. Data also showed that teachers felt they needed more training to effectively integrate technology. Students were more engaged when using devices like iPads throughout the day. Based on these findings, the school plans to provide more ongoing technology training for teachers and purchase additional devices to have one-to-one access for students.
Passey & Zozimo MLEARN Research Report 1 WP4-final
This document provides a summary of research on mobile learning and teacher training in mobile technology pedagogy. It reviews literature on the benefits of mobile learning, including greater accessibility to information and support for various learning approaches. Teacher training programs have been limited in addressing handheld devices specifically. The document then analyzes the contexts of mobile learning support in Italy, Greece, the Netherlands, and the UK. It concludes by recommending that teacher training focus on technological knowledge, content knowledge, and pedagogical knowledge, and provides examples of mobile learning activities that could be developed as case studies.
Ict ppt
ICT can be used effectively in teacher education to enhance teaching and learning. It allows for more flexible and self-paced learning, and better connectivity between teachers and students. However, successful integration of ICT requires teachers to be comfortable with technology, have strong lesson planning incorporating its use, and address issues like technical reliability and preventing students from getting distracted. Overall, ICT is best used as a tool to supplement instruction when teachers have the right skills, resources, and constructivist teaching approach.
ictppt-130516122017-phpapp02 (1).pdf
The document discusses the use of information and communication technologies (ICT) to enhance teaching and learning in teacher education programs. It outlines several ways that ICT can be used effectively, including to facilitate self-paced learning, provide opportunities for creative expression and flexible learning, and increase student motivation. The document also discusses advantages of using ICT like increased commitment to learning, enhanced enjoyment and interest, and learning computer skills. Some challenges to integrating ICT are discussed, such as teachers' lack of confidence in using technology and the need for reliable equipment and internet access. Careful planning is emphasized to ensure ICT is used to meet learning objectives.
ICT Interactive Whiteboards In An EFL Classroom
This document discusses the lack of technology used in EFL (English as a Foreign Language) classrooms, especially interactive whiteboards. It notes that students are interested in learning English using ICT (Information and Communication Technology) tools. The authors compiled information through surveys, interviews, and literature reviews. They found students are interested in using interactive whiteboards specifically. The document also discusses teachers' reluctance to use technology and how to address it. The authors aim to show the benefits of using technology like interactive whiteboards to motivate school administrators to invest in educational technology.
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The document announces a call for papers for a special issue of the journal Edutec-e on the topic of virtual mobility in education. It provides information on submission deadlines and guidelines. Virtual mobility refers to educational experiences using digital technologies to engage students without physical mobility. The special issue seeks contributions that discuss theoretical frameworks, case studies, learning designs, and perceptions of virtual mobility in various educational contexts and levels.
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This document summarizes a sustainability workshop on quality and sustainability frameworks for virtual mobility programs. It discusses three approaches to sustainability: sustainable development, sustainability strategies, and sustainable design. Sustainable development focuses on short and long term global and local values. Sustainability strategies involve business models addressing key partners, activities, resources, value propositions, channels, and customer segments. Sustainable design for virtual mobility programs emphasizes student-centered, autonomous learning using open educational resources and technologies. The document calls for an open, flexible approach balancing general and specific skills to foster intercultural competence through virtual mobility.
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This document summarizes a presentation on the Self-Regulated Learning (SRL) quality assurance approach used to design MOOCs in the Open Virtual Mobility project. The SRL approach structures MOOC design around three phases - forethought, performance, and self-reflection. It maps SRL elements like task analysis and self-assessment to specific MOOC components like intro pages, assessments, and discussion forums. The project has developed several outputs including a learning hub, competency directory, e-assessment concept, and publications evaluating the QA strategy with experts. The evaluation found positive feedback but also opportunities to improve path structure, instruction clarity, and OER/assessment descriptions.
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Quality Assurance Framework for the OpenVM E+ project
This document summarizes the objectives and work of the Open Virtual Mobility Erasmus+ project. The project aims to (1) enhance uptake of open virtual mobility by improving skills of educators and students, (2) create a European OpenVM Learning Hub for skills achievement, assessment and recognition, and (3) develop innovative tools and methods for skills assessment and recognition. The project is working on designing quality assurance standards, processes, and instruments for the Learning Hub and its components using a design-based research approach. An evaluation of the quality assurance strategy was conducted with partners and external experts.
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Ple2012
- 1. PLE-based eportfolios: towards empowering student teachers’ PLEs through eportfolio processes. Gemma Tur Ferrer Santos Urbina Ramírez The PLE Conference Aveiro, 2012
- 2. Empowering PLEs through the use of technology in the construction of eportfolios.
- 3. Processes in common in eportfolios and PLEs
- 4. PLE tools to support eportfolio and PLE processes.
- 5. ePortfolios as the heart of PLEs.
- 6. Case Study: PLE-based eportfolios in Teacher Education at UIB
- 7. Method and data collection instruments http://www.flickr.com/photos/zoppola/416186194/
- 8. Web 2.0 tools used in 2009-10 and 2010-11
- 9. Students’ greater confidence in learning ICT new applications
- 10. Students’ greater confidence in integrating ICT in future teaching
- 12. Student’s decreasing confidence for technology integration in future teaching
- 13. Students’ negative feelings towards technology
- 14. Students’ learning through collaboration
- 15. Students’ failure to learn new skills technology learning
- 16. Finally breaking the walls …
- 17. Gemma Tur Ferrer gemma.tur@uib.es @gemturfer Santos Urbina Ramírez santos.urbina@uib.es @santosurbina University of the Balearic Islands http://www.flickr.com/photos/zooboing/4291193035/