A Personal Learning Environment (PLE) allows individuals to aggregate, manipulate and share digital artifacts of their ongoing learning experiences in a learner-centric way. A PLE is facilitated by various lightweight tools and services controlled by the learner. Developing a PLE helps learners critically evaluate and construct knowledge, and leads to the creation of an individual's Personal Learning Network (PLN). An effective PLN incorporates the learner's goals, techniques for attracting relevant resources from their network, and infrastructure for organizing content to help accomplish their goals.
The document provides an overview of different learning theories and their potential applications to e-learning. It discusses behaviourist, cognitive, social constructivist, experiential, and activity-based learning theories. For each theory, it outlines key theorists, approaches, characteristics, and potential e-learning applications. It also includes a learning activity taxonomy that lists different pedagogical techniques and supporting tools and resources.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
- The document discusses personal learning environments (PLEs) that utilize social media, known as PLE 2.0, and the challenges of implementing and evaluating them.
- PLE 2.0 allow for informal, social, and self-directed learning by enabling learners to aggregate various learning resources, services, and connections using social media.
- Key issues discussed include search, recommendation, and trust systems to help learners find relevant content, activities, and connections within their personalized PLEs. Evaluation of PLE 2.0 is also challenging given their personalized and uncontrolled nature.
This document provides a matrix comparing different learning theories across definitive questions. It summarizes:
1) How learning occurs according to different theories such as behaviorism (observable responses), cognitivism (knowledge structures), constructivism (personal interpretations), social learning theory (observation, modeling), connectivism (within networks), and adult learning theory (reflection on experience).
2) Factors that influence learning according to each theory, including things like rewards/punishment, previous experiences, engagement, social/cultural contexts, diversity of networks, and motivation.
3) The key question addressed by each theory, such as observable behaviors, knowledge structures, personal understandings, social contexts, connections within
This document discusses the strategic integration of formal and informal learning through personal learning environments (PLEs) and social media. It explores how learning technologies can support self-regulated learning processes. Various web-based pedagogical tools are categorized according to the self-regulated learning processes they support. The document also examines how instructors use these tools to facilitate self-regulation, and how social media can be leveraged to create PLEs that foster self-directed learning.
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
The document provides an overview of different learning theories and their potential applications to e-learning. It discusses behaviourist, cognitive, social constructivist, experiential, and activity-based learning theories. For each theory, it outlines key theorists, approaches, characteristics, and potential e-learning applications. It also includes a learning activity taxonomy that lists different pedagogical techniques and supporting tools and resources.
Synthesis Matrix for Literature ReviewJennifer Lim
The document provides a literature review matrix summarizing key themes, definitions, pedagogical principles, rationales, skills required, and challenges of personal learning environments (PLEs) according to various academic sources. The matrix covers topics such as how PLEs support self-regulated and informal lifelong learning, their role in providing learner control and autonomy over the learning process, and challenges around integrating PLEs within existing institutional systems.
Learning theories provide frameworks to understand how people learn. The main theories discussed are behaviorism, cognitivism, constructivism, social learning, and connectivism. Each theory emphasizes different factors that influence learning such as stimuli, mental processes, social interactions, and networking. Memory and transfer of learning also operate differently according to each theory. Technology can be used to support various aspects of each theory, such as simulations, games, social networking, and online collaboration. Understanding learning theories helps instructional designers develop effective learning experiences.
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
- The document discusses personal learning environments (PLEs) that utilize social media, known as PLE 2.0, and the challenges of implementing and evaluating them.
- PLE 2.0 allow for informal, social, and self-directed learning by enabling learners to aggregate various learning resources, services, and connections using social media.
- Key issues discussed include search, recommendation, and trust systems to help learners find relevant content, activities, and connections within their personalized PLEs. Evaluation of PLE 2.0 is also challenging given their personalized and uncontrolled nature.
This document provides a matrix comparing different learning theories across definitive questions. It summarizes:
1) How learning occurs according to different theories such as behaviorism (observable responses), cognitivism (knowledge structures), constructivism (personal interpretations), social learning theory (observation, modeling), connectivism (within networks), and adult learning theory (reflection on experience).
2) Factors that influence learning according to each theory, including things like rewards/punishment, previous experiences, engagement, social/cultural contexts, diversity of networks, and motivation.
3) The key question addressed by each theory, such as observable behaviors, knowledge structures, personal understandings, social contexts, connections within
This document discusses the strategic integration of formal and informal learning through personal learning environments (PLEs) and social media. It explores how learning technologies can support self-regulated learning processes. Various web-based pedagogical tools are categorized according to the self-regulated learning processes they support. The document also examines how instructors use these tools to facilitate self-regulation, and how social media can be leveraged to create PLEs that foster self-directed learning.
Behaviorist theory views learning as occurring through conditioning, where behaviors become conditioned responses to stimuli through reinforcement or punishment. Cognitive theory sees learning as involving how memory processes and organizes information, with prior knowledge playing an important role. Constructivist theory approaches learning as an active process where learners construct new ideas based on their experiences. Social learning theory posits that learning happens through observation and modeling other people's behaviors. Connectivism is a learning theory for the digital age based on networking and making connections between information sources. Adult learning theory recognizes that adults commit to learning when the goals are relevant and applicable to their lives and work. Factors that influence learning according to the theories include reinforcement/punishment, memory/prior knowledge, experiences,
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
The document discusses the use of social media in learning and education. It provides background on accessibility issues with popular social media platforms and explores how platforms can be made more accessible. It then outlines opportunities for using social media pedagogically, including designing social media-based learning activities and courses on integrating social media into education. Relevant initiatives like the SMILE project are also mentioned.
This document discusses using scenario-based learning in rapid eLearning tools. It begins by outlining the objectives and agenda. It then discusses how scenario-based learning fits with adult learning theory, focusing on applying knowledge to real work experiences. Challenges with scenario-based eLearning are presented. Case studies demonstrate incorporating scenarios into Adobe Presenter and webcasts by including robust examples and debriefing them. Constraints like no branching are addressed by doing the best with the tools available.
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
This document discusses how new technologies are impacting learning and pedagogies. It notes that rapid technological changes require new digital literacy skills for both learners and teachers. Emerging open practices and new forms of online communities and interactivity are discussed. Trends in educational technology like mobile learning, personalized learning, and cloud computing are presented. The impacts of social and participatory media on learning are explored, as are different learning theories like associative, constructivist, situated, connectivist, and inquiry-based approaches. Mobile learning applications and an example virtual genetics lab are described. Design principles for new learning spaces are outlined, and how new digital literacies involve social and collaborative skills are discussed.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
This document discusses integrating technology, pedagogy, and content knowledge in teacher preparation programs. It examines the technological pedagogical content knowledge (TPCK) framework for integrating technology into teaching and learning. Examples are presented of learning activities that could be incorporated across a physical education curriculum. A project-based learning experience is described as an alternative for preparing pre-service teachers. The purpose is to develop activities that emulate real-world problems and promote learning through construction and reflection with technology tools.
Digital learning; connected, collaborated and constructedJacob Theilgaard
Digital learning is becoming increasingly connected, collaborative, and constructed. The shift to horizontal communication networks organized around the internet and wireless technologies has introduced new communication patterns and represents a fundamental cultural transformation as virtuality becomes an essential dimension of reality. Networked intelligence relies on collaboration, openness, sharing, integrity, and interdependence. Personal learning environments allow for learning through experiences outside of formal contexts using a personal learning network and personal web tools. Constructivism deals with how people create meaning through individual constructs, and connectivism views learning as occurring inside and outside people through storing knowledge in computers and other individuals.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
Este documento proporciona una guía en 6 pasos para crear un blog en Blogger: 1) ingresar a Google y seleccionar Blogger, 2) acceder con una cuenta de Gmail, 3) dar clic en "Nuevo blog" para asignar un nombre y plantilla, 4) crear el blog, 5) publicar nuevas entradas y configurar el blog, 6) visualizar el blog recién creado.
El documento define Internet como una red de redes que interconecta computadoras y redes de computadoras. Explica que la historia de Internet se remonta al desarrollo temprano de las redes de comunicación y que el World Wide Web permite a los usuarios acceder e intercambiar información a través de páginas web enlazadas.
The document discusses considerations for landowners and energy companies regarding leases for solar photovoltaic development on agricultural land. Key points covered include lease terms of around 25 years with an option for a short extension, concerns around rent payment, decommissioning obligations, maintaining agricultural use such as grazing rights, and protecting the interests of both parties.
This document discusses the potential of new open, social, and participatory media for learning, teaching, and research. It outlines how the characteristics of new media and a changing educational landscape require innovative approaches that harness these technologies' abilities to support distributed cognition across people and technologies. Examples of how technologies like social networking, blogging, and wikis can support personalized, situated, and collaborative learning are provided.
Changing Paradigm in Interactive Learning System DesignPat Luo
This document discusses interactive learning systems (ILS) and emerging technologies that can be integrated into ILS based on learning theories. It defines ILS and identifies four types of emerging technologies: educational networking, web-based learning, mobile learning, and classroom equipment. Examples are provided of how each technology has been used in ILS along with the learning theory integrated. The shifting focus in educational technology research from a problem-centric to design-based approach is also summarized.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
The document discusses how social media and digital technologies have transformed learning, teaching, and research. It outlines the shift from distance education to open educational practices and resources. Key aspects covered include digital literacies, fostering open practices through open resources, courses, accreditation, scholarship and research. The document proposes learning design as a solution to better exploit opportunities while addressing problems like replicating bad pedagogy. Learning design makes the design process more explicit and shareable through representations, tools, and communities of practice.
Gifts of Technology in a Gifted Learning EnvironmentTracie Hightower
The investment placed towards the integration of technology is oftened questioned. This brief presentation outlines the potential for gifted learning environments to benefit from its adoption.
PLEs include the capacities, skills, contacts, tools, and resources that Learners use to direct learning and pursue personal and professional goals. Placing students at the center of their learning environments encourages students to take charge of their learning. PLEs provide a unifying concept that can address a number of promising educational practices.
The document discusses the use of social media in learning and education. It provides background on accessibility issues with popular social media platforms and explores how platforms can be made more accessible. It then outlines opportunities for using social media pedagogically, including designing social media-based learning activities and courses on integrating social media into education. Relevant initiatives like the SMILE project are also mentioned.
This document discusses using scenario-based learning in rapid eLearning tools. It begins by outlining the objectives and agenda. It then discusses how scenario-based learning fits with adult learning theory, focusing on applying knowledge to real work experiences. Challenges with scenario-based eLearning are presented. Case studies demonstrate incorporating scenarios into Adobe Presenter and webcasts by including robust examples and debriefing them. Constraints like no branching are addressed by doing the best with the tools available.
lecture presented by Anna Rita L. Alomo at PAARL’s Seminar /Parallel Session-workshop on Library and Web 2011 (Holy Angel University, Angeles City, Pampanga, 19-20 August 2010)
This document discusses how new technologies are impacting learning and pedagogies. It notes that rapid technological changes require new digital literacy skills for both learners and teachers. Emerging open practices and new forms of online communities and interactivity are discussed. Trends in educational technology like mobile learning, personalized learning, and cloud computing are presented. The impacts of social and participatory media on learning are explored, as are different learning theories like associative, constructivist, situated, connectivist, and inquiry-based approaches. Mobile learning applications and an example virtual genetics lab are described. Design principles for new learning spaces are outlined, and how new digital literacies involve social and collaborative skills are discussed.
Higher education institutions, as knowledge-intensive organizations, produce huge volumes of knowledge through direct teaching-learning experiences. However, considering that the application of knowledge management in the higher education teaching-learning process is a relatively new area for this context, much of the knowledge produced is lost when stakeholders decide to leave. In order to contribute to the effective management of knowledge in this particular area, this presentation presents a theoretical model of experiential knowledge creation processes in the higher education teaching-learning process. Building on the foundational works of Kolb, Nonaka, Wenger, Eraut and others, the model describes individual and group processes that underlie the creation of experiential knowledge through the transformation of teaching-learning objects of attention, as well as the enabling conditions that promote a more favorable climate for experiential knowledge creation in the HE teaching-learning process. In addition to this, we describe how the proposed theoretical model can serve as a useful framework for three main activities connected to innovation in higher education: (1) the design and implementation of teaching-learning approaches; (2) the development of information and communication technologies and; (3) the design and implementation of assessment measures and methods for academic programs.
This document discusses integrating technology, pedagogy, and content knowledge in teacher preparation programs. It examines the technological pedagogical content knowledge (TPCK) framework for integrating technology into teaching and learning. Examples are presented of learning activities that could be incorporated across a physical education curriculum. A project-based learning experience is described as an alternative for preparing pre-service teachers. The purpose is to develop activities that emulate real-world problems and promote learning through construction and reflection with technology tools.
Digital learning; connected, collaborated and constructedJacob Theilgaard
Digital learning is becoming increasingly connected, collaborative, and constructed. The shift to horizontal communication networks organized around the internet and wireless technologies has introduced new communication patterns and represents a fundamental cultural transformation as virtuality becomes an essential dimension of reality. Networked intelligence relies on collaboration, openness, sharing, integrity, and interdependence. Personal learning environments allow for learning through experiences outside of formal contexts using a personal learning network and personal web tools. Constructivism deals with how people create meaning through individual constructs, and connectivism views learning as occurring inside and outside people through storing knowledge in computers and other individuals.
Presented in a workshop for the SupSys project at the Laboratory of Distance Education and eLearning [LE@D], Universidade Aberta, Portugal, on September 2011.
Este documento proporciona una guía en 6 pasos para crear un blog en Blogger: 1) ingresar a Google y seleccionar Blogger, 2) acceder con una cuenta de Gmail, 3) dar clic en "Nuevo blog" para asignar un nombre y plantilla, 4) crear el blog, 5) publicar nuevas entradas y configurar el blog, 6) visualizar el blog recién creado.
El documento define Internet como una red de redes que interconecta computadoras y redes de computadoras. Explica que la historia de Internet se remonta al desarrollo temprano de las redes de comunicación y que el World Wide Web permite a los usuarios acceder e intercambiar información a través de páginas web enlazadas.
The document discusses considerations for landowners and energy companies regarding leases for solar photovoltaic development on agricultural land. Key points covered include lease terms of around 25 years with an option for a short extension, concerns around rent payment, decommissioning obligations, maintaining agricultural use such as grazing rights, and protecting the interests of both parties.
The document outlines the process of employee selection at a company. It begins with preliminary interviews to screen applicants, followed by selection tests to assess ability, aptitude, and personality. Next is an employment interview, which may be one-on-one or with a panel. References and background checks are conducted before making a final selection decision. A job offer is extended contingent on passing a physical examination. Finally, the selection program is evaluated periodically to ensure effectiveness.
El documento trata sobre los aspectos éticos y legales relacionados con la información. Explica que existe una serie de normas que deben seguirse respecto a la información en Internet, donde las leyes protegen los derechos de autor de la información. También menciona la importancia de que la comunidad utilice de manera ética las tecnologías de la información y tenga una actitud reflexiva sobre el manejo de la información en línea para no perjudicar a otros.
El aire proporciona oxígeno, dióxido de carbono y vapor de agua que son esenciales para los seres vivos. El dióxido de carbono es necesario para la fotosíntesis de las plantas y el oxígeno es necesario para la respiración de muchos organismos. Además, la capa de ozono protege de las radiaciones ultravioletas del sol pero se está destruyendo, lo que puede causar un aumento de cánceres y cataratas.
Introducción a los sistemas gestores de bases de datos: orígenes y clases. Parte del curso de Observatorio Virtual impartido por Juan de Dios Santander Vela, dentro del máster MTAF (Métodos y Técnicas Avanzadas en Física) de la Universidad de Granada (UGR).
The document is a series of tweets by Strand McCutchen about a gem called "dude" for making error messages more fun to read without obscuring their meaning. McCutchen asks others to have fun, notes a spelling error of "intiialize", and asks what's next for growing the gem. A link to the gem's GitHub and RubyGems pages is also provided.
The document discusses common household problems such as dishes, chores, calendaring, food and money management, honey-do lists, chore wheels, and bill tracking. It notes that houses have issues with dishes, chores, calendars, food, money, honey-do's, chorewheels, and bill and bus tracking. While people problems are difficult to solve, computers can help with tasks like tracking details, calculating, and serving as communication hubs.
The document provides instructions for using PowerPoint to design effective presentations, including how to plan content by considering the audience, organize slides in a logical manner, display text and visuals clearly, and use animation purposefully. It includes examples and prompts for the reader to perform actions within PowerPoint, such as changing fonts, adding bullets, and creating basic animations.
Bisnes Simkad Toneexcel - Slide Preview 1. Boleh layari laman web www.BisnesSimkadToneexcel.com untuk download panduan percuma buat bisnes simkad Toneexcel anda.
This document provides an overview of genetics and inheritance concepts taught in Campbell & Reece's chapters 14 and 15. It summarizes Gregor Mendel's experiments with pea plants that established the basic principles of heredity, including dominant and recessive traits, segregation of alleles, and genetic crosses. It also explains additional genetics topics such as sex determination, sex-linked inheritance, and disorders caused by recessive sex-linked alleles.
This is a presentation about human reproduction, it entails how the process of fertilization occurs and how different hormones work together to make sure the process of fertilization occurs. it further explains the development of an embryo up until adulthood.
The document discusses the topics of e-commerce and customer relationships on the internet. It provides an overview of the history and development of e-commerce beginning in the 1970s with electronic funds transfer between large corporations and financial institutions. By the 1990s, electronic data interchange was used by more types of businesses. The document also discusses different types of e-commerce models including business-to-business, business-to-consumer, peer-to-peer, and consumer-to-business. Additionally, it covers factors that affect acquiring, retaining, and the buying process of customers, as well as the implementation of e-CRM strategies in customer relationships.
Bisnes Simkad Toneexcel - Top Secret Buat RM5000 SebulanSyed Azhar
Dokumen tersebut memberikan panduan bagaimana untuk mendapatkan pendapatan sebanyak RM5,000 setiap bulan dalam masa 6 bulan melalui bisnes simkad Toneexcel. Bisnes ini melibatkan penjualan dan penajaan simkad Toneexcel kepada orang lain untuk mendapat komisyen. Terdapat beberapa jenis komisyen termasuk bonus penajaan, bonus topup, dan bonus tahunan yang dibayar berdasarkan jumlah penggunaan topup di b
The document describes several genetic crosses involving monohybrid and dihybrid crosses in plants and humans. It includes crosses between homozygous dominant and recessive parents for traits like flower color, plant structure, eye color, hair texture, and blood clotting disorders. For each cross, it shows the genotypes and phenotypes of the parental generations, gametes, fertilization, and resulting offspring. It also provides expected phenotypic ratios for F2 generations and lists possible genotypes corresponding to given phenotypes.
The document discusses best practices for blending technology, entrepreneurship, and learning design. It analyzes the essential design features and shortcomings of settings that incorporate technical, social, and epistemological components. These include the use of various mobile apps, cloud services, social media, and group activities. The design emphasizes blended learning through multiple sources and actors, with flexibility. It encourages knowledge sharing through communities of practice and knowledge building communities. An example discussed is an Edupreneur Bootcamp program that guides students on a journey to entrepreneurship.
The document introduces New Zealand's draft e-learning planning framework developed by the Ministry of Education. It was created to help schools self-review how they use information and communication technologies (ICTs) to support learning. The framework includes 5 dimensions, multiple strands within each dimension, and descriptors for different levels of maturity. It is intended to guide schools in building ICT capability. The document outlines how the framework was developed by reviewing other models and prioritizing New Zealand needs. It also provides examples of how schools may use and consult on the draft framework.
The document presents a framework for personalised e-learning. It positions different technologies, like VLEs and e-portfolios, within a matrix that considers the decision-making process (rational, judgemental, political, complex) and level of customization (transparent, adaptive, cosmetic, collaborative). The framework is meant to optimize learner needs rather than just provide choice. It also emphasizes skills like collaboration, independence, and self-assessment. Overall, the framework conceptualizes technology as representing cultural processes rather than prescribing specific software solutions.
The document summarizes presentations from the iZone360 Design Showcase event on June 14, 2011. Representatives from several New York City schools discussed their innovative school designs. The Young Women's Leadership School of Astoria principal discussed using technology for inquiry-based, personalized education. The New Design High School principal presented a design focused on learner-centered instruction and milestones for student growth. The City As School principal described applying knowledge, communicating effectively, working in groups, and getting things done through experiential learning opportunities. The Academy of Urban Planning principal outlined plans for a college-style schedule with project-based, multi-disciplinary experiences. The event also included presentations from the Bridges For Learning Network and Soundview Academy representatives.
This document discusses implementing new technologies at Neo University. It proposes introducing five technologies: podcasts, teleconferencing, online communities, blogs, and addressing institutional spam. Podcasts and teleconferencing could increase access to resources and connect students to information. An online community could help students connect socially and stay informed. The university would need to address issues like costs, intellectual property, and ensuring equal access when implementing new technologies.
1) The document discusses trends in open educational resources (OER) including how they are shared materials used for learning, teaching, research and professional development.
2) It outlines benefits of OER for students, instructors and institutions such as lower costs, greater flexibility and access to high quality resources. Popular examples of OER programs and repositories are also given.
3) Issues with current feedback and assessment practices are raised, proposing the use of authentic feedback and peer review to enhance student work and motivation through ePortfolios and lifelong learning networks.
This document is a professional studies assignment that is due on March 29, 2013. It discusses professional learning networks (PLNs) and how they are deliberately formed networks that can guide independent learning goals and professional development. Social networks provide new opportunities for learners and educators by allowing users to connect and share information. Building a personal learning environment (PLE) involves setting learning goals and managing one's own learning. A professional network can provide professional information, experts to contact, and ways to discuss interests and share knowledge. PLEs are part of both personal and professional learning networks.
Architecture and Impact of an Open, Online, Remixable, and Multimedia-Rich Al...Ahrash Bissell
I report on learning outcomes reported by various schools and districts piloting a comprehensive, multimedia-based Algebra 1 program, distributed openly on the Internet, developed by the Monterey Institute for Technology and Education. We believe that the new remix approach supported by this course can better serve diverse learner needs.
This document discusses developing staff to support organizational change through embedding transliteracy values. It proposes using the SEDA "Embedding Learning Technologies" course and JISC tools to develop staff as "third space professionals" who can enable new approaches to learning technology. The goals are to develop an institutional approach to staff support and development, increase engagement with technology, and enhance student and staff experience. Connectivism is presented as a pedagogical framework to develop transliteracy qualities like understanding a range of tools and sensing cultural/historical context. Participants would create projects related to their roles to gain authentic experience applying concepts. The intended outcomes include developing shared approaches to technology enhanced learning and fostering collaborative partnerships across departments.
This document discusses how e-portfolios can help support the skills recognition process. It outlines some of the barriers people face in accessing skills recognition, such as complex documentation and negative assessor attitudes. E-portfolios provide a flexible way for learners to store and showcase their skills and experiences to employers or for recognition of prior learning applications. They streamline the assessment process and encourage the use of different evidence types. The document provides examples of what e-portfolios can look like and how learners can begin building their own e-portfolio.
Reframing practice: integrating social software to enable informal learning.Anne Bartlett-Bragg
This document discusses using social software to enable informal learning in organizational contexts. It begins by explaining how social software applications like blogs, wikis and podcasts are being used to facilitate knowledge sharing and informal learning. However, implementing social software for informal learning faces challenges including organizational, individual and pedagogical inhibitors. The document provides examples of these inhibitors and argues that educators need to adopt a Mode 3 teaching approach that guides informal learning through social software rather than more formal pedagogical models. Overall, the document analyzes how social software can support informal workplace learning but also identifies issues that must be addressed for its effective implementation.
This presentation is developed by students of A.D.E Batch 2017-18 where they have described Active Learning, Advantages and Disadvantages and Role of Technology in Active Learning.
This presentation is developed and delivered by students of Government Elementary College of Education Badin.
The document discusses the key components and qualities of a Malaysian Smart School. It outlines that a Smart School has 1) a philosophy that all students can learn, 2) a broad curriculum considering all student needs and abilities, and 3) uses technology to enhance the teaching-learning process, management/administration, and communication. It also describes the teaching-learning components in Smart Schools which include policies, technology, human resources, processes, and management/administration.
The document discusses the key components and qualities of a Malaysian Smart School. It outlines that a Smart School has 1) a philosophy that all students can learn, 2) a broad curriculum considering all student needs and abilities, and 3) uses technology to enhance the teaching-learning process, management/administration, and communication. It also describes the teaching-learning components in Smart Schools which include policies, technology, human resources, processes, and management/administration.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
The document discusses technology integration and game-based learning. It introduces the TPACK framework for the knowledge teachers need to effectively teach with technology, including technological pedagogical content knowledge. It also discusses surveys that found teachers agree games have a valuable role in education and can enhance problem solving, but lack of teacher knowledge is a barrier. The LoTi framework and HEAT framework are introduced for measuring technology integration. Benefits of game-based learning are listed such as motivation and developing skills. The document then discusses designing games using storyboards and the visual programming tool Kodu.
Open Educational Resources and Learning Spaces: Abstract
Josie Taylor
The Open University
Abstract
Education, and in particular higher education, has seen rapid change as learning institutions have had to adapt to the opportunities provided by the Internet to move more of their teaching online and to become more flexible in how they operate. However, whilst many institutions across the world have made content available in OER, we believe that higher education needs to prepare itself to exist in a more open future by embracing openness and the implications for change entailed.
The Open University started its open content initiative, OpenLearn, in 2006, and has attracted more than 11 million unique visitors. Studies carried out across OpenLearn users included analysis of user behaviour, targeting those who used the site more heavily, supported by follow-up interviews and monitoring of activities taking place with the open content. The results from one of these studies (n = 2,011) highlighted two distinct clusters of learners: "volunteer" students and "social" learners. The volunteer students sought the content they wanted to learn from, and they expected to work through it. These learners were most interested in more content, tools for self-assessment, and ways to reflect on their individual learning. The social learners were less motivated to work through the content. Rather, they seem to see learning as a way to meet people with shared interests. This cluster of learners ranked communication tools more highly and were more interested in advanced features on the website.
In this talk, I will relate these findings to other research in digital literacies, as well as to studies which try to understand learner behaviour, outlining how we can develop our practice to support these two very distinct kinds of users.
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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.
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Main Java[All of the Base Concepts}.docxadhitya5119
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field Mandatory in Odoo 17Celine George
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1. PERSONAL LEARNING ENVIRONMENT AND
NETWORK.
• WHAT IS PERSONAL LEARNING NETWORK?
• WHY DO WE HAVE TO INCORPORATE THIS TO OUR EDUACTIONAL SYSTEM?
• HOW CAN P.L.E AND P.L.N HELP TO TRANSFORM KNOWLEDGE?
• WHAT ARE THE FEATURES ASSOCIATED WITH P.L.E AND P.L.N’S?
• THESES ARE ALL QUESTIONS WE HAVE TO ASK OURSELVES AND ADDITIONALLY
WE HAVE TO COME UP WITH ANSWERS THAT ARE INNOVATIVE AND PROMOTE
CRITICAL THINKING.
• SO THE FOLLOWING PRESENTATION WILL DISCUSS AND EXPLAIN ALL THE
FEATURES ASSOCIATED WITH PERSONAL LEARNING ENVIRONMENT AND IT WILL
FURTHER DISCUSS HOW PLE LEADS ONE TO DEVELOP HIS/HER OWN PERSONAL
OR PROFESSIONAL LEARNIG NETWORK.
2. WHAT IS A PLE?
• A Personal Learning Environment (PLE)
is a facility for an individual to
aggregate, manipulate and share digital
artefacts of their on going learning
experiences.
• The PLE follows a learner-centric
approach, allowing the use of lightweight
services and tools that belong to and are
controlled by individual learners.
• This allows learners to critically evaluate
and construct knowledge. In addition this
helps to produce learners which will be
innovative in applying the use of
technology in the work place.
http://www.flickr.com/photos/hanspoldoja/4098840001
http://www.flickr.com/photos/petahopkins/2157928982
3. P.L.E allows Access to…..
• One-to-one computing
such as the Maine laptop project,
now spreading rapidly
• One Laptop per Child
This means everyone should
Have access to basic computer
Skills.
• Wireless access
3G networks, WLAN… this should be used
to
Conduct research and search for new
information
4. THIS DIAGRAM SHOWS
ALL THE STEPS THAT IV
- To subject mater
- To peers and
ONE SHOULD ATTAIN IN Actively
involved and
educators
- To another
DEVELPING A PLE. connected
professionals
• In individual or
collaborative learning
III • In social and
knowledge network Personal
Trying activities
engaging • In pro-actively competence
contributing own development
insights and expertise
• In engaging in objectives
informal
knowledge
II exchange
• In
Interested revising/extending
competence
development
• Of relationship objectives
and connections
among peers and
I knowledge
Aware • Of own
opportunity for
value-created
involvement
Competence development lifecycle in a
learning network (according Rogers)
5. PLE CHARACTERISTICS
• Supporting learners in planning an controlling their learning journey
• Setting their own learning goals
• Monitoring their progress towards achieving these goals
• Managing their learning – both content and process
• Enabling learners to aggregate resources and personalise their learning environment
• Providing recommendations to learners about resources and other learners (‘study -buddies’)
Collaborating with others in the process of learning
• Providing support to learners for community building and collaborative activities. Moreover
there should be a shared of learning experience instead of a lone study.
6. The Idea of the PLE…
http://www.cetis.ac.uk/members/ple/resources/edf.ppt
7. Open Source Applications
• Learning Management Systems
such as Moodle, Sakai, Bodington, A Tutor
• Development and Community Tools
such as LAMS, Connexions, ELGG, Drupal,
WordPress
• Supporting Software
such as Firefox, Thunderbird,
Open Office, Audacity
8. Open Educational Resources
• MIT’s Open Course Ware project
and the Open Course Ware Consortium
• Open University’s Open Courses
• OER initiatives
Hewlett, Welcome, OECD, UNESCO
• Creative Commons and CC materials
in Flickr, Yahoo, Google, Wikipedia, Wikiversity, etc.
9. “…a form of knowledge and a pedagogy based on the idea that knowledge is distributed
across a network of connections and that learning consists of the ability to construct and
traverse those networks. “
Source: http://www.elearnspace.org/media/ProfessionalDevelopment/player.html George Siemens
10. Building PLE on start pages
Personal Learning Environment
PLEs are systems that help learners take control of and manage their own learning.
This includes providing support for learners to set their own learning goals, manage
their learning;
managing both content and process;
communicate with others in the process of learning and thereby achieve learning goals.
11. Professional Network Organizing
More of the students who are deeply involved in the
subject matter of the course and think in perspective
are interested in:
more professional information
contact to experts and specialists
they joint to groups with special interests,
professional networks
they receive professional network services
they can discuss interests
stay informed
share knowledge
12. Searcher Learner Researcher
Roles Assemblator of of subject Innovator
data, information, kno matter, technologies, ho
wledge w to learn
Activities
Search
Commu- Productivity Customi- Create
Gather Connect
Aggre- nicate improvement zation
A model of PLE Building
Share
gate
Compo-
Start page environment
Facebook/ nents, pa
Chat/AV
RSS
feeds, links
Search conference Twitter/ To-do
list, notes, comments nels, tab
Tools/Services
engines Ning s, widget
s
Images/
Social Feel
book- AV Email, f widgets
orum
calendar and
marking Blogs, wikis look
Design
Choose learning
technology/ strategy
application
Share
Processes
Plan
Goals, needs, interests, motivation,
results, eval
Share
problems
activities
Arrange uate
environment/
environment
collaborate
Document
Extend/modify Perform
results, anal
environment activities
yze
13. WHY PLN?
• Overcomes isolation of online teachers/learners
• Supports knowledge construction through distributed nodes and networks
• Empowers learners to become self-led, independent knowledge seekers and creators
• Allows customization of learning paths specific to individual interests or needs
• It’s fun and you can take it with you!
15. A Working Definition
• A personal or professional learning network (PLN) involves an
individual’s topic-oriented goal, a set of practices & techniques aimed at
attracting and organizing a variety of relevant content sources, selected
for their value, to help the owner accomplish a professional goal or
personal interest.
16. EXAMPLE
PLN
Started the wiki
Announced it in the A growing and improving
blogosphere and collaborative document
twitterverse (wiki)
17. THE COMPONENTS OF A PLN
4 COMPONENTS OF A PLN
• Professional goal or Personal Interest
• Techniques & Practices (networking habits)
• Basis for Selection
• Infrastructure for attracting & organizing content from
network nodes
18. Professional Network Organizing
PLE as part of Personal Learning Network and Professional
Learning Network
Self-arrangement of
network services
Personal Learning
Environment Personal
Learning
Network
Receive
professional
network services
Professional
Learning Network
19. Conclusion
• A model for PLE building is proposed
• Social networks contribute to the processes by which learners meet and
communicate, and pool, share, learn about and reuse their resources, knowledge
and competencies
• PLE building is found to be a core for PLN and PLN deployment
• The transition from PLE to PLN is an important step that supports students
to become self-organized and life-long learners
20. BIBLIOGRAPHY
Alsagoff, Z. A. (2010). Using E LEARNING. Using E LEARNING (p. 30). MALAYSIA:
http://zaidlearn.blogspot.com/.
Dawley, L. (2008). Powerful Professional Development in Your PLN. New York: lisadawley@boisestate.edu.
Downes, S. (April 18, 2007). The Future of Online Learning and Personal Learning Environments. CHICAGO:
http://www.downes.ca.
Ivona, M. (2009). From Personal Learning Environment Building to Professional Learning Network Forming.
Sofia, Bulgaria: The 5th International Scientific Conference .
Jones, D. (2007). PLEs: Framing one future for lifelong learning and universities. PLEs: Framing one future for
lifelong learning and universities. LONDON: http://cddu.cqu.edu.au/.
Mikroyannidis, D. A. (2009). Build your personal learning environment. Knowledge Media Institute UK:
http://www.role-project.eu.
Warlick, D. (2011). The Art of Cultivating a Personal Learning Network. Carlifonia: The Landmark
Project,http://handouts.davidwarlick.com.