This document provides an overview of educational technology tools and strategies at Vancouver Island University (VIU). It describes the basic principles of educational technology used at VIU, including unified login, integration, mobile access, security, and compliance. Specific tools are outlined, such as the learning management system VIULearn, the video platform VIUTube, blogging services, online meeting spaces, and classroom response systems. Instructional strategies are discussed, along with considerations for designing technology-enabled learning, including pedagogical models, social/cultural context, and theory-based design frameworks. Examples are given of how instructors have incorporated technologies into their courses.
- The document discusses integrating digital literacy into university curriculums. It proposes developing students' abilities to locate, organize, evaluate, and analyze online information using digital tools.
- A project is proposed to assess students' current digital literacy, develop an approach to address weaknesses, implement a trial program, and refine the approach for broader use. The goal is to prepare students for study, work, and life in a digital world.
- Challenges include variable student digital skill levels and entrenched expectations of traditional learning. Examples of successful students embracing new approaches through blogging and online sharing are provided.
This document analyzes the technical features, affordances, and pedagogical uses of various technologies including audio, video, wikis, and blogs. It describes how these technologies can be used for collaborative projects, community education, counseling education, and reflective assessments. Features like file sharing, embedding, asynchronous access, and editing allow these technologies to support constructivist learning approaches and connect students across distances.
21st Century Perspective on Teaching in Higher Education Eileen O'Connor
This presentation was delivered to faculty in higher education to emphasize ways to incorporate collaboration, integration of technologies, and more global approaches to teaching - both online and face to face.
Integrating Desktop Video Conferencing into Online and Web ...Videoguy
This document discusses how desktop video conferencing can be integrated into online and web-enhanced courses to facilitate collaborative learning. It describes how computer-supported collaborative learning tools allow for real-time group work using audio and video conferencing. These tools provide opportunities for students to work interactively on projects and assignments. The document provides examples of video conferencing software and their interactive features, as well as tips for instructors on planning and facilitating collaborative learning activities using these technologies.
Effective technology integration for 21st century learners involves using technology to promote active engagement, participation in groups, interaction and feedback, and connections to real-world experts. Some strategies discussed include using online forums for debate and dialogue, having students collaborate on podcasts, utilizing concept mapping software for research projects, blogging for self-expression, and providing online courses and tutorials for structured learning that students can revisit. The document also mentions technologies teachers can use like smart boards, PowerPoint, marking tools, videos, and facilitating discussions.
The document discusses how technology in the 21st century can benefit students, teachers, and administration. For students, technology provides flexibility in learning and opportunities for collaboration. Teachers can increase parent contact, share ideas with peers, and develop skills through professional development. Administration can manage budgets, align resources to standards, and create expanded learning opportunities. However, concerns include difficulty monitoring programs, exposure to sensitive materials, unauthorized access, costs, and training needs.
Telecentre Multimedia Academy: project presentationTELECENTRE EUROPE
This document summarizes a project aimed at improving adult learners' media literacy skills through online courses developed by a partnership of organizations across Europe. The project involved researching existing media literacy programs, designing basic and advanced online courses on sound, photo and video skills, developing learning materials, piloting the courses in 7 countries, and establishing permanent Telecentre Multimedia Academies. The goal was to provide adults with skills in understanding, using and producing various media to foster long-term media literacy learning opportunities.
This document provides an overview of educational technology tools and strategies at Vancouver Island University (VIU). It describes the basic principles of educational technology used at VIU, including unified login, integration, mobile access, security, and compliance. Specific tools are outlined, such as the learning management system VIULearn, the video platform VIUTube, blogging services, online meeting spaces, and classroom response systems. Instructional strategies are discussed, along with considerations for designing technology-enabled learning, including pedagogical models, social/cultural context, and theory-based design frameworks. Examples are given of how instructors have incorporated technologies into their courses.
- The document discusses integrating digital literacy into university curriculums. It proposes developing students' abilities to locate, organize, evaluate, and analyze online information using digital tools.
- A project is proposed to assess students' current digital literacy, develop an approach to address weaknesses, implement a trial program, and refine the approach for broader use. The goal is to prepare students for study, work, and life in a digital world.
- Challenges include variable student digital skill levels and entrenched expectations of traditional learning. Examples of successful students embracing new approaches through blogging and online sharing are provided.
This document analyzes the technical features, affordances, and pedagogical uses of various technologies including audio, video, wikis, and blogs. It describes how these technologies can be used for collaborative projects, community education, counseling education, and reflective assessments. Features like file sharing, embedding, asynchronous access, and editing allow these technologies to support constructivist learning approaches and connect students across distances.
21st Century Perspective on Teaching in Higher Education Eileen O'Connor
This presentation was delivered to faculty in higher education to emphasize ways to incorporate collaboration, integration of technologies, and more global approaches to teaching - both online and face to face.
Integrating Desktop Video Conferencing into Online and Web ...Videoguy
This document discusses how desktop video conferencing can be integrated into online and web-enhanced courses to facilitate collaborative learning. It describes how computer-supported collaborative learning tools allow for real-time group work using audio and video conferencing. These tools provide opportunities for students to work interactively on projects and assignments. The document provides examples of video conferencing software and their interactive features, as well as tips for instructors on planning and facilitating collaborative learning activities using these technologies.
Effective technology integration for 21st century learners involves using technology to promote active engagement, participation in groups, interaction and feedback, and connections to real-world experts. Some strategies discussed include using online forums for debate and dialogue, having students collaborate on podcasts, utilizing concept mapping software for research projects, blogging for self-expression, and providing online courses and tutorials for structured learning that students can revisit. The document also mentions technologies teachers can use like smart boards, PowerPoint, marking tools, videos, and facilitating discussions.
The document discusses how technology in the 21st century can benefit students, teachers, and administration. For students, technology provides flexibility in learning and opportunities for collaboration. Teachers can increase parent contact, share ideas with peers, and develop skills through professional development. Administration can manage budgets, align resources to standards, and create expanded learning opportunities. However, concerns include difficulty monitoring programs, exposure to sensitive materials, unauthorized access, costs, and training needs.
Telecentre Multimedia Academy: project presentationTELECENTRE EUROPE
This document summarizes a project aimed at improving adult learners' media literacy skills through online courses developed by a partnership of organizations across Europe. The project involved researching existing media literacy programs, designing basic and advanced online courses on sound, photo and video skills, developing learning materials, piloting the courses in 7 countries, and establishing permanent Telecentre Multimedia Academies. The goal was to provide adults with skills in understanding, using and producing various media to foster long-term media literacy learning opportunities.
The document summarizes the evolution and offerings of the Frontier Learning Network (FLN), a consortium that provides distance learning opportunities for rural students. It discusses how FLN started by addressing needs in three Oregon counties and expanded its telecommunications infrastructure and multi-platform course delivery over time. FLN now offers a range of core, career-focused, dual-credit, and technology courses through synchronous and asynchronous methods, using tools like video conferencing, online programs, and immersive virtual environments. Strong FLN partnerships are characterized by dedicated teachers, collaborative technology, adventurous students, and visionary leadership.
The document discusses the UHI Virtual Learning Environment called CLAN. It describes CLAN as an open source solution that can be customized to meet UHI's pedagogical needs from SVQ to PhD levels. CLAN will integrate with other applications and grow with UHI. It will also allow for collaboration through a developer community.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
DLAC 2019 Workshop on Access and AccessibilityRaymond Rose
The document discusses issues of accessibility and universal design for learning in digital education, outlining key concepts such as the Americans with Disabilities Act, Section 504, and the Web Content Accessibility Guidelines. It also provides recommendations for making online courses and websites accessible to students with disabilities through practices like using alternative text for images, captioning videos, and ensuring color selection does not impede those with color blindness. The document is presented by Raymond Rose and contains contact information for accessibility certification courses through the Texas Distance Learning Association.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
CALL stands for Computer-Assisted Language Learning and refers to using computers to facilitate language learning. CALL materials are student-centered and promote self-paced, accelerated learning. TELL is derived from CALL and refers to Technology Enhanced Language Learning. E-learning uses electronic media and networks to support learning and teaching with a focus on individual experiences. M-learning refers to learning that occurs using mobile technologies like phones and mp3 players. Blended learning combines face-to-face instruction with online learning using technologies like computers, phones and videoconferencing. A VLE or Virtual Learning Environment provides online tools to support teaching and learning. A PLE or Personal Learning Environment allows learners to manage their own learning
The document discusses a project examining further education (FE) students' digital experiences and expectations. It conducted research including literature reviews and student focus groups. The research found students have varying prior experiences and needs regarding technology. It also identified challenges students face related to digital tools in their colleges. The project aims to provide colleges guidance on supporting students' digital skills and developing a set of principles for enhancing the student digital experience.
Moodle is a free, open-source learning management system that allows teachers to create individualized websites for students. It provides many web 2.0 tools like blogs, wikis, and discussion boards. Teachers can facilitate learning through Moodle from any location with internet access. Moodle also allows for email communication between students and teachers, cloud storage of documents, calendars, and gradebooks. It can help differentiate instruction for various student needs and close gaps in access to technology outside of school. Moodle supplements and enhances classroom learning by providing structured independent and collaborative work for students to engage with at their own pace.
Distance technologies refer to communication technologies used for distance learning and education, including transmitting information online to large groups. Issues with distance learning include equity, effectiveness, community building, and communication. Learning management systems are software used for educational and business purposes to identify learning gaps and track student performance. Massive open online courses (MOOCs) offer free online courses globally but require digital literacy and self-regulation from participants. Future endeavors may incorporate more immersive virtual reality experiences.
Moodle is a free, open-source learning management system that allows teachers to create individualized websites for students. It provides many web 2.0 tools like blogs, wikis, and discussion boards. Teachers can facilitate learning through Moodle by uploading content and assignments. Students can access Moodle from school, home, or anywhere with an internet connection to do coursework, collaborate with peers, and see their progress. Moodle helps supplement and differentiate classroom instruction to engage students and allow them to learn at their own pace.
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.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
The document discusses the use of e-portfolios and personal learning environments (PLEs) in higher education. It outlines how e-portfolios can be used for planning, recording, reflecting on formal and informal learning, presenting skills and achievements, and providing evidence for recognition purposes like accreditation of prior learning. The EduSpaces model is proposed as an institutional platform to support e-portfolios across entry phases, learning, career preparation, and as an alumni tool for lifelong learning. Key features of EduSpaces include learner diaries, social networks, presentations, content aggregation, personalization, access controls, and connectivity to learning management systems.
Faculty Laptop Project - Teaching and Learning with Laptops at GRCCekunnen
The document summarizes GRCC's Faculty Laptop Project, which aimed to provide laptops to all faculty members to enhance teaching and learning. It discusses launching a pilot program in 2005 that equipped 28 faculty volunteers with laptops. Based on the success of the pilot, the project expanded in 2006 to more departments and all full-time faculty by 2006. It outlines next steps like ongoing training, support, and potentially expanding the program to include adjunct faculty. The overall goal was to provide a portable tool for faculty to enhance instruction quality and student success.
This document outlines how blogs and wikis can be used for learning. It discusses the context of learning and teaching styles and preferences. For blogs, it describes how they allow for learner-created content sharing and interaction through public or private postings. Wikis are described as allowing for collaborative composing and presenting of live, dynamic content with a history of edits. Both tools provide opportunities for increased information and technology literacy when used for online or blended learning. Challenges of use include moderating interactions, assessing learning, and ensuring an effective collaborative process.
Using microblogging in education. Case study: Cirip.roCarmen Holotescu
Presentation at Conference eLearning Applications, UAC, Cairo, 10-12 January 2009 - about the educational microblogging platform http://www.cirip.ro/?lg=en
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
Project number: 224348
Project acronym: AEGIS
Project title: Open Accessibility Everywhere: Groundwork, Infrastructure, Standards
Starting date: 1 September 2008
Duration: 48 Months
AEGIS is an Integrated Project (IP) within the ICT programme of FP7
Presentation at the Central University, Hyderabad on 19 December 2012 during the National Seminar cum workshop on ICT based Learning in Higher education
The document summarizes the evolution and offerings of the Frontier Learning Network (FLN), a consortium that provides distance learning opportunities for rural students. It discusses how FLN started by addressing needs in three Oregon counties and expanded its telecommunications infrastructure and multi-platform course delivery over time. FLN now offers a range of core, career-focused, dual-credit, and technology courses through synchronous and asynchronous methods, using tools like video conferencing, online programs, and immersive virtual environments. Strong FLN partnerships are characterized by dedicated teachers, collaborative technology, adventurous students, and visionary leadership.
The document discusses the UHI Virtual Learning Environment called CLAN. It describes CLAN as an open source solution that can be customized to meet UHI's pedagogical needs from SVQ to PhD levels. CLAN will integrate with other applications and grow with UHI. It will also allow for collaboration through a developer community.
This document discusses e-learning pedagogy and trends. It notes that e-learning offers flexible learning opportunities but that current tools focus more on content than pedagogy. For e-learning to be effective, it must be driven by pedagogy rather than just technology. Learning design frameworks help make pedagogical processes and activities portable across different systems in order to improve e-learning quality and the student experience. However, fully implementing learning design approaches remains a significant challenge.
DLAC 2019 Workshop on Access and AccessibilityRaymond Rose
The document discusses issues of accessibility and universal design for learning in digital education, outlining key concepts such as the Americans with Disabilities Act, Section 504, and the Web Content Accessibility Guidelines. It also provides recommendations for making online courses and websites accessible to students with disabilities through practices like using alternative text for images, captioning videos, and ensuring color selection does not impede those with color blindness. The document is presented by Raymond Rose and contains contact information for accessibility certification courses through the Texas Distance Learning Association.
Facilitating Active Learning Utilizing the Online Environment of NfomediaMalinka Ivanova
The document discusses active learning strategies that can be facilitated using the online learning environment Nfomedia. It proposes using concept mapping, project-based learning, and personal learning environments to engage students in knowledge gathering, application, distribution, and analysis. The strategies aim to clearly track and motivate students by having them summarize, analyze, remember, create, explore, discuss and share information to document their progression. The document concludes that a prototype combining these active learning methods was tested successfully in Nfomedia over one semester.
CALL stands for Computer-Assisted Language Learning and refers to using computers to facilitate language learning. CALL materials are student-centered and promote self-paced, accelerated learning. TELL is derived from CALL and refers to Technology Enhanced Language Learning. E-learning uses electronic media and networks to support learning and teaching with a focus on individual experiences. M-learning refers to learning that occurs using mobile technologies like phones and mp3 players. Blended learning combines face-to-face instruction with online learning using technologies like computers, phones and videoconferencing. A VLE or Virtual Learning Environment provides online tools to support teaching and learning. A PLE or Personal Learning Environment allows learners to manage their own learning
The document discusses a project examining further education (FE) students' digital experiences and expectations. It conducted research including literature reviews and student focus groups. The research found students have varying prior experiences and needs regarding technology. It also identified challenges students face related to digital tools in their colleges. The project aims to provide colleges guidance on supporting students' digital skills and developing a set of principles for enhancing the student digital experience.
Moodle is a free, open-source learning management system that allows teachers to create individualized websites for students. It provides many web 2.0 tools like blogs, wikis, and discussion boards. Teachers can facilitate learning through Moodle from any location with internet access. Moodle also allows for email communication between students and teachers, cloud storage of documents, calendars, and gradebooks. It can help differentiate instruction for various student needs and close gaps in access to technology outside of school. Moodle supplements and enhances classroom learning by providing structured independent and collaborative work for students to engage with at their own pace.
Distance technologies refer to communication technologies used for distance learning and education, including transmitting information online to large groups. Issues with distance learning include equity, effectiveness, community building, and communication. Learning management systems are software used for educational and business purposes to identify learning gaps and track student performance. Massive open online courses (MOOCs) offer free online courses globally but require digital literacy and self-regulation from participants. Future endeavors may incorporate more immersive virtual reality experiences.
Moodle is a free, open-source learning management system that allows teachers to create individualized websites for students. It provides many web 2.0 tools like blogs, wikis, and discussion boards. Teachers can facilitate learning through Moodle by uploading content and assignments. Students can access Moodle from school, home, or anywhere with an internet connection to do coursework, collaborate with peers, and see their progress. Moodle helps supplement and differentiate classroom instruction to engage students and allow them to learn at their own pace.
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.
How the University of Maryland Implemented a Campus-Wide IT Accessibility Plan3Play Media
In 2015, the University of Maryland created a 3-year IT Accessibility Plan focused on improving and (re)designing on-campus technologies. Specifically, they focused on web accessibility, course (re)design, multimedia development, eLearning tools, and assistive technology tools. This plan was created and implemented by the university's Division of IT, with recommendations from the campus' IT Accessibility Committee, a group comprised of individuals from across campus.
In this webinar, Ana Palla-Kane (IT Accessibility Specialist) and Susan Johnston (Instructional Designer) will dive into the design and implementation of their IT accessibility plan, providing an inside look into the university’s own strategies and structure. They will discuss the specific steps taken by the Division of IT in designing and implementing the plan, as well as provide insight into first-year successes and challenges.
Topics will include:
How to design an IT accessibility plan
Steps in implementing an IT accessibility plan
Successes and challenges faced after the first year implementing a campus-wide IT accessibility plan
The document discusses the use of e-portfolios and personal learning environments (PLEs) in higher education. It outlines how e-portfolios can be used for planning, recording, reflecting on formal and informal learning, presenting skills and achievements, and providing evidence for recognition purposes like accreditation of prior learning. The EduSpaces model is proposed as an institutional platform to support e-portfolios across entry phases, learning, career preparation, and as an alumni tool for lifelong learning. Key features of EduSpaces include learner diaries, social networks, presentations, content aggregation, personalization, access controls, and connectivity to learning management systems.
Faculty Laptop Project - Teaching and Learning with Laptops at GRCCekunnen
The document summarizes GRCC's Faculty Laptop Project, which aimed to provide laptops to all faculty members to enhance teaching and learning. It discusses launching a pilot program in 2005 that equipped 28 faculty volunteers with laptops. Based on the success of the pilot, the project expanded in 2006 to more departments and all full-time faculty by 2006. It outlines next steps like ongoing training, support, and potentially expanding the program to include adjunct faculty. The overall goal was to provide a portable tool for faculty to enhance instruction quality and student success.
This document outlines how blogs and wikis can be used for learning. It discusses the context of learning and teaching styles and preferences. For blogs, it describes how they allow for learner-created content sharing and interaction through public or private postings. Wikis are described as allowing for collaborative composing and presenting of live, dynamic content with a history of edits. Both tools provide opportunities for increased information and technology literacy when used for online or blended learning. Challenges of use include moderating interactions, assessing learning, and ensuring an effective collaborative process.
Using microblogging in education. Case study: Cirip.roCarmen Holotescu
Presentation at Conference eLearning Applications, UAC, Cairo, 10-12 January 2009 - about the educational microblogging platform http://www.cirip.ro/?lg=en
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document discusses accessibility in e-learning as a way to promote inclusion for students with disabilities. It notes that while technical accessibility standards exist, pedagogical accessibility is also important but less addressed. The research aims to develop guidelines for fully accessible e-learning courses through a participatory design process involving students with special education needs. This would provide a model for inclusive online course design in higher education that considers both technical and pedagogical accessibility factors.
Project number: 224348
Project acronym: AEGIS
Project title: Open Accessibility Everywhere: Groundwork, Infrastructure, Standards
Starting date: 1 September 2008
Duration: 48 Months
AEGIS is an Integrated Project (IP) within the ICT programme of FP7
Presentation at the Central University, Hyderabad on 19 December 2012 during the National Seminar cum workshop on ICT based Learning in Higher education
The document proposes a new course titled "Delivery, Design, and Supplementing Instruction through an Online Learning Environment." The 3-credit asynchronous and synchronous online course would teach undergraduate education students how to design, deliver, and supplement K-12 instruction using online formats. Students would read research on multimedia learning and effective online instruction to create an online course in their subject area using Blackboard. The proposal provides details on course objectives, topics, activities, prerequisites, and assessment to justify the course for approval.
This document outlines a final project using wikis to teach critical thinking skills. Students will collaborate in groups on a wiki to create a legislative proposal for a recycling program. They will conduct research, write the proposal, review each other's work, and publish their final product. The goals are for students to learn collaboration, knowledge construction, and design of their own learning community through this wiki activity. Teachers will be trained on using specific wiki tools and implementing a problem-based learning model for the project.
Presentation to Boston Public Schools Principals & Headmasters at the 2012 School Leader Institute on selecting technology tools to support diverse learning needs of students.
The document summarizes a presentation about innovations in learning and teaching given by Gráinne Conole at the International Arab Conference of e-technology in Kuwait. The presentation discusses how new technologies and the changing nature of learners requires new approaches to designing education. It provides an overview of tools like Web 2.0, open educational resources, and learning design initiatives at the Open University UK to design more interactive, collaborative and personalized learning experiences that develop important digital literacy skills.
The eLearning project involves developing a global training framework using a blended learning approach that combines online and offline learning. This will include creating an online learning portal with training materials, webinars, and a community forum. The project aims to support trainers globally and provide a cost-effective and environmentally friendly solution. Key considerations for implementation include customization for different cultures, change management strategies, and focusing on supports, reflection opportunities, and building an intercultural community. The design is influenced by social constructivist principles and aims to use authentic tasks to promote active, self-directed learning.
Accessibility and Online Learning: Users as LearnersMary Ziegler
1) The document discusses accessibility in online learning and focuses on learners with disabilities. It covers the growth of online learning, types of learners, and their motivations.
2) Approaches to accessibility discussed include following Web Content Accessibility Guidelines and applying principles of universal design. Examples are given of how to make content like video and assessments accessible.
3) Current opportunities and challenges mentioned include a need for more image descriptions, flexible assessments, and communication tools for different disabilities. Standards only go so far and innovation is needed to consider all learners.
This document discusses using Web 2.0 technologies to enhance learning in the classroom. It provides an overview of Web 2.0, why it should be used in education, and details a project where teachers explored using Web 2.0 tools like Edmodo. The project involved setting up an online classroom space using Edmodo, introducing students to it, and using it to extend classroom activities. Teachers found it enhanced communication and engagement while reinforcing effective pedagogy.
Gráinne Conole presented a holistic, student-centered approach to learning design using new technologies. She discussed how technologies are changing the learning landscape and learner expectations. Conole proposed learning design as a conceptual framework and tools like CompendiumLD and Cloudworks to help educators design for learning and share ideas. Her vision emphasizes flexible, experiential learning that blurs boundaries between formal and informal learning through open educational resources and new digital spaces.
This document discusses methods for differentiating instruction and universal design for learning through educational technology. It describes differentiated instruction as customizing learning to meet student needs by providing varying content, strategies, and assessments. Universal design for learning removes barriers to learning by offering flexibility. The document provides examples of using technology to differentiate content, process, and product, as well as assistive technologies at different levels. It emphasizes equitable access to technology and promoting cultural understanding through instructional practices and materials that validate student identities and foster respect among diverse learners.
The document summarizes a presentation on hybrid courses that blend face-to-face instruction with online learning using social interaction technologies. It defines a hybrid course as combining in-person and online learning, with a significant portion of activities occurring online. The document outlines various social technologies used in hybrid courses like blogs, wikis, podcasts and learning management systems. It discusses benefits of hybrid courses for students, faculty and universities, as well as challenges, such as requiring self-motivation from students.
Using Web Tools To Enhance Teaching & Learningguest64acb3a
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
Using Web Tools To Enhance Teaching & Learningguest64acb3a
Presentación sobre el uso de herramientas de la Web 2.0 en dos cursos graduados que ofrezco en la Escuela Graduada de Ciencias y Tecnologías de la información, en la UPR. Presentada en la Conferencia Anual de HETS, enero de 2010.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
The document discusses transforming teaching practices through more open and collaborative approaches enabled by new technologies. It describes the Open University's Learning Design Initiative which developed the Cloudworks site to facilitate sharing of educational ideas and designs. Cloudworks uses a cloud metaphor and aims to lower barriers to participation. Evaluations showed increased use over time and emerging patterns of communities, discussions, resource sharing and expert reviews developing around events and topics of interest. The initiative reflects on how to better support open and social learning design.
This document summarizes the work of Gráinne Conole and the Open University Learning Design Initiative to develop tools and practices that support more open and collaborative approaches to teaching and learning design. They created Cloudworks, a social networking site where users can share ideas, resources and learning designs through "clouds" and participate in "cloudscapes" like conferences. Through iterative design, evaluation and community engagement, Cloudworks aims to bridge the gap between the promise of new technologies and their reality in practice by making design processes more open, social and collective.
Audio visual in L2 on digital resources for learning L2 languages - Noto con...Maria Rizza
This document summarizes a presentation on using various media tools like Wikispace, Exelearning, and slideshare for language learning. It discusses how these tools are used to introduce students to web resources, have them complete topics and share materials. Wikispace allows asynchronous and collaborative work from different places. Exelearning allows arranging learning activities and exporting materials. Benefits include empowering student creativity and problem solving, while challenges include needing teacher training and flexible time. Technical requirements are internet access and open source software. The teacher evaluation found increased motivation and participation from more flexible learning.
Rethinking e-learning accessibility: toward didactic guidelines to design inc...Eleonora Guglielman
Rethinking e-learning accessibility: toward didactic guidelines to design inclusive activities. Paper presented in the ATEE Winter Conference, Genoa, 07 march 2013.
Il cervello plastico. Fondamenti neurofisiologici e strategie efficaci per l’...Eleonora Guglielman
"Il cervello plastico. Fondamenti neurofisiologici e strategie efficaci per l’apprendimento permanente", paper presentato a DIDAMATICA 2014. Nuovi processi e paradigmi per la didattica, Napoli, 8 maggio 2014.
http://didamatica2014.unina.it
Le tecnologie digitali per la didattica tra innovazione e nuove competenzeEleonora Guglielman
E. Guglielman (2012). Le tecnologie digitali per la didattica tra innovazione e nuove competenze, "Life Design - Research and Education", a. II, n. 2, pp. 38-46.
Tutorial per l'uso delle funzioni di base di Raindrop, uno strumento online per organizzare e condividere documenti, immagini e risorse e fare attività di content curation.
Presentazione realizzata nell'ambito delle attività del corso Complex Learning con ii social networks.
Intervento al Corso di Perfezionamento "Didattica modulare e dell'orientamento". Università degli Studi Roma Tre, Facoltà di Scienze della Formazione, 2010.
(ho riuploadato la presentazione perché la precedente risulta illeggibile)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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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.
1. RETHINKING
ACCESSIBILITY IN E-LEARNING:
TOWARD DIDACTIC GUIDELINES
TO DESIGN INCLUSIVE ACTIVITIES
Eleonora Guglielman
ATEE Winter Conference
Genoa, 07 march 2013
2. The emerging issues of the research
✲ 2 million 600 thousand persons with disabilities in Italy, 12,403
of whom enrolled at the University (2007-08, ISTAT and
Ministry of Education)
✲ Dramatically increase of the universities offering e-
learning/blended courses, with use of collaborative activities
(forum, chat, wiki, etc.).
✲ Access to technologies by people with disabilities is a priority
at European and national level ("Law Stanca", January 9, 2004,
n. 4)
✲ All students must have ensured "full access" to all study
activities, including online activities (Law 104/1992 on
disability, Law 17/99, specialized tutoring, Law 170/2010,
learning disabilities).
3. The meaning of accessibility
Definition: “the degree to which a product, device, service, or
environment is available to as many people as possible”
From the technological point of view the concept is declined mainly in three
areas:
Assistive Web and Learning
technologies software standards Management Systems
4. A bidimensional accessibility
Technological accessibility: access to HW and
SW – accessibility of websites, LMS, digital
contents.
It is defined by standards and parameters
Pedagogical accessibility:
✲ Access to contents and resources
✲ Access to interaction and collaboration tools (chat, forum, wiki)
✲ Access to activities: workshops, debates, collaborative works,
simulations
not still realized
5. A 3 levels model
Access to VLE Access to contents Access to activities
Login Read text Communicate
Visit the home page Convert files Interact
Surfing Download contents Collaborate
Read information Sharing knowledge
Building new meanings
Using web 2.0 tools
There are different levels of accessibility, each of which is a prerequisite
for subsequent
Time to rethink accessibility!
6. How to address the challenge?
The solution: guidelines for the design of e-learning
courses that are accessible both at a technological
and a methodological-didactic level
The target: Students with special educational needs
(deaf, blind, motor disabilities, learning disabilities)
The paradigm: Universal Design - Services and
environments must be designed so that they are
accessible and usable for all (in educational field:
Universal Instructional Design and Universal Design
for Learning)
7. The research phase
Survey with the Survey with experts Desk study
students
Case studies (5) Web survey (112) Online data (Istat, Miur,
Interview (9) University)
Tools: Tools: Quantitative data
Grids for observation, Questionnaire with closed
interview ended questions
Questionnaire with open
ended questions
8. The Guidelines
Are formulated taking as a reference model the existing guidelines for
the technological accessibility; are structured according to the macro-
phases of the design of an e-learning course in the following
framework
A. Pre-design B. Methodological design
A1. Course Organization B1. Didactic methods and strategies
A2. Users profile and identification of B2. Course planning
prerequisites
B3. Design and structuring of contents
B4. Activities and tools
B5. Didactic support
10. Articulation of the guidelines
35 generic guidelines and 9 methodological guidelines for students with
learning disabilities
Each guideline including:
✲ Phase and macroarea
✲ Types of disability N O &
✲ Indicator
✲ Methodological-didactic descriptors
✲ WACG 2.0 standard(s)
✲ References
11. Future trends
✲ Decline guidelines for specific
disabilities
✲ Test, validate, redesign guidelines in
online courses to their full adoption
✲ Make the course staff acquire
accessibility skills
✲ Contribute to the dissemination of
the culture of Universal Design
✲ A new professional role: the e-tutor
expert in accessibility