The document outlines a proposed unified technology enhanced education framework called Vedyadhara. It aims to provide a unified quality framework for distance, online, and campus-based education modes. Key elements include developing a Course Pedagogy and Management Plan for each course, adopting a Course Maturity Rating system, and establishing Vedyadhara as a community-driven open e-learning environment through its various services. Implementing this framework could help provide quality education to all students regardless of their geography.
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
Open Education Week: Community College OER Innovation PanelUna Daly
Presentation from Open Education Week, March 13, 2013
From a "Basic Arithmetic MOOC” to an “OER-based General Education Certificate”, learn about the innovation at our two-year public colleges and how to best support institutional adoption of OER at your college.
Website: http://oerconsortium.org
How to participate
Webinar time: 19:00-20:00 GMT/UTC
Webinar language: English
PRIOR TO THE MEETING
Test Your Computer Readiness
Use the following link to login to the webinar: http://www.cccconfer.org/MyConfer/GoToMeetingAnonymousely.aspx?MeetingSeriesID=7f5ae919-67a1-4e98-8cf7-861fc0692b93
When prompted, please enter first and last name, email address, and screen name and click on the Connect button to proceed to webinar.
Speakers
Una Daly
MA, Community College Outreach, OpenCourseWare Consortium
Dr. Wm. Preston Davis
Director of Instructional Services, ELI, Northern Virginia Community College
Dr. Donna Gaudet
Math Professor, Scottsdale Community College, Arizona
Quill West
OER Project Director, Tacoma Community College, Washington
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
MSc Luc Zwartjes (editor),
School on the Cloud,
ICT Key Action 3 European Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. In this new educational environment personalized learning should take a central place. To reach this we first need to analyse what personalized learning exactly is. Although there are many definitions and interpretations there is a consensus that personalized learning starts with the learner in the centre, actively designing the learning goals, deciding how to access and acquire information, and owning the learning. To make this possible the existing virtual learning environment (VLEs) must be transformed into real personal learning environments, using an adapted pedagogy thus making i-learning possible.
e-Learning Practices in the Open Education System of Anadolu UniversityMehmet Emin Mutlu
M.E. Mutlu, “e-Learning Practices in the Open Education System of Anadolu University”, Japonya Türkiye işbirliğiyle Anadolu Üniversitesinde video konferans ile düzenlenen “International Panel Discussion - Advancement of International Distance Education: Towards Japan-Turkey Collaboration” isimli çalıştayda yapılan sunum, 23 Şubat 2006.
A literature review of personalized learning and the CloudTheSoFGr
MSc Luc Zwartjes (editor),
School on the Cloud,
ICT Key Action 3 European Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. In this new educational environment personalized learning should take a central place. To reach this we first need to analyse what personalized learning exactly is. Although there are many definitions and interpretations there is a consensus that personalized learning starts with the learner with the learner in the centre, actively designing the learning goals, deciding how to access and acquire information, and owning the learning. To make this possible the existing virtual learning environment (VLEs) must be transformed into real personal learning environments, using an adapted pedagogy and making i-learning possible.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
A Review of Cloud-based Futures and MethodologiesTheSoFGr
Kostis Koutsopoulos (author)
School on the Cloud LLP Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. The description and evaluation of these effects represent one of the principal goals of the School on the Cloud Network and is expressed in this document whose main objective is to review Cloud based futures and methodologies. That is, responding to the need for examining future enhancements of this technology on education this document presents a review of state-of-the-art research on the future of Cloud based education and elaborates on foresight methods and their application within the working plan of the School on the Cloud Network.
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
Cloud-based Education: Scenarios for the FutureTheSoFGr
Prof. K. Koutsopoulos (author)
Maria Meletiou-Mavrotheris, Irene Pizzo (Contributors)
School on the Cloud, European Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. The description and evaluation of these effects represent one of the principal goals of the School on the Cloud Network and is expressed in this document whose main objective is to review Cloud based futures and methodologies. That is, responding to the need for examining future enhancements of this technology on education this document presents a review of state-of-the-art research on the future of Cloud based education and elaborates on foresight methods and their application within the working plan of the School on the Cloud Network.
School on Cloud
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Large scale delivery of cisco networking academy program by blended distance ...ronan messi
[IEEE 2010 Sixth International Conference on Networking and Services (ICNS) - Cancun, Mexico (2010.03.7-2010.03.13)] 2010 Sixth International Conference on Networking and Services
MoocS IN INDIA AND ITS PROSPECTIVE. GOALS PIYUSH SHARMA
MOOCS PROSPECTIVES IN INDIA, MOOCS IN HIGHER EDUCATION, MOOCS PROVIDERS, WHY ARE MOOCS DIFFERENT FROM DISTANCE LEARNING, MOOCS GOAL, MOOCS VISION, MOOCS WHAT HAPPENS TODAY, HISTORY OF MOOCS, MOOCS STAND FOR,
MSc Luc Zwartjes (editor),
School on the Cloud,
ICT Key Action 3 European Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. In this new educational environment personalized learning should take a central place. To reach this we first need to analyse what personalized learning exactly is. Although there are many definitions and interpretations there is a consensus that personalized learning starts with the learner in the centre, actively designing the learning goals, deciding how to access and acquire information, and owning the learning. To make this possible the existing virtual learning environment (VLEs) must be transformed into real personal learning environments, using an adapted pedagogy thus making i-learning possible.
e-Learning Practices in the Open Education System of Anadolu UniversityMehmet Emin Mutlu
M.E. Mutlu, “e-Learning Practices in the Open Education System of Anadolu University”, Japonya Türkiye işbirliğiyle Anadolu Üniversitesinde video konferans ile düzenlenen “International Panel Discussion - Advancement of International Distance Education: Towards Japan-Turkey Collaboration” isimli çalıştayda yapılan sunum, 23 Şubat 2006.
A literature review of personalized learning and the CloudTheSoFGr
MSc Luc Zwartjes (editor),
School on the Cloud,
ICT Key Action 3 European Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. In this new educational environment personalized learning should take a central place. To reach this we first need to analyse what personalized learning exactly is. Although there are many definitions and interpretations there is a consensus that personalized learning starts with the learner with the learner in the centre, actively designing the learning goals, deciding how to access and acquire information, and owning the learning. To make this possible the existing virtual learning environment (VLEs) must be transformed into real personal learning environments, using an adapted pedagogy and making i-learning possible.
Technology-Enabled Learning Ushering in the MOOCs Era through SWAYAMClass Central
In the 2014 Open edX Conference keynote address, Professor Deepak B. Phatak of IIT Bombay discusses Study Webs of Active-learning for Young Aspiring Minds (SWAYAM), the Indian MOOC program built on Open edX.
Video here:
https://open.edx.org/videos/technology-enabled-learning-ushering-moocs-era-through-swayam
The OpenCourseWorld team shares its best practices in MOOC production. If you need any further information, please contact us: partner@opencourseworld.de
A Review of Cloud-based Futures and MethodologiesTheSoFGr
Kostis Koutsopoulos (author)
School on the Cloud LLP Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. The description and evaluation of these effects represent one of the principal goals of the School on the Cloud Network and is expressed in this document whose main objective is to review Cloud based futures and methodologies. That is, responding to the need for examining future enhancements of this technology on education this document presents a review of state-of-the-art research on the future of Cloud based education and elaborates on foresight methods and their application within the working plan of the School on the Cloud Network.
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
Cloud-based Education: Scenarios for the FutureTheSoFGr
Prof. K. Koutsopoulos (author)
Maria Meletiou-Mavrotheris, Irene Pizzo (Contributors)
School on the Cloud, European Project
As technology has become an agent of immense change, it has forced upon the education system Cloud Computing which in the future will have significant ripple effect. The description and evaluation of these effects represent one of the principal goals of the School on the Cloud Network and is expressed in this document whose main objective is to review Cloud based futures and methodologies. That is, responding to the need for examining future enhancements of this technology on education this document presents a review of state-of-the-art research on the future of Cloud based education and elaborates on foresight methods and their application within the working plan of the School on the Cloud Network.
School on Cloud
Presentation I gave at CMU\'s 2008 Robotics Educators Conference.
From the abstract:
"Educators have discovered that robots provide new and exciting ways to teach students about STEM concepts. Given the advantages of robotics-based education schools across the nation are busy creating after-school robotics programs. Although the programs are well-received by teachers, students and parents, a pattern of challenges is beginning to emerge:
• Busy schedules - given the various demands on free time for both teachers and students it is often difficult to carve out a common time for everyone to meet face-to-face.
• Meeting time is limited - if a common meeting time can be found it is often just an hour or two per week. Such a short time period makes it difficult to both teach lessons as well as apply the lessons to actually build robots.
• Distance to school limits who can participate - Students who commute to school from far distances may not be able to fully participate due to transportation issues.
• Knowledge silos - Classroom-based programs tend to form “soft boundaries” that inhibit the transfer of knowledge, best practices, and lessons learned across school districts. Lessons learned and innovative solutions created by students in a particular classroom often stay just within that classroom.
This presentation will share lessons-learned from teaching summer camps and after-school programs using a traditional instructor-led teaching approach. In the presentation the author will describe his on-going work of migrating to a blended learning approach using Web 2.0 community technologies integrated with a Learning Management System.
The goal is to have students first use the web-based LMS to learn the robot-related STEM concepts and then meet face-to-face to perform hands-on labs. The hypothesis examined in this presentation is whether using an LMS helps students learn core concepts more effectively, thereby enabling hands-on sessions to focus on the application of the newly acquired knowledge. The LMS selected for this program provides a patented learning model that has been proven to significantly improve students’ ability to retain key learning points over an extended period. An ancillary benefit is the ability to provide insight into a student’s learning progress to key stakeholders such as instructors and parents. Access to the LMS and community website is being offered to schools and home school groups free of charge."
Large scale delivery of cisco networking academy program by blended distance ...ronan messi
[IEEE 2010 Sixth International Conference on Networking and Services (ICNS) - Cancun, Mexico (2010.03.7-2010.03.13)] 2010 Sixth International Conference on Networking and Services
Skills for Prosperity: Using OER to support nationwide change in KenyaBeck Pitt
This presentation on the FCDO funded Skills for Prosperity Kenya (SFPK) project was presented at OER23 in Inverness, Scotland on 5 April 2023 by Fereshte Goshtasbpour and Beck Pitt.
Find out more about SFPK: https://iet.open.ac.uk/projects/skills-for-prosperity-kenya#overview
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
Student Hand Book Rai University Online LearningRai University
Many organizations and institutions are using e-learning because it can be as effective as traditional training at a lower cost.
Download here: http://uol.raiuniversity.edu/student-support/student-hand-book/
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Presentation given by Nalini Chandran, Director, The Sobha Academy on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: SCHOOL EDUCATION LEADERSHIP CONCLAVE: BUILDING VISIONARy SCHOOLS OF THE 21ST CENTURY
Presentation given by Rachna Swarup, Project Manager,Teacher Training, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Presentation given by Murli K S, CEO, 24×7 Guru on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Presentation given by Dr Kuldeep Agarwal, Director (Academics), National Institute of Open Schooling (NIOS) on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Presentation given by Mark Parkinson, Director, Shri Ram Schools on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Presentation given by Nagraj G Honnekeri, State Project Director, Sarva Shiksha Abhiyan, Goa on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: SCHOOL EDUCATION LEADERSHIP CONCLAVE: BUILDING VISIONARy SCHOOLS OF THE 21ST CENTURY
"Presentation given by Shraman Jha, Vice President, School Learning Solutions, NIIT Limited on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: UNIVERSALISATION OF SCHOOL EDUCATION: STRATEGIES FOR ACHIEVING MILLENNIUM DEVELOPMENT GOALS IN EDUCATION
"
Presentation given by Dr Melor Md yunus, Deputy Director of PERMATApintar National Gifted Centre, National University of Malaysia on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: UNIVERSALISATION OF SCHOOL EDUCATION: STRATEGIES FOR ACHIEVING MILLENNIUM DEVELOPMENT GOALS IN EDUCATION
"Presentation given by Dr Dinesh Kumar, Joint Commissioner, Kendriya Vidyalaya Sangathan (KVS) on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: IMPROVING GROSS ENROLLMENT RATIO AND MANAGING QUALITY IN HIGHER EDUCATION INSTITUTES: UNIVERSALISATION OF SCHOOL EDUCATION: STRATEGIES FOR ACHIEVING MILLENNIUM DEVELOPMENT GOALS IN EDUCATION
"
Presentation given by Veena Raizada, Head – Academics, NExT Education on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS
"Presentation given byAmit Gupta, CEO, S Chand Group
Kalpesh Gajanand, GM, Mexus Education
on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS"
Presentation given by Dr Anita Priyadarshini, Director, Distance Education Programme – SSA, Indira Gandhi National Open Universityon July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS
Presentation given by Dr Anjalee Prakash, CEO, Learning Links Foundation on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS
"Presentation given by Son Kuswadi, Education Attache, Embassy of the Republic of Indonesia on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: LOCALISED LEARNING IN A GLOBALISED CONTExT: CAPACITy BUILDING, CONTENT AND TRAINING OF TRAINERS
"
Presentation given by Mr. Raj Grover, CEO, Rumi Education Ltd on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: FROM CONVENTIONAL ASSESSMENT PRACTICES TO CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE): A REVIEW OF BEST PRACTICES
Presentation given by Mr. Manish Upadhyay, COO, EnglishEdge on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: LOCALISED LEARNING IN A GLOBALISED CONTExT: CAPACITy BUILDING, CONTENT AND TRAINING OF TRAINERS
Presentation given by Dr Thomas Christie, Director, Aga Khan University Examination Board on July 15,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: LOCALISED LEARNING IN A GLOBALISED CONTExT: CAPACITy BUILDING, CONTENT AND TRAINING OF TRAINERS
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Prof K R Srivathsan
1. Enabling Tech Enhanced Framework for Quality
Assurance and Accreditation in Education
- A Roadmap for Distance Education Council
K.R. Srivathsan,
Pro Vice-Chancellor, IGNOU
srivathsan@ignou.ac.in
World Education Summit
13 July 2011
2. “QUALITY EDUCATION TO ALL
INDEPENDENT OF GEOGRAPHY”
A recent observation by Bill Gates:
“Five years from now on the web for free you’ll be able to
find the best lectures in the world,” Gates said at the
Techonomy conference in Lake Tahoe, CA today. “It will be
better than any single university,” he continued. He believes
that no matter how you came about your knowledge, you
should get credit for it. It’s just too expensive and too hard to
get these upper-level educations… “And soon place-based
college educations will be five times less important than
they are today.”
Tech Enhanced Education Framework is both a
necessity and inevitability.
→ We Introduce the 'Vedyadhara' Framework of IGNOU
3. Unified Tech Enhanced Education Framework?
➢ We have 3 modes of education delivery.
➢ The ODL mode – mostly centered on SLM, assignment(s)
and TEE.
➢ The 'Online' mode that is supported by LMS.
➢ Regular Classes Mode on campus or in Study Centres. This
includes flexible hours education that DEC approves.
➢ Presently these are weakly regulated bureaucratically by
Councils and Commissions that are unable to address quality
Q: Can we have a unified quality framework for all modes and
assure learner centric choice of courses in different modes.
➢ We delineate the Vedyadhara Open Learning Environment
(VOLE) as unifying framework developed at IGNOU.
5. VOLE: From ODL to Open Distributed
Technology Enhanced Learning (ODTEL)
Set Instructional objectives Evaluate against
Instructional Objectives Final Marks,
Grade
2. IGNOU
+ 1.Instruction Online/
Open Course
J Exams
Delivery Guide: Learning Self Test
- Activities,
Exercises +
Teacher – Learner Involvement in all stages 6. Assessment
4. Feedback
to learners
➔ The above model of course management is adaptable
to all modes of learning situations → ODL, F2F,
'Online', or Tutored Video Instruction.
➔ We may imbed chosen pedagogy in specific courses.
6. Vedyadhara: Unified Framework
1. Instruction delivered to students using a blend of delivery modes:
(i) Conventional: Teacher taking the class uses rich content;
(ii) Tutored Video Instruction using Recorded Video Lectures (RVL)
(ii) IGNOU’s Self Learning Materials (SLM) and suppl. content.
(iv) Interactive Web Portal and LMS supported Online Learning.
2. Instruction Delivery to be followed by effective engagement of
Learners in stipulated learning activities.
3. For each mode, we develop Course Pedagogy & Management Plan',
or CPMP.
System is well suited for Affiliating Universities or Open
Universities with distributed study centres. Will enhance quality in
regular classes also.
7. Role of Open Course Guide & CPMP
Calendar, Course Events, Alerts &
M Gateway Systems
CPMP over
OCG
Course and
Learners
Instruction
Distributed
Management
Over
Team
Geography
IGNOU’s SLM, Video, MM, e-Books Open Web
Content, OER, Course Wiki, QMS, etc.
R1: Development of 'Course Pedagogy and Management Plan'
[CPMP] that is published over the Open Course Guide.
8. Req.1: Sample Structure of CPMP
➢ CPMP is best structured as a Table over the Open Course Guide
(OCG) Wiki: Example for ODL.
Week-1 Unit -1/B1 Linked SIM Links to Recommended
Instructional Online Rich Activities & Resources
Objectives Content
Week-2 Unit-2/B1 Linked SIM TV & Radio Recommended
Sessions Activities & Resources
Contact Suggested Counselors' Brief Topics for Guidance on
Class-1 Topics & & Engagement Students' achieving learning
Wiki postings Discussions outcomes.
Weeks 3, 4 .... Assignment – 1 ..... Conlusion of B-1,2
& CC-2 .. & Deadline for Online posting of
Evaluation challenges
*** *** ***
Week-12 Instructions Links to services *** Online discussions &
On Exams. for Exams. Postings on TEE
> Every Program to develop the CPMP for each of its courses.
9. Req. 2: Adoption of Course Maturity Rating [CMR]
Rating CMR is based upon the effectiveness of the OCG
in conducting the course.
IOCG with course home page & open Wiki/
Discussion Forums.
1* + description of blocks, units & links to
approved resources.
2* + Counseling Plan, Calendar of Course
Events, Seminars (TV, Webinar) Self-Test
monitoring.
3* + Assured engagement in at least 70% of
modules + Concept Map, active learning
support and learner feedback.
4* + Assured outcome assessed engagement
in at least 70% of modules + individual/
group feedback.
With 3* and above, IGNOU may challenge good universities in quality
10. Assessment of CMR
➢ CMR is based upon the effectiveness of the OCG in
conducting the course by the approved community
of Coordinators, counselors & assured support by
Programme Studt Centres.
➢ ASC to (i) Recommend the CMR system to Academic
Council; (ii) Recommend the process of CMR
Assessment by Course Experts and acceptance by
School Board.
➢ A draft document is seperately provided.
➢ A Task Force of experienced ODL experts to be
appointed and come up with draft procedures for
formal CMR adoption.
➢ CMR may also be provided for Online Learning and
F2F Programmes.
11. Implementation of IGNOU’s VOLE
Vedyadhara Wiki Main (Wiki) Portal
IGNOU Programs Information.
Navigate to Programs
Open Program Guide (OPG):
Program Related Information,
Courses Surveys, Alerts,
Program Events, Program Blog
Open Community Wiki,
Sewa (IPS): Students’
LMS, OERs, Learning,
IGNOU Prashnottari
Queries, Program &
Discussion Forums,
& Announcements, Navigate to
Support Services
Circulars, FAQs.
Admin & Student
OCG, IPS, Wiki & Services.
Open Course Guide (OCG):
Course Related Information;
Access / links to Course Study
Materials and rich content Course
Pedagogy & Management Plan
(CPMP) ; Navigate to Services
12. Establishing Vedyadhara as 4-Quadrants of Services
2. Program Admin: 1. Academic Back Every Program
Database of Students, Office: Content Gen. and its Courses
Regstrn., Evaluation, & Alignment, Curricula are provided for
Progress Tracking, Review, Approvals, and managed
Counselors, Evaluators, Minutes of Meetings ...
through 4-
etc.
Quadrants of
3. VOLE Dynamic 4. Community
Services.
Support: for Networking:
Learners, Study Augmentation, Peer to VOLE is a Unified
Centres, Colleges, Peer Learning, Mass Education
Teachers, RCs, etc. Media Programmes, Management
Collaborations, ... System.
VOLE and associated CMR of the courses may be used by any
college or university - whether Open, Conventional, or Online.
13. IPS and Students Support Over Vedyadhara
➢ IGNOU Prashnottari Sewa [IPS] is a useful 'Query –
Response System and an integral part of VOLE.
➢ Each Programme has a separate IPS that allows
queries from students, counselors, anyone to be
directed to (i) Programme Coordinator or 'Office';
(ii) Students Support Services, (iii) or designated
target office for a response.
➔ Each Programme should have one designated person
to respond to the queries received.
➔ IPS enables distribution and decentralization of
Students Support Services to each programme.
➔ With VOLE and IPS support, each programme
becomes a virtual institution.
14. Vedyadhara: Layered Model of e-Learning
Over Education Grid
Education Grid Gateway Services Access Systems University / Resources
Management
Study
Schools Colleges Centres
* *
Tier–5: Instruction, Practice, Evaluation Management Experts,
(Colleges, Study Centers) Mentors
D
N A Tier-4: Content Alignment & Capacity Building (AU)
E T
T A Tier–3: Content/Web Resources (IGNOU, NPTEL, …) Academic
W C Management
O E
N Tier-2: Systems, Applications (Over Clouds and Internet)
R
K T
E R Tier-1: ICT Infrastructure (RailTel, TelCos, STPI, NKN)
D E
S
Vedyadhara anchors the missing Tier-4
15. Vedyadhara: Community Driven e-Learning
TV, Comm. Radio, Telecon,Webinar, Mobile…
Program & Counselors,
Courses Srtudents,
Coordinators Passive Learners
Vedyadhara Suite of
Colleges, OPG, OCG, & Communities
Learners
University V- Community Wiki, Learning
OLE IPS, LMS & Blog Services
Education and Dynamic Info., IPS,
Capacity Building Alerts, MM Postings
Programs
Advanced Technology,
Information & Learning
Services (ATILS)
16. V-OLE Over Education Grid assures Quality and
Scaling Up for Inclusion and Enhanced GER
2 SMEs may manage 100
Study Centres.
2. Course Course
Management
Coordinator,
Cycles
Subject 4. Colleges
Matter & Study
Experts Centres
(SME)
Course
Design
Cycles
Students &
1.SLMs,RVLs, 3. V-OLE Open teachers
MM Content, Course Guide 24X7 access
Open Web (IOCG)
17. Open Course Guide (OCG): Exploit Convergence
for Quality Learning Engagements
Course
em g
Exercises
t
ag nin
en
r
M Lea
Self Study / Discovery
Course Map TV &
an
& Library Webinars
QMS &
LMS
SLM, Web Web Mentoring
Content
OCG Discussion
Personal Forums
Dash Board E-Mail
& Alerts
Web SMS Alerts
Resources M-Learn
Group Interactions/ P2P Learning
18. Present IGNOU VOLE Services
IGNOU
Regional IGNOU Open Web Content,
Services Program & Courses NPTEL, OCW, OER,
Coordinators …
IGNOU
Prashnottari Open Program Guide Program Blog
Sewa (IPS)
To OCGs of Various Courses
Moodle Open Course Course Wiki &
LMS Guide (OCG) Discussions
Coordination with and services to Study Centres, Counselors & Students
Effective Blend of Social Networking, Personalized Support,
LMS with Mass Media/Multicast reach to learners everywhere
19. V-OLE from the Learners and Community Perspective
Online Library,
Open Publishing
al ,
Teachers &
Fo b Students in the
Co rm l o EL .
G T c
ur a n NP Et Colleges,
se l pe t, W. Passive
s O n C
te O Learners, Web
on IT
C M Mentors, ...
Education V-OLE Course
Grid Systems Program Manageme Each Affiliating
U
& ETS Portal ni nt Groups University may
v establish Course
In er
st sit Portals based upon
es it ie
Community &
c ut s NPTEL and other
b ur
e o io &
W es
ns open/local content
Students
Subject
R
Course Portals may be
built and managed
over time.
20. VOLE, Convergence for Quality Inclusive Education
Community Radio 2 4
Learners Anywhere
IGNOU, 1 3
NPTEL, 5 6
Universities CSCs / Kiosks for
TV B Internet Accessed
A
Services
Other V-OLE IP-TV
Programs Services Internet
Portals 7
(((
Access C
Industry
R&D, Call E D Phone
Etc. Centre 8 Low Cost
Access
9 Devices
21. DEC's Enabling Role – a Roadmap
➢ Orienting all DEC approved programmes to develop and post the Open
Programme Guide, Open Course Guide with its Course Pedagogy and
Management Plan for each of its courses.
➢ Build an assessment system for CMR.
➢ DEC should promote mapping of credits to stipulated activities in the
CPMP published openly in the OCG.
➢ Each OCG with its CPMP assessed for its CMR.
➢ Every programme that assures CMR of at least 3* should be taken as
accredited with recommendation for cross credits with courses of IGNOU
and others, including those of extension education.
➢ DEC may encourage 'Education Passbooks' for every aspiring student to
help build complete, assured and accredited multi-institutional
collaborative programmes.
➢ A strong ICT enabled DEC will serve as a national collaborative education
platform that strengthens all 'distance', or better, networked programmes in
the country.
22. Recommendations for Approvals
1. ATILS to be formally constituted as core ICT Services Unit of
IGNOU. It should have a minimum of 10 Professional Staff hired
against posts to be notified and approved under ACIIL.
2. Working Group to be constituted to draft the CPMP and CMR
system. This is to include the process of their approval by the
School Board and integration into the Phase Forms of the P&DD.
3. Establishing the Programmes Databases Management Unit as part
of or along with the ATILS.
4. Directives to all large ODL Programme Coordinators to set up the
OPG and OCG for their programmes.
5. Dedicated Cloud Servers for VOLE and Databases.
Deadline? VC's approval for ATILS to be obtained by July end.
Relevant decisions to be tabled in the next AC meeting.
23. IN SUMMARY
With V-OLE, it is possible to provide ‘Quality
Education to All, Independent of Geography’.
Recall Swami Vivekananda?
“If the poor cannot come to education,
education must reach them, at the plough, in
the factory, everywhere.”
We can make this happen through Vedyadhara
and Thematic Community Enterprises.
For relevant papers, visit
http://vedyadhara.ignou.ac.in/wiki
ODTEL Publications
24. ACKNOWLEDGEMENTS
First to IIITM-K for the years spent experimenting
with diverse systems of eLearning, the Education
Grid, KISSAN-Kerala and others.
Second to all colleagues at Trivandrum, specifically Shri R.
Narayanan of TCS, Dr. Venkatesh, Shri Radhakrishnan, Shri
Ajith Kumar, Shri Pradeep Kumar, Dr. Dinesh, Shri Arvind
Mohan, Shri David Mathews, and several others.
Third to Vice Chancellor, Board of IGNOU and now Shri
Sukant Kole, Ms. Divya Raj, Shri Rejith. R, Dr. K.
Subramanian, the ACIIL team, Prof. P. Tripathi, Dr. Pankaj
Khare and others for supporting the ongoing initiatives.