This presentation/paper focuses on an interaction design curriculum within an international collaborative education project as a case-study to demonstrate an approach to constructing hybrid e-learning environment which contains both physical classrooms and online virtual interactive-3D environments.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
A Reflection of Mobile Learning In Asia and a Conceptual FrameworkDaniel Chun
This is a presentation of a conference paper at IADIS Mobile Learning 2010 at Porto, Portugal by Daniel Chun of Art Group @Cyberport IncuTrain Center and Eric Tsui of Knowledge Management Research Center of Hong Kong Polytechnic University.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Have you sought Digital Freedom? Do you want to become a Film maker? Are you excited about animations, web designs and Interactive Multimedia? SYL introduces the Elite Multimedia Training Camp.
This presentation/paper focuses on an interaction design curriculum within an international collaborative education project as a case-study to demonstrate an approach to constructing hybrid e-learning environment which contains both physical classrooms and online virtual interactive-3D environments.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
A Reflection of Mobile Learning In Asia and a Conceptual FrameworkDaniel Chun
This is a presentation of a conference paper at IADIS Mobile Learning 2010 at Porto, Portugal by Daniel Chun of Art Group @Cyberport IncuTrain Center and Eric Tsui of Knowledge Management Research Center of Hong Kong Polytechnic University.
"Innovating an integrated approach to collaborative eLearning practices in hi...eraser Juan José Calderón
"Innovating an integrated approach to collaborative eLearning practices in higher education: the case study of a corporate communication e-platform" de Cindy Sing Bik Ngai , Wing Man Lee, Patrick Pak Kei Ng and Doreen Dongying Wu Department of Chinese and Bilingual Studies, The Hong Kong Polytechnic University, Hong Kong, People’s Republic of China aparecido en el STUDIES IN HIGHER EDUCATION https://doi.org/10.1080/03075079.2018.1482266
Have you sought Digital Freedom? Do you want to become a Film maker? Are you excited about animations, web designs and Interactive Multimedia? SYL introduces the Elite Multimedia Training Camp.
When building software, the API first approach is the only way to go. Enterprises that are seeking Software Development must definitely consider leveraging the unlimited potential of building APIs.
A quick history of my experience of eLearning and a look at current industry trends. Presentation for CUNA (Credit Union National Association) on October 27, 2015.
How to build an API your developers will love - Code.talks 2015, Hamburg by M...Michael Kuehne-Schlinkert
In the last years API spread out around the world. Every modern application provides or consumes at least one API. It became very easy to setup an API, but it became even easier to build APIs no one really wanted to use. Especially if you are providing a public API, your API should be so user friendly that your mom could use it or at least an inexperienced developer who never used an API before. As an independent software engineer I have worked with various clients designing, building, testing, maintaining and even redesigning private and public APIs; starting from a simple API for Single-Page-Application to a highly scalable and complex kickass API serving millions of users every day.
In this talk I would like to share my experience from these projects giving some guidelines on API design and answering some questions which occur in every API project like "How can we provide this operation and still being RESTful?" or "How should we version our API?" Besides an admirable API Design Testing, Documentation and Mocking are always sticking points, which I want to demystify by sharing my handy approach. With this talk I want to inspire you to apply some of these techniques in your next API project.
A brief history of eLearning as seen through the lens of my own personal experience. A look at current trends we're seeing that influence how we design and deliver online learning programs. Presented at ATD Tech Knowledge, January 14, 2016.
PowerApps, the Developer Story: Build an API to Integrate Corporate DataBram de Jager
Microsoft released PowerApps to a selective audience as a private preview in November 2015. It’s a service for enterprises to connect data across clouds to create intelligent business apps faster than ever before and share them to any device. Besides addressing the business developer and power user, it also provides opportunities for developers. This enables enterprises to expose corporate internal sources to be used within PowerApps and unleash the power of PowerApps combined with internal data sources. This session goes into the details of the possibilities for developers to leverage the Azure App Services and build APIs to use within your PowerApps. Live demos cover building and managing the API which exposes the internal data within a PowerApp on your device.
PowerApps, the Developer Story: Build an API to Integrate Corporate DataBram de Jager
Microsoft released PowerApps to a selective audience as a private preview in November 2015. It’s a service for enterprises to connect data across clouds to create intelligent business apps faster than ever before and share them to any device. Besides addressing the business developer and power user, it also provides opportunities for developers. This enables enterprises to expose corporate internal sources to be used within PowerApps and unleash the power of PowerApps combined with internal data sources. This session goes into the details of the possibilities for developers to leverage the Azure App Services and build APIs to use within your PowerApps. Live demos cover building and managing the API which exposes the internal data within a PowerApp on your device.
Solving the AL Chicken-and-Egg Corpus and Model ProblemNeil Rubens
paper: http://www.lrec-conf.org/proceedings/lrec2016/pdf/28_Paper.pdf
tool: https://github.com/move-tool/gephi-plugins
Active learning (AL) is often used in corpus construction (CC) for selecting “informative” documents for annotation. This is ideal for focusing annotation efforts, but has the limitation that it is carried out in a closed-loop manner, selecting points that will improve an existing model. When there is no model, or the task(s) is even under-defined (such as studying corpora-less phenomena), use of traditional AL is inapplicable. To remedy this, we propose a novel method for model-free AL that focuses on utilising phenomena as desirable characteristics. We introduce a tool, MOVE, that helps iteratively visualise and refine these characteristics. We show its potential on a real world case-study of a corpus we are developing.
Building a Connected Stance: Motivation and Engagement in Asynchronous Discus...Susan Wegmann
This presentation was delivered Oct. 29, 2009 at the Sloan C conference in Orlando. It presents a description of the Connected Stance and the moves that occur during the enactment of a connected stance.
Assessment & feedback Literature ReviewMorse Project
Reference List for the presentation by Dr Ann Ooms and Hendrik van der Sluis, Kingston University, at the "Improving Assessment and Feedback Practices in a Technology-Enhanced Teaching and Learning Environment: Theory and Practice" Event, 19th May 2010 at Kingston University. Part of the "Higher Education Academy : Evidence Based Practice Seminar Series 2010"
Computers & Education 54 (2010) 1222–1232
Contents lists available at ScienceDirect
Computers & Education
journal homepage: www.elsevier .com/ locate/compedu
Engaging online learners: The impact of Web-based learning technology
on college student engagement
Pu-Shih Daniel Chen a,*, Amber D. Lambert b, Kevin R. Guidry b
a Department of Counseling and Higher Education, University of North Texas, 1155 Union Circle #310829, Denton, TX 76203-5017, USA
b Center for Postsecondary Research, Indiana University Bloomington, USA
a r t i c l e i n f o
Article history:
Received 31 July 2009
Received in revised form 30 October 2009
Accepted 16 November 2009
Keywords:
Online learning
Engagement
College
University
NSSE
Web-based
Deep learning
0360-1315/$ - see front matter � 2009 Elsevier Ltd. A
doi:10.1016/j.compedu.2009.11.008
* Corresponding author. Tel.: +1 940 369 8062; fax
E-mail addresses: [email protected] (Pu-Shih D
a b s t r a c t
Widespread use of the Web and other Internet technologies in postsecondary education has exploded in
the last 15 years. Using a set of items developed by the National Survey of Student Engagement (NSSE),
the researchers utilized the hierarchical linear model (HLM) and multiple regressions to investigate the
impact of Web-based learning technology on student engagement and self-reported learning outcomes in
face-to-face and online learning environments. The results show a general positive relationship between
the use the learning technology and student engagement and learning outcomes. We also discuss the
possible impact on minority and part-time students as they are more likely to enroll in online courses.
� 2009 Elsevier Ltd. All rights reserved.
1. Introduction
The Internet and other digital technologies have become thoroughly integrated in the lives of today’s college student. A recent study by
EDUCAUSE (Hawkins & Rudy, 2008) found that the vast majority of US students at baccalaureate degree-granting institutions own and use
their own computers. Online learning management systems (LMS) such as Blackboard, D2L, or Sakai are nearly ubiquitous on American
colleges and universities, and wireless Internet access permeates most college classrooms (Green, 2007; Hawkins & Rudy, 2008). Outside
the classroom, Internet connections are available in virtually all on-campus residence halls (Hawkins & Rudy, 2008) and an estimated 79–
95% of all American College students use Facebook and MySpace (Ellison, 2007).
Most first-year college students now arrive on campus with their own personal computer, digital music player, cell phone, and other
digital devices (Salaway & Caruso, 2008). As technology becomes a part of modern life and fuel price remains high, more and more college
students opt to take online or hybrid courses using readily-available computers and information technologies (Allen & Seaman, 2008).
Moreover, many students expect instructors to integrate Internet technologies, such as online learning management syst ...
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
5. What is the future of e-learning going to
encompass??
Does there need to be new pedagogical
approaches to effectively address e-learning??
6. Defined by Harley, Lawrence and the
University of California (2007) as being mostly
facilitated through the use of the internet and
may be assisted by other technologies such as
interactive communication technologies or
ICT’s.
According to Remtulla (2007) it is a ‘Grand
Solution’ for the future of education.
7. According to Scott Niper (1989), as cited in
Guri-Rosenblit (2005, p. 467), the three are:
Correspondence teaching.
Print with broadcast media.
Use of ICT’s and the internet.
13. According to Tsai (2009) there are a number of
benefits for e-learners, which include…
Flexible time and space.
Allows for indirect social interaction.
Abundance of learning resources
Dynamic learning interfaces.
14. Hughes (2007) believes that future e-learning
environments must include…
Freedom to challenge ideas.
Must not become static, insular or exclusive.
Build a sense of community.
Interactions provide greater opportunity to
engage the learner.
15.
16. ‘Disruptive’ technologies need ‘Disruptive’
Pedagogies (Remtulla, 2006).
Teaching strategies must exploit underused
aspects of E-Learning technologies (Remtulla,
2006).
17. Combines many pedagogical styles (Breen,
2007).
There are many positive benefits to using a
blended learning approach (Clarke, 2007).
Couples face-to-face learning with e-learning
(Breen, 2007)
18.
19.
20. Connectivism-the learning process is cyclical,
in that learners will connect to a network to
share and find new information, will modify
their beliefs on the basis of new learning, and
will then connect to a network to share these
realizations and find new information once
more (Hill & Kop, 2008, p. 2).
21.
22. E-learner’s must be passionate and considerate
in the use of technologies for e-learning
(Conrad, 2008).
New technologies and pedagogical approaches
are necessary (Christen, 2009).
23.
24. Abbad, M., Morris, D., & de Nahlik, C. (2009). Looking under the Bonnet: Factors
Affecting Student Adoption of E-Learning Systems in Jordan. International Review of
Research in Open and Distance Learning, 10(2).
Breen, P. (2007). Lessons from an International e-Learning Project. International Review of
Research in Open and Distance Learning, 8(3), 1-10.
Christen, A. (2009, January 1). Transforming the Classroom for Collaborative Learning in
the 21st Century. Techniques: Connecting Education and Careers, 84(1), 28-31.
Clarke, A. (2007). The Future of E-Learning. Adults Learning, 18(7), 14-15.
Conrad, D. (2008). Reflecting on Strategies for a New Learning Culture: Can we do
it? Journal of Distance Education, 22(3), 157-161.
Davies, J., & Pigott, N. (2004). E-Learning across the Atlantic. Commentary. Perspectives
London policy and practice in higher education, 8(2), 37-40.
Guri-Rosenblit, S. (2005). Distance Education and E-Learning: Not the Same Thing.
Higher Education: The International Journal of Higher Education and Educational Planning,
49(4), 467-493.
Harley, D., Lawrence, S., & University of California, B. (2007). The Regulation of E-
Learning: New National and International Policy Perspectives. Research & Occasional
Paper Series: A Report. Revised. Online Submission. Retrieved August 3, 2009, from ERIC.
25. Hedberg, J. (2006). E-Learning Futures? Speculations for a Time Yet to Come. Studies in
Continuing Education, 28(2), 171-183.
Hill, A., & Kop, R. (2008). Connectivism: Learning Theory of the Future or Vestige of the
Past?. International Review of Research in Open and Distance Learning, 9(3), 1-13.
Hughes, G. (2007). Diversity, Identity and Belonging in E-Learning Communities: Some
Theories and Paradoxes. Teaching in Higher Education, 12, 709-720.
Kanuka, H., & Kelland, J. (2008). Has e-Learning Delivered on its Promises? Expert
Opinion on the Impact of e-Learning in Higher Education. The Canadian Journal of Higher
Education, 38(1), 45-65.
McFarlane, Kathryn. (2001). Just another electric circus? Meeting standards for K to 12 e-
learning classroom resources. Education Canada, 41(3), 26.
Remtulla, K. (2007). The Knowledge-Based Economy and E-Learning: Critical
Considerations for Workplace Democracy. Convergence, 40, 9-24.
Tsai, M. (2009). The Model of Strategic e-Learning: Understanding and Evaluating
Student e-Learning from Metacognitive Perspectives. Educational Technology & Society,
12(1), 34-48.
Watson, L. (2007). Building the Future of Learning. European Journal of Education, 42(2),
255-263.