From awareness to participation - student engagement in an online environment.
Presentation at conference MOOCs in Scandinavia 2015, at Karolinska Institute, Stockholm.
Open Networked Learning – a collaborative open online course on open networke...Open Networked Learning
Presentation of the Open Networked Learning course – an initiative from Karolinska Institutet, Lund University, Linnaeus University and Karlstad University with Partner Universities and Organizations in Brazil, Finland, Ireland, Singapore, South Africa, and Switzerland. In particular, we will focus on the new course homepage powered by WordPress and BuddyPress as part of the Creative Commons Open Education Week: 24-Hour Global CC Network Web-a-thon on March 5, 2019
Open Networked Learning – a collaborative open online course on open networke...Open Networked Learning
Presentation of the Open Networked Learning course – an initiative from Karolinska Institutet, Lund University, Linnaeus University and Karlstad University with Partner Universities and Organizations in Brazil, Finland, Ireland, Singapore, South Africa, and Switzerland. In particular, we will focus on the new course homepage powered by WordPress and BuddyPress as part of the Creative Commons Open Education Week: 24-Hour Global CC Network Web-a-thon on March 5, 2019
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
Click to enrol https://moodle4teachers.org/course/view.php?id=88
his is the 6th annual M4TEVO session. The first M4TEVO session started in 2012. The goal of the M4T EVO 2018 session is to introduce the participants to a learning management system called Moodle. Participants will learn about resources, activities, and blocks available in a Moodle course as students and practice with the role of a teacher and manager. In weeks 4 and 5, they will work collaboratively to design and develop their own Moodle course. Participants will learn to create video tutorials using screencast-o-matic, Screencastify and Hippo with Chrome and SlideSpeech.
Open Networked Learning - Uhlin & Kvarnström SUHF lärandemiljöer maj 2015Open Networked Learning
Seminarium om framtidens lärandemiljöer, arrangerat av SUHF (Sveriges Universitets- och Högskoleförbund) [in Swedish]
Seminar about learning environments in the future, arranged by the Association of Swedish Higher Education,
Wikiwijs, an unexpected journey: lessons learnedRobert Schuwer
The Wikiwijs program on OER lasted 5 years from 2009-2013. In this presentation the main lessons learned are presented. This presentation was at the Open Courseware Consortium Global Meeting 2014, 23 April in Ljubljana (Slovenia)
A paper with more information on these lessons can be found here: http://openpraxis.org/index.php/OpenPraxis/article/view/116
Open Education Week: MOOCs at UCT
Presentation for Open Education Week, University of Cape Town, 11 March 2015
Sukaina Walji with Laura Czerniewicz, Andrew Deacon, Mary-Ann Fife, Tasneem Jaffer & Janet Small
Centre for Innovation in Learning & Teaching, University of Cape Town
Keynote on conference "Changing Landscapes. The Exchange of Experiences in the Changing Distance Learning Landscape" from European Association of Distance Learning (EADL). 26 May 2016, Nicosia, Cyprus
Click to enrol https://moodle4teachers.org/course/view.php?id=88
his is the 6th annual M4TEVO session. The first M4TEVO session started in 2012. The goal of the M4T EVO 2018 session is to introduce the participants to a learning management system called Moodle. Participants will learn about resources, activities, and blocks available in a Moodle course as students and practice with the role of a teacher and manager. In weeks 4 and 5, they will work collaboratively to design and develop their own Moodle course. Participants will learn to create video tutorials using screencast-o-matic, Screencastify and Hippo with Chrome and SlideSpeech.
Open Networked Learning - Uhlin & Kvarnström SUHF lärandemiljöer maj 2015Open Networked Learning
Seminarium om framtidens lärandemiljöer, arrangerat av SUHF (Sveriges Universitets- och Högskoleförbund) [in Swedish]
Seminar about learning environments in the future, arranged by the Association of Swedish Higher Education,
Sähköiset kokeet ja arviointi (KATSO KUVAUKSESTA UUDEN VERSION LINKKI)Matleena Laakso
OLEN JO JULKAISSUT UUDEN VERSION tästä osin vanhentuneesta diasarjasta. SlideShare ei enää mahdollista diasarjojen päivittämistä, joten uusimman version löydät blogini sähköisen arvioinnin sivulta: http://www.matleenalaakso.fi/p/sahkoiset-kokeet.html
The presentation focuses on the opportunities and challenges Campus NooA (www.nooa.no) has experienced by using Moodle to develop a Nordic open online Academy based on the theory of cooperative freedom and transparency in online education.
Presentation at the eMOOC 14 European Stakeholder Summit on MOOCs 2014. The Policy track on accreditation policy, certification and quality assurance. Lausanne 10-12 February, 2014
How the Nordic open online Academy (NooA) uses Moodle for Cooperative Freedom and Transparency in Online Education.
A 45-minute presentation at the Online Educa in Berlin 03.12.14
The presentation focuses on the opportunities to provide online education that combines individual freedom with meaningful cooperation. Online students often seek individual flexibility and freedom. At the same time, many need or prefer cooperation and social unity . These aims are difficult to combine, so the presentation discusses online education tools and services that support both individual freedom and cooperation. The presentation also elucidates the opportunities and challenges with transparency in online learning environments and provides examples and experiences from Universidade Aberta in Portugal and NKI Nettstudier in Norway.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
1. From awareness to participation -
student engagement in an online
environment
Lars Uhlin och Maria Kvarnström
Karolinska Institute, Stockholm
Maria Hedberg, Lotta Åbjörnsson and Ebba Ossiannilsson
Lund University
Alastair Creelman, Linnaeus University
MOOCs Scandinavia, June 2015
2. ONL – the open course
MOOCs Scandinavia, June 2015
3. What is ONL?
• Started 2013, international co-operation
- earlier FDOL (Flexible, distance & online learning)
• Open online course (cMOOC)
• Open collaborative learning based on PBL
• Target groups – teachers, educational developers,
educational technologists, course designers in higher
education
MOOCs Scandinavia, June 2015
4. ONL151 team
MOOCs Scandinavia, June 2015
Lars Uhlin
Maria Kvarnström Lotta
Åbjörnsson
Ebba
Ossiannilsson
Alastair Creelman
Paula Morais
Maria Hedberg Kenneth Johansson Anders Gerestrand
Elna Mortensen Zsuzsa Kovács Martin Karlsson
KI LU LNU
5. ONL 151
TOPICS
Connecting & Networking Digital literacy Collaborative learning
& communities
Flexible and mobile learning
Designing learning
environments
Open Educational Practices Concluding week:
ONL, future perspectives
MOOCs Scandinavia, June 2015
7. 5 stage model – Gilly Salmon
CC BY-SA Some rights reserved by Gilly Salmon
MOOCs Scandinavia, June 2015
8. CC BY-NC-SA Some rights reserved by lwsdm
Scaffolding
Focus on introduction
phase
On-site meetings if
possible
Study partners
Mentoring by previous
students
Recorded ”how to”
videos
MOOCs Scandinavia, June 2015
9. Collaboration in practice
MOOCs Scandinavia, June 2015
Participants at KI
Participants at LU
Participants at Lnu
Open learner
KI-facilitator
LU-facilitator
Lnu-facilitator
10. Support
- getting the balance right
CC BY Some rights reserved by Raphael Goetter
Danger of ”curling”
students
Just enough, just in
time
How to ”organize
freedom”
MOOCs Scandinavia, June 2015
11. Challenge - open learners
PBL group key to
completion
Motivation
Learning objectives
Support
CC BY Some rights reserved by Dan Zen
MOOCs Scandinavia, June 2015
14. Conclusions
MOOCs Scandinavia, June 2015
Open learning spaces
enhance participation
Community of practice
Social element is vital
Scaffolding – a delicate
balance
CC BY-NC-SA Some rights reserved by Drriss & Marrionn
Öppna kurser i samverkan - våga mera!
Författare/medverkande:Lars Uhlin1, Maria Kvarnström1, Lotta Åbjörnsson2 och Maria Hedberg2
1 Enheten för Medicinsk Pedagogik (UME), Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, 2 Centre for Educational Development (CED), Lunds universitet
Format:
Rundabord
Abstrakt:
Open Networked Learning är en öppen nätbaserad kurs som organiseras i samverkan mellan pedagogiska utvecklare på Karolinska Institutet, Lunds universitet och Linnéuniversitetet. Kursen ges både som en institutionell kurs från de olika lärosätena och som en öppen kurs som välkomnar lärare, pedagogiska utvecklare och IT-pedagoger i och utanför Sverige. Kursen är byggd på fritt tillgängliga sociala medieverktyg och syftar till att ge deltagarna möjlighet att lära om olika aspekter av e-lärande och upptäcka hur olika digitala verktyg kan användas i undervisningen. Kursaktiviteterna utgörs av diskussioner i forum, webinarier samt arbete i PBL-grupper (mixade med deltagare från de olika institutionskurserna och ”open learners”). Deltagarna skriver också blogg med reflektioner kring kursens teman relaterat till sitt eget lärande och sin egen praktik. Kursen löper över ca nio veckor och har i nuvarande form givits två gånger och i en tidigare version tre gånger, då i ett samarbete mellan Karolinska institutet och Manchester Metropolitan University, UK.
Behovet av kompetensutveckling inom e-lärandeområdet finns på alla lärosäten. Samarbete mellan pedagogiska utvecklingsenheter vid olika lärosäten är ett sätt att hushålla med resurserna, att utveckla kursutbudet vid respektive enhet utan att behöva utveckla en egen kurs och att ge möjlighet till kontinuerlig professionell utveckling för pedagogiska utvecklare. Projektet är upplagt på så sätt att deltagande lärosäten bidrar med en PBL-gruppsfacilitator för varje sex deltagare. Varje facilitator i kursen handleder en mixad grupp med sex deltagare från de olika institutionerna och två öppna deltagare. Att ta med öppna deltagare i PBL-grupperna är ett sätt att knyta nya samarbetspartners till projektet och skapa nya lärnätverk vilket också av stort värde för institutionsdeltagarna. Upplägget innebär att varje lärosäte bär sina egna kostnader och bidrar proportionerligt till den öppna delen av kursen.
Vi kommer att berätta om våra erfarenheter av att driva kursen och bjuda in till diskussion om hur man kan samverka vid genomförande av gemensamma kurser och vill dessutom inbjuda fler lärosäten till vårt samarbete.
Courses for university teachers often very context-specific in terms of discipline and structure
Growth of open online courses and resources
How do we create more interaction and collaboration in an online environment?
These factors inspired us to create an open online course for teaching in higher education at our 3 universities.
The model shows organisation of the open learning environment (the dotted line)
Different levels of participation within and peripheral to the ONL environment
Open learners joining the community (black dots) – can participate as individuals or groups
Participants in PBL groups from different institutions (coloured dots)
The learning environment is built using different freely available tools
Wordpress as homepage
Google + as community space – both for the whole course and each PBL group
Google drive as working spaces for each PBL group
Additional optional tools for communication (twitter, diigo, padlet, YouTube) and more