Repositories and communities at cross-purposes
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The document discusses tensions between learning object repositories (LORs) and their user communities. It analyzes case studies of two LORs, Jorum and DIDET, identifying contradictions between the perspectives of curators and users. Users saw the LORs as standalone tools rather than integrated into their existing systems. Curators had a long-term strategic view while users focused on short-term operational needs. The study also found mismatches between community identities and rewards for teaching versus research. It concludes with implications like better aligning repositories with user needs and involving users in development.
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The document discusses the concept of Learner Generated Contexts (LGC), which refers to contexts created by learners interacting together with a common goal. It explores the perspectives of different stakeholders and proposes that an LGC can be characterized by learners having agency in identifying knowledge gaps and shaping their learning context through knowledge, curriculum, resources, environment and organization. The role of teachers as facilitators is also discussed. There is a call for further developing frameworks and examples to better understand the nature of LGC.
Naava Frank: Learning Communities for Professional
This document discusses learning communities and communities of practice (CoPs) as tools for professional development. It defines key aspects of CoPs, including that they are groups of professionals who systematically share expertise to improve their practice. The document then outlines three core processes that learning communities use: surfacing questions/needs, building connections, and eliciting tacit knowledge. Specific techniques are provided for each process.
What if we built it— and they didn't come...
This document discusses building vibrant and purposeful virtual learning communities. It provides examples of both successful and unsuccessful virtual communities and analyzes the factors that led to each. The key factors that contributed to success included having a clear purpose, strong leadership, engaging activities, and effective tools to facilitate collaboration and connection among members. Factors that caused communities to falter included a lack of these elements as well as insufficient governance structures and ownership. The document advocates for combining professional learning communities, communities of practice, and personal learning networks to provide different contexts for knowledge sharing and development.
Web 2.0: trendy nonsense?
Presentation for the JISC-CETIS conference 14-15th November 2006 in Manchester. Session title "Thinking the unthinkable".
Designing sustainable governance for open education in healthcare: an ecosyst...
Designing sustainable governance for open education in healthcare: an ecosyst...Global OER Graduate Network
Nicolai van der Woert's presentation of his #PhD research at the 5th GO-GN Seminar in Kraków, April 10th-11th, 2016.Designing sustainable governance for open education in healthcare
Nicolai van der Woert M Ed M elmac
senior consultant, Radboud university medical center, health academy
Westmoreland iu21 clc
The document discusses trends in education moving from analog to digital, closed to open, and isolated to connected. It defines communities as collections of individuals bound by shared ideas and ideals. Networks are created through sharing ideas and connecting with others with shared passions. The document advocates for communities of practice, professional learning communities, and personal learning networks as models of connected learning and professional development in the digital age.
Reviewing the role of teaching librarians in supporting student's digital cap...
Reviewing the role of teaching librarians in supporting student's digital cap...IL Group (CILIP Information Literacy Group)
The document summarizes a study that investigated how librarians can support students' digital capabilities. It conducted interviews with stakeholders at a health faculty to understand their perceptions of digital literacy and the role of librarians. The study found that stakeholders mainly see librarians as teaching digital information literacy. However, there is potential for librarians to support other elements of digital literacy frameworks by collaborating in multidisciplinary teams and directly working with students. The qualitative research aimed to understand current practice and make recommendations for improving support of students' diverse digital needs.E-Resources and Information Literacy: A Working Session
This document outlines the agenda for a working session on e-resources and information literacy. The session will introduce Credo Reference and Libraries Thriving services and have group discussions. It will also cover getting the most out of Credo Reference and new features. Three studies on information literacy challenges students face are summarized. The value of academic libraries is discussed based on an ACRL report. Suggestions are provided for the print to digital transition, curriculum alignment, faculty collaboration, technology trends, and assessment. Case studies model collaboration between libraries and other campus partners.
Digital Humanities in Practice, DHC 2012
This paper presents findings of a fieldwork study that explored research practices, challenges, and directions in contemporary digital humanities scholarship. The study was conducted in the period April-October, 2010, as part of two research projects of the Royal Netherlands Academy of Arts and Sciences and the Oxford Internet Institute. The studies included observations, focus groups, and in-depth interviews with digital humanities scholars, policymakers, and funders, with a focus on developers and users of digital resources for humanities research. The study involved 92 participants from over 25 institutions in 5 countries.
Presented by: Monica Bulger, Eric T. Meyer, and Sally Wyatt, with Smiljana Antonijevic
Westmoreland2
This document discusses the concept of learning communities in a digital age. It defines communities and networks, and describes how connected learning occurs through connections between learners. Various types of learning communities are described, including professional learning communities, communities of practice, and personal learning networks. The roles of community members and motivations for participation are discussed. Characteristics of healthy communities like norms, groups, conversations and collaboration are also covered.
FORCE11: Future of Research Communications and e-Scholarship
FORCE11 is a grassroots organization that aims to accelerate scholarly communications and e-scholarship through technology, education, and community engagement. It was founded in 2011 in Dagstuhl, Germany and is open to anyone with a stake in modernizing scholarly communication. FORCE11 envisions a future where scholarly information is part of an open, universal network and new forms of publication are created to take advantage of this. However, the current scholarly publishing system is inefficient and fragmented. FORCE11 works to address this by developing new authoring, publishing, and reward systems that incentivize open sharing and reuse of scholarly artifacts online.
STM Innovations Seminar 4 Dec 09
This document summarizes key challenges and perspectives around data sharing and e-infrastructure from researchers, those providing training and skills, and issues around funding and coordination. It identifies constraints researchers face in sharing data, lack of training, low numbers with curation expertise, need for leadership and a national strategy, and finding a balance between top-down and bottom-up approaches.
Open Access 2.0: from Rhetoric to ROI
The Open Access movement has gained ground and spread widely. However, it is time that we also consider the future of OA movement, less emotionally and more pragmatically. Moving from rhetoric to return on investment, let us focus on sustainable business models
Rebecca eynon learning & interaction in moo cs
This document summarizes Rebecca Eynon's research on conceptualizing learning and interaction in MOOCs. The research involved developing profiles of different ways learners interact based on forum data from a Coursera MOOC. Mixed methods including social network analysis, content analysis, and interviews were used. Four main learner profiles emerged: committed crowd engagers, strategists, instrumental help seekers, and community builders. The profiles provided insight into how different learners approach participation and learning in MOOCs. The research highlighted the diversity of learners and experiences in MOOCs.
NLC 2012
Slides of my presentation in Networked Learning Conference in Maastricht, Netherlands, 2 April 2012.
Using ICTs to Promote Cultural Change: A Study from a Higher Education Context
The document summarizes Anthony Cocciolo's research on how the introduction of a Web 2.0 technology impacts the culture of learning within a community. The research studied a system called PocketKnowledge over two years. Results showed evidence that the technology provided a space for a participatory subculture to form, as users were more likely to both consume and contribute content than on other sites. This visibility of contributions online may impact users' decisions to participate and the overall culture. Future research could explore how to specifically design technologies to support participatory cultures and cultural change.
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More from Colin Milligan
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Presentation at the UK SCORE event on 19th Jan 2012. This presentation highlights findings from evaluation of the JISC/HEA UKOER programme.
Oer score-2012
The document discusses the start-up of Phase III of the UKOER synthesis and evaluation project. It will be led by Allison Littlejohn, Helen Beetham, Isobel Falconer, and Lou McGill at Glasgow Caledonian University. The project aims to make a wide range of existing digital learning resources freely available and discoverable by educators and learners. It also seeks to bring about sustainable changes in culture and practices around open sharing and reuse of educational resources.
Connected Knowledge, collective learning
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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The document discusses collective learning and how people make use of collective knowledge. It explores how people connect to networks and resources to both consume and contribute knowledge. It also examines the literacies and mindsets needed for people to effectively engage in collective learning, including being open to various perspectives and freely adapting knowledge as needed. Collective learning may signal a new paradigm that balances the individual and collective.
Representing practice: practice models, patterns, bundles ....
This document discusses various approaches to representing teaching practice, including practice models, patterns, and bundles. It describes projects aimed at developing and evaluating these representations, including the Mod4L, Planet, and Share projects. Practice models are intended to structure learning activities, but may not inspire teachers or capture sufficient detail. Patterns describe effective solutions to problems, identified from practice rather than theory. Bundles also describe solutions, each with a problem statement, description of the solution, and factors for success or failure. The document considers challenges in representing practice generically while maintaining relevance and usability for teachers.
Collective Learning and Charting, Allison Littlejohn
1. The document discusses a new approach called "collective learning and charting" to support the transition from education to work.
2. It proposes using charting to help individuals relate where they are in their goals and development to where they started and want to be, and to make use of other people and resources.
3. The approach is based on research findings about how novices and experts create, consume, and share knowledge; self-regulate learning; and draw on collective knowledge to achieve goals.
Cal Shell Partnership Event 131108
The document discusses new approaches to learning, including collective learning and charting. It presents a model that moves beyond individual learning to recognize learners as consumers, contributors and connectors of knowledge. Collective learning involves learners connecting, consuming and contributing to knowledge as part of a group. Charting is presented as a way for learners to relate their progress to their goals and dynamically interact with their personal development over time with the help of other people and resources.
Managementbreakfast030908
The document discusses Glasgow Caledonian University's (GCU) strategy to encourage innovation in learning and teaching. The strategy aims to build students' skills, develop innovative learning approaches, support lifelong learning and progression, and move learning into the real world. It proposes a model of distributed leadership and communities of practice to drive transformational change. Accredited and non-accredited professional development opportunities are outlined to recognize and reward good practice in learning and teaching.
Littlejohn Nimmo Hea 190508
1) The document discusses drivers for transformational change in higher education and models for encouraging innovation in learning and teaching.
2) It proposes a framework for continuing professional development (CPD) at Glasgow Caledonian University (GCU) centered around a Caledonian Academy and scholars/associates scheme.
3) This aims to develop staff capabilities, support a cascading model of CPD, and encourage reflective teaching through collaborative projects and networks.
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The document discusses personal learning environments (PLEs) and how they position learners as being in charge of their own learning, in contrast to vocational learning environments (VLEs) which are focused on organizational goals. It raises the question of whether all learners have the skills and mindset to self-direct their learning through a PLE. Finally, it examines factors like the cohesion of the learning community and an individual's learning literacies that impact the effectiveness of a PLE approach.
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Presentation of the findings of the Learning from Digital Natives: Integrating Formal and Informal Learning project at EDMEDIA 2008 Conference. Author: Anoush Margaryan
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The document discusses blended learning and task-based learning. It describes different models of blended learning based on the percentage of content delivered online. It also categorizes different approaches to learning and types of learning tasks. The document provides examples of online activities that could be incorporated into a blended learning course, such as weekly online testing, peer feedback, and streaming videos. It outlines a five step model for designing blended learning and the roles of learners and tutors.
GCU LTAS Discussion Jan 2008
Goals and approaches being taken with the (revised)
Learning, Teaching & Assessment strategy. Presented by Caroline MacDonald and Allison Littlejohn
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This document discusses key dimensions to consider for communities that use learning object repositories (LORs). It identifies barriers, enablers, and dimensions that underlie how communities use LORs. These include the purpose, subject area, and contributors of repositories as well as the purpose, roles, and context of communities. The document also summarizes findings from a study on how repository users and curators differ in their perceptions and recommendations for improving LORs and their alignment with community needs.
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Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
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Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, they’ll also be making use of the Split-Merge Block functionality.
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How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
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Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
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Manufacturing custom quality metal nameplates and badges involves several standard operations. Processes include sheet prep, lithography, screening, coating, punch press and inspection. All decoration is completed in the flat sheet with adhesive and tooling operations following. The possibilities for creating unique durable nameplates are endless. How will you create your brand identity? We can help!
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👉 Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
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UiPath Studio CE Installation and Setup
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This LF Energy webinar took place June 20, 2024. It featured:
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In response to the urgency and scale required to effectively address climate change, open source solutions offer significant potential for driving innovation and progress. Currently, there is a growing demand for standardization and interoperability in energy data and modeling. Open source standards and specifications within the energy sector can also alleviate challenges associated with data fragmentation, transparency, and accessibility. At the same time, it is crucial to consider privacy and security concerns throughout the development of open source platforms.
This webinar will delve into the motivations behind establishing LF Energy’s Carbon Data Specification Consortium. It will provide an overview of the draft specifications and the ongoing progress made by the respective working groups.
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Repositories and communities at cross-purposes
- 6. An activity system of a LOR community
- 8. Contradiction 1: Activities to be supported Activities: long-term view Jorum curator
- 9. Contradiction 1: Activities to be supported Activities: short-term Jorum user
- 10. Contradiction 2: Outcomes Outcome: strategic view Jorum curator
- 11. Contradiction 2: Outcome Outcome: operational view Jorum user
- 12. Contradiction 3: Tools Jorum curator LOR as a standalone tool
- 13. Contradiction 3: Tools Jorum user LOR as part of an ecology of tools
- 15. Contradiction 4: Object-Outcome crossover DIDET curator Resource sharing to facilitate learning
- 16. Contradiction 4: Object-Outcome crossover DIDET user 1 Information management as a key goal
- 17. Contradiction 4: Object-Outcome crossover DIDET user 2 Information management as a key goal
- 22. Linking repositories and communities LOR dimensions Purpose Discipline Scope Sector Contributor Business model Community dimensions Purpose Dialogue Roles Coherence Context Rules Pedagogy Issues Cultural Pedagogic Organisatio-nal Technological Solutions Cultural Pedagogic Organisatio-nal Technological
Editor's Notes
- I am going to talk about issues surrounding sharing and reuse of educational resources by learning communities through digital repositories. By learning communities I mean teachers, students, researchers, librarians, educational developers, and other staff in institutions of higher and further education. I will focus on socio-cultural, pedagogic and organisational rather than technological issues. The presentation is based on findings from a two year project called Community Dimensions of Learning Object Repositories (CDLOR) funded by the UK Joint Information Systems Committee to scope and investigate the key factors that impact the uptake of digital repositories. The project was led by Glasgow Caledonian University, in collaboration with the University of Strathclyde and Intrallect, which is one of the leading repository software development companies in the UK; and a range of national and international partners, using their repositories and communities as testbeds to apply and evaluate ideas and solutions emerging from the project.