The document provides an overview of the SCARLET project which aims to use augmented reality (AR) to enhance student learning experiences with special collections. It discusses implementing AR to overlay digitized content and contextual information onto physical objects. An evaluation found students found it engaging but wanted more direct links to objects. Lessons included using AR in shorter chunks and ensuring unique learning value. Next steps include developing materials for other subjects and disseminating the toolkit.
The SCARLET project aims to use augmented reality (AR) to enhance learning and teaching with special collections. It uses AR to add interpretive content and context to rare materials from the John Rylands Library in a way that engages students and adds value to their experience. An evaluation found students found the technology easy to use but feedback highlighted ways to better link AR content to physical objects and ensure it provides unique value compared to existing online resources. Next steps include developing AR materials for other courses and collections while disseminating lessons learned.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. The project will develop a methodology for using AR to provide virtual access to rare books and objects. Initial evaluations found that AR helped with basic knowledge acquisition but students preferred a more direct experience with physical objects. Next steps include developing AR materials for other courses and investigating wider applications in other subject areas.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.
Bringing Learning to Life through Immersive ExperiencesCognizant
With its ability to help learners absorb and retain material in a whole new way, immersive learning can boost learning engagement and retention across industries and applications.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also outlines the professional development provided to help teachers integrate technology into learning. This includes individual coaching sessions. The document stresses the importance of online safety and shares what the school has done to promote cyber safety and ethical digital citizenship. It concludes by discussing goals like aligning technology with the school's values and curriculum.
The SCARLET project aims to use augmented reality (AR) to enhance learning and teaching with special collections. It uses AR to add interpretive content and context to rare materials from the John Rylands Library in a way that engages students and adds value to their experience. An evaluation found students found the technology easy to use but feedback highlighted ways to better link AR content to physical objects and ensure it provides unique value compared to existing online resources. Next steps include developing AR materials for other courses and collections while disseminating lessons learned.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. AR overlays digital information on real world objects viewed through mobile devices. The project team includes librarians, technologists, and academics. An initial evaluation found students found the technology easy to use but it did not fully replace examining physical materials. Feedback will inform developing AR content for other collections and courses. Next steps include expanding to other subjects and disseminating lessons learned.
The document summarizes a project using augmented reality (AR) to provide additional educational resources and context for special collections materials at a university library. The project aims to make fragile historical materials more accessible while enhancing the learning experience. An initial implementation used AR on mobile devices to overlay information about a historical text when pointed at a visual trigger. Student feedback was mixed, finding the technology novel but wanting more engagement with physical objects. Next steps include refining the interface and evaluating the approach in other academic disciplines.
The SCARLET project aims to use augmented reality (AR) to enhance student learning experiences with special collections. The project will develop a methodology for using AR to provide virtual access to rare books and objects. Initial evaluations found that AR helped with basic knowledge acquisition but students preferred a more direct experience with physical objects. Next steps include developing AR materials for other courses and investigating wider applications in other subject areas.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance learning experiences with special collections at the University of Manchester's John Rylands Library. The project aims to add contextual information and supporting materials to rare books and manuscripts through AR applications on mobile devices. An evaluation found that AR engaged students and brought learning to life, though it also distracted some from physical objects. The project seeks to apply the SCARLET methodology to additional collections and subjects to further integrate AR into education.
Bringing Learning to Life through Immersive ExperiencesCognizant
With its ability to help learners absorb and retain material in a whole new way, immersive learning can boost learning engagement and retention across industries and applications.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also outlines the professional development provided to help teachers integrate technology into learning. This includes individual coaching sessions. The document stresses the importance of online safety and shares what the school has done to promote cyber safety and ethical digital citizenship. It concludes by discussing goals like aligning technology with the school's values and curriculum.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also details the professional development provided to help teachers integrate technology into learning. Finally, it outlines goals like aligning teaching models with school values and ensuring safe online practices.
E-content refers to digital content that can be transmitted over computer networks like the internet, including texts, audios, videos, images and animations. E-content authoring is the process of developing this digital content using authoring tools and writing learning materials in electronic formats to help with e-learning. Special features of e-content include being technologically friendly, learner friendly for easy navigation, and learner-centric. The benefits of e-content are that it eliminates disparities among learners, enhances learner knowledge, provides access to resources, and creates a student-centered learning environment. The preparation of e-content involves planning, analyzing, organizing, designing, developing, implementing and evaluating the content.
The document discusses the need to update school libraries for 21st century learners. It notes that learning has become more integrated, connected, and self-directed. The traditional roles of libraries and librarians must also evolve to support new pedagogical approaches like collaborative and exploratory learning. It proposes a Libraries Support Unit to centralize administrative functions and free up librarian time for learner-centered activities like developing information fluency and digital skills. The benefits would include an improved learning experience, better integration of libraries into the curriculum, and preparing students for future success.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
The document discusses emerging technologies and their potential impact on learning. It examines how technologies are changing learners and contexts for education. A typology of technologies is presented along with case studies of different pedagogical approaches (e.g. inquiry-based, situated, and connectivist learning). Challenges in realizing technology's potential for transforming learning are explored, with solutions focusing on learning design, open educational resources and pedagogical planning frameworks. While predicting the future is difficult, an ongoing co-evolution of tools and practices will shape new digital literacies and learning landscapes.
Researching Emerging Technologies and Environments in Support of New Learni...Malinka Ivanova
This document discusses emerging technologies and their use in education. It focuses on mobile technologies like smartphones and tablets, as well as augmented reality (AR). Regarding mobile technologies, the document notes their advantages like flexibility of time and location for learning. AR is described as using computer graphics to enhance real objects. Examples of AR in education include visualizing science concepts like human anatomy. QR codes are also discussed as a way to provide quick access to multimedia learning resources via mobile devices. The document analyzes the benefits and effective uses of these emerging technologies to improve learning experiences.
This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
This document provides an introduction and overview of the Tap-Swipe-Pinch into STEM course. It discusses the practicalities of the course including the agenda, apps used, communication methods, and contacts. It also covers the topics of technology and innovation in schooling, measuring the impact of ICT, and shifts in technology generations. Finally, it outlines Estonia's National Lifelong Learning Strategy for 2014-2020 which calls for a "digital turn" in the education system through a 1:1 computing model, developing digital learning resources and infrastructure, and improving digital competences.
The document discusses educational portals and learning object repositories. It describes four dimensions of educational portals: community, content, management, and news. It provides examples of portals for each dimension. It then discusses learning objects and learning object repositories, which allow standardized digital learning resources to be shared. The document outlines considerations for developing a learning object repository and describes the development of Estonia's learning object repository called Koolielu 2.0.
ICT refers to information and communication technologies and includes any devices or applications used for communication, such as radio, television, phones, computers, and satellite systems. Modern ICT tools include digital cameras, computers, software applications, multimedia, webcams, digital libraries, email, the world wide web, and virtual classrooms. ICT tools in education can be hardware like computers or software instructional aids like graphs, pictures, and multimedia. CCTV, the internet, search engines, and Skype can also be used as ICT tools in classrooms to enhance learning.
Passey & Zozimo MLEARN Research Report 1 WP4-finalJoana Zozimo
This document provides a summary of research on mobile learning and teacher training in mobile technology pedagogy. It reviews literature on the benefits of mobile learning, including greater accessibility to information and support for various learning approaches. Teacher training programs have been limited in addressing handheld devices specifically. The document then analyzes the contexts of mobile learning support in Italy, Greece, the Netherlands, and the UK. It concludes by recommending that teacher training focus on technological knowledge, content knowledge, and pedagogical knowledge, and provides examples of mobile learning activities that could be developed as case studies.
Information literacy, e learning and the role of the librarianJane Secker
This document outlines a presentation given by Dr. Jane Secker on the changing roles of librarians. She discusses how information literacy and e-learning are impacting librarians. Specifically, she notes that librarians are taking on more teaching roles to help students develop information literacy skills. They are also collaborating more with e-learning specialists to support digital literacy and address copyright issues related to online learning. Dr. Secker advocates for librarians to obtain teaching qualifications and to make use of technologies like MOOCs and open educational resources.
This document outlines a SMARTBoard course that will teach teachers how to integrate STEM skills into any content area using SMARTBoard technology. The course will cover beginner and advanced SMARTBoard features and have teachers create a curriculum unit incorporating multimedia, data collection, information literacy, and collaboration. Teachers will learn to use SMARTBoard tools like the Notebook software, custom searches, forms, wikis, videos, and more to design a classroom-ready unit that demonstrates their understanding of the tools and NETS standards. The final project involves presenting the technology-influenced curriculum unit online and will be graded based on criteria like knowledge of tools, examples provided, visuals used, organization, and conventions.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
University of Hull Federation of colleges presentation 2014Kevin Burden
Dr. Kevin Burden fromt he University of Hull presents at the launch of the Digital and Mobile Learning Network, established to support lecturers and learners maximise the use of mobile technologies in learning
Virtual reality in graduate education - a seven year overviewEileen O'Connor
An overview of seven years working in virtual reality. Addresses the history of virtual reality teaching (since Second Life and moving into open source) and presents Dr. O'Connor's work in this field - in teacher education, K12 applications and technology education.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
SCARLET is a project that uses augmented reality (AR) to provide additional digital context and resources for rare books and objects from the special collections of the University of Manchester Library, with the goal of enhancing student learning; it has piloted AR applications in Italian Studies, English/American Studies, and Classical Studies courses and received positive feedback from students.
PENSAR EN NACION- TURQUIA - Global golpe de estado en turquia. primeros mome...Heriberto J E Roman
Este documento resume los eventos del intento de golpe de estado en Turquía en julio de 2016. Incluye detalles sobre cómo comenzó el golpe, quiénes fueron los responsables según el gobierno turco (militares leales al clérigo Fethullah Gülen), las reacciones del presidente Erdogan y primer ministro pidiendo a los ciudadanos oponerse, y cómo las fuerzas leales eventualmente sofocaron el golpe. También analiza brevemente las figuras claves involucradas como Erdogan, el primer ministro Y
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
This document summarizes Tahunanui School's journey with educational technology and plans for the future. It discusses how the school has improved infrastructure with new devices and networking. It also details the professional development provided to help teachers integrate technology into learning. Finally, it outlines goals like aligning teaching models with school values and ensuring safe online practices.
E-content refers to digital content that can be transmitted over computer networks like the internet, including texts, audios, videos, images and animations. E-content authoring is the process of developing this digital content using authoring tools and writing learning materials in electronic formats to help with e-learning. Special features of e-content include being technologically friendly, learner friendly for easy navigation, and learner-centric. The benefits of e-content are that it eliminates disparities among learners, enhances learner knowledge, provides access to resources, and creates a student-centered learning environment. The preparation of e-content involves planning, analyzing, organizing, designing, developing, implementing and evaluating the content.
The document discusses the need to update school libraries for 21st century learners. It notes that learning has become more integrated, connected, and self-directed. The traditional roles of libraries and librarians must also evolve to support new pedagogical approaches like collaborative and exploratory learning. It proposes a Libraries Support Unit to centralize administrative functions and free up librarian time for learner-centered activities like developing information fluency and digital skills. The benefits would include an improved learning experience, better integration of libraries into the curriculum, and preparing students for future success.
Information literacy, e-learning and the changing role of the librarianJane Secker
Lecture given at the iSchool on 13th March as part of the academic libraries module. Focusing on information literacy, digital literacy, ANCIL, e-learning and collaboration between librarians and learning technologists
The document discusses emerging technologies and their potential impact on learning. It examines how technologies are changing learners and contexts for education. A typology of technologies is presented along with case studies of different pedagogical approaches (e.g. inquiry-based, situated, and connectivist learning). Challenges in realizing technology's potential for transforming learning are explored, with solutions focusing on learning design, open educational resources and pedagogical planning frameworks. While predicting the future is difficult, an ongoing co-evolution of tools and practices will shape new digital literacies and learning landscapes.
Researching Emerging Technologies and Environments in Support of New Learni...Malinka Ivanova
This document discusses emerging technologies and their use in education. It focuses on mobile technologies like smartphones and tablets, as well as augmented reality (AR). Regarding mobile technologies, the document notes their advantages like flexibility of time and location for learning. AR is described as using computer graphics to enhance real objects. Examples of AR in education include visualizing science concepts like human anatomy. QR codes are also discussed as a way to provide quick access to multimedia learning resources via mobile devices. The document analyzes the benefits and effective uses of these emerging technologies to improve learning experiences.
This document discusses using mobile augmented reality (MAR) to boost physics education. It defines MAR and outlines several MAR apps that can be used to teach science concepts, such as Wikitude for location-based information and Aurasma for overlaying digital content on images. Examples are given of how Aurasma can be used to teach electromagnetic induction and density measurement. Pre-service teachers participated in MAR activities and had positive attitudes towards integrating such technologies. Challenges include technical issues and limited research, but opportunities exist to increase student motivation and accessibility through MAR.
This presentation discusses how emerging technologies are transforming education and discusses ways that technologies can be leveraged to improve learning outcomes in K-12 education. Ten ways are proposed: 1) blended learning 2) simulation 3) one-to-one laptop projects 4) cloud-based learning 5) digital textbooks 6) remediation 7) location supported learning 8) problem-based learning 9) just-in-time learning and 10) support for students with special needs. Four examples are provided and barriers to change are noted including costs, equity of access, and slow adoption amongst teachers.
This document provides an introduction and overview of the Tap-Swipe-Pinch into STEM course. It discusses the practicalities of the course including the agenda, apps used, communication methods, and contacts. It also covers the topics of technology and innovation in schooling, measuring the impact of ICT, and shifts in technology generations. Finally, it outlines Estonia's National Lifelong Learning Strategy for 2014-2020 which calls for a "digital turn" in the education system through a 1:1 computing model, developing digital learning resources and infrastructure, and improving digital competences.
The document discusses educational portals and learning object repositories. It describes four dimensions of educational portals: community, content, management, and news. It provides examples of portals for each dimension. It then discusses learning objects and learning object repositories, which allow standardized digital learning resources to be shared. The document outlines considerations for developing a learning object repository and describes the development of Estonia's learning object repository called Koolielu 2.0.
ICT refers to information and communication technologies and includes any devices or applications used for communication, such as radio, television, phones, computers, and satellite systems. Modern ICT tools include digital cameras, computers, software applications, multimedia, webcams, digital libraries, email, the world wide web, and virtual classrooms. ICT tools in education can be hardware like computers or software instructional aids like graphs, pictures, and multimedia. CCTV, the internet, search engines, and Skype can also be used as ICT tools in classrooms to enhance learning.
Passey & Zozimo MLEARN Research Report 1 WP4-finalJoana Zozimo
This document provides a summary of research on mobile learning and teacher training in mobile technology pedagogy. It reviews literature on the benefits of mobile learning, including greater accessibility to information and support for various learning approaches. Teacher training programs have been limited in addressing handheld devices specifically. The document then analyzes the contexts of mobile learning support in Italy, Greece, the Netherlands, and the UK. It concludes by recommending that teacher training focus on technological knowledge, content knowledge, and pedagogical knowledge, and provides examples of mobile learning activities that could be developed as case studies.
Information literacy, e learning and the role of the librarianJane Secker
This document outlines a presentation given by Dr. Jane Secker on the changing roles of librarians. She discusses how information literacy and e-learning are impacting librarians. Specifically, she notes that librarians are taking on more teaching roles to help students develop information literacy skills. They are also collaborating more with e-learning specialists to support digital literacy and address copyright issues related to online learning. Dr. Secker advocates for librarians to obtain teaching qualifications and to make use of technologies like MOOCs and open educational resources.
This document outlines a SMARTBoard course that will teach teachers how to integrate STEM skills into any content area using SMARTBoard technology. The course will cover beginner and advanced SMARTBoard features and have teachers create a curriculum unit incorporating multimedia, data collection, information literacy, and collaboration. Teachers will learn to use SMARTBoard tools like the Notebook software, custom searches, forms, wikis, videos, and more to design a classroom-ready unit that demonstrates their understanding of the tools and NETS standards. The final project involves presenting the technology-influenced curriculum unit online and will be graded based on criteria like knowledge of tools, examples provided, visuals used, organization, and conventions.
Presentation of Edmundo Tovar, for EDEN's European Online and Distance Learning Week on 'Practices in Digital Education for Universities' - Wednesday, November 3, 2021, 14:00-15:30
More info:
http://www.eden-online.org/eden_conference/practices-in-digital-education-for-universities/
University of Hull Federation of colleges presentation 2014Kevin Burden
Dr. Kevin Burden fromt he University of Hull presents at the launch of the Digital and Mobile Learning Network, established to support lecturers and learners maximise the use of mobile technologies in learning
Virtual reality in graduate education - a seven year overviewEileen O'Connor
An overview of seven years working in virtual reality. Addresses the history of virtual reality teaching (since Second Life and moving into open source) and presents Dr. O'Connor's work in this field - in teacher education, K12 applications and technology education.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
SCARLET is a project that uses augmented reality (AR) to provide additional digital context and resources for rare books and objects from the special collections of the University of Manchester Library, with the goal of enhancing student learning; it has piloted AR applications in Italian Studies, English/American Studies, and Classical Studies courses and received positive feedback from students.
PENSAR EN NACION- TURQUIA - Global golpe de estado en turquia. primeros mome...Heriberto J E Roman
Este documento resume los eventos del intento de golpe de estado en Turquía en julio de 2016. Incluye detalles sobre cómo comenzó el golpe, quiénes fueron los responsables según el gobierno turco (militares leales al clérigo Fethullah Gülen), las reacciones del presidente Erdogan y primer ministro pidiendo a los ciudadanos oponerse, y cómo las fuerzas leales eventualmente sofocaron el golpe. También analiza brevemente las figuras claves involucradas como Erdogan, el primer ministro Y
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to enhance rare books and objects in university libraries by linking them to related online resources. Students tested the AR app on editions of Dante's works and provided feedback. They found the technology easy to use and the additional context helpful for initial study. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed through this project aims to help other institutions implement similar AR applications.
Corporate culture refers to the beliefs, values, and behaviors shared by people within an organization. It influences how employees interact with each other and customers, and how the organization behaves towards its employees. A company's culture is driven by its vision and mission statement, and reflected in leadership attitudes, workplace environments, and public image. Strategic planning helps organizations evaluate strengths, weaknesses, opportunities, and threats to develop strategies that achieve long-term aims and objectives.
SCARLET Making the most of Special Collectionsteam_scarlet
AR uses computer graphics to overlay information on real world objects. The SCARLET project uses AR to link rare books and artifacts in university libraries with related digital materials. This enhances student learning by providing contextual information around physical objects. The project developed an AR application for special collections at The John Rylands Library that was piloted in three undergraduate courses. Evaluation found students found the technology easy to use and video introductions were most valuable. Lessons learned include ensuring content is contextual and closely linked to objects. The toolkit developed is available to help other institutions implement similar projects.
The document discusses the SCARLET project, which uses augmented reality (AR) to enhance students' experience with rare books and special collections. It provides an overview of the goals, benefits, development process, and lessons learned from pilot courses integrating AR into Italian Studies, English/American Studies, and Classical Studies. Feedback from students was positive, finding the technology easy to use and resources provided valuable, though some found advanced content less relevant. The multi-disciplinary team aims to create an open toolkit and continue engaging wider audiences.
Invited talk at a workshop for 'Scotland's National Collections and the Digital Humanities,' a knowledge-exchange project hosted at the University of Edinburgh. 14 Feb. 2014. http://www.blogs.hss.ed.ac.uk/archives-now/
Library Technology Conference 2019 . #LTC2019
Introduction to the organization, pedagogy, instructional design and similar consideration when starting eXtended Reality: VR, AR, MR on campus library
1) The document describes a graduate course in archaeology that utilized an innovative learning environment called Wallenberg Hall at Stanford University to accelerate innovations in teaching and learning.
2) Wallenberg Hall features state-of-the-art classrooms and collaboration spaces designed to support collaborative meaning-making and knowledge building through digital tools and artifacts.
3) The archaeology course made use of these new technologies and spaces to provide students with hands-on experience in archaeological modeling and data analysis through project-based learning and collaborative exploration of digital artifacts.
Technology and curriculum issues day 4 vikki bridgewater nrvpriddle
The document discusses issues related to technology integration and curriculum. It addresses several myths about how technology will impact society and learning. While technology provides opportunities to support differentiated instruction, it is important to consider how to quality integrate it and address student safety issues online. The teacher remains the most important factor for motivating students and facilitating their work together.
The document discusses the importance of integrating information and communication technology (ICT) into elementary school classrooms. It defines several 21st century learning competencies like technological literacy, visual literacy, and information literacy that are important for students to develop. It also summarizes research showing that effective ICT integration requires systemic inclusion in lesson plans, basic student proficiency, using technology to support core curricula, and school plans detailing how technology supports learning. The document provides models for ICT-enhanced lesson plans, including specifying learning objectives, materials, instructional procedures, and assessment. It emphasizes using ICT tools to foster higher-order thinking skills like analysis, evaluation, and designing projects.
Univirtual Lab is an e-learning center that provides learning and instructional design support through various functions and areas. It was founded in 1999 to develop online teacher education courses and has since expanded its scope. Today, Univirtual Lab supports learning and instructional design with an innovative approach to educational technologies in collaboration with CIRDFA. It carries out functions like needs analysis, course design, trainer development, and more to build specific tools and methods for different educational scenarios and needs.
Pedagogical Usability Dimension - A paper presentation about an educational design study on learning and teaching experiences of a distance education at Åbo Akademi University in Finland.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, providing interactive experiences, and assisting instruction. Examples of technologies that have been used over time include magic lanterns, film clips, educational television, and now the internet and multimedia. The document also provides guidance on integrating technology into lesson planning, assessments, and constructing learning units to engage students in hands-on science learning.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, providing interactive experiences, and assisting instruction. Examples of technologies that have been used over time include magic lanterns, film clips, educational television, computers, and the internet. The document also provides guidance on integrating technology into lesson planning, instructional strategies, and assessing student understanding of science concepts.
The document discusses the history and use of technology in K-8 science education. It covers how technology can support learning through various roles like knowledge acquisition, interaction levels between students and computers, and instructional strategies. Examples of technologies that have been used over time include magic lanterns, film clips, educational television and current tools like computers and the internet. The document also provides guidance on integrating technology into unit planning, assessment, and constructing a collaborative learning environment in the science classroom.
This document discusses technological innovations in education, including instructional materials, learning environments, teaching methods, and the role of technology. It emphasizes that technology can address limitations in traditional teaching, support understanding-focused models, promote active learning, and keep pace with global educational advances. Examples of technology programs for teachers are provided, such as standalone software, online resources, and information databases. Key terms like microWorlds, software, and videodiscs are defined. Guidelines for technology integration are outlined in six areas: operations and concepts, planning and design, teaching and learning, assessment, professional practice, and social/ethical issues. The goal is for teachers to apply innovative strategies using technology to empower diverse students.
The READ IT project aims to train teachers to make reading more engaging for students through digital storytelling and book trailers. The project addresses a need for teachers in the EU to develop digital skills. Teachers complete an online course to learn techniques for digital storytelling and book trailer production, then test these methods with their students. Students develop skills in writing, visual/technology literacy by creating book trailers. Evaluation found digital storytelling increased student engagement with reading, though schools' technology capacity varied. The project concludes digital methods can enhance traditional teaching when combined creatively.
Papanikolaou Karkanis - Pre-service Teacher Training in Technology Enhanced L...VocTEL Conference
This document discusses the design and evaluation of blended learning scenarios for teacher training. It aims to train pre-service teachers to integrate technology into their classrooms. It does this by teaching technological knowledge, pedagogical knowledge, and their intersection (TPACK). Trainees learn by designing learning activities individually and collaboratively. They use tools like Learning Designer and communities of inquiry to foster reflection and discourse. The blended learning scenarios' effectiveness is evaluated across six areas: learning outcomes, teacher performance, institutional support, course design, sociability, and adult orientation. The scenarios were implemented with various groups of educators and found high levels of teaching presence, social presence, and cognitive presence.
Moving from downloads to uploads: Toward an understanding of the curricular i...Darren Milligan
Full paper available: http://mw2016.museumsandtheweb.com/paper/moving-from-downloads-to-uploads-understanding-curricular-implications-of-access-to-large-scale-digitized-museum-collections-on-the-professional-practice-of-k-12-classroom-educators/
The need for museum strategy to be audience driven is now directed and enabled (in an accelerated way) by digital technologies. This allows, or requires, museums to understand the intersection between the needs of those it hopes to serve and the capacity of its own organization to meet them: to provide customized experiences and opportunities to unique audience groups. Educators are one of museums' historically most-valued audiences. Opportunities to have greater impact with teachers, their students, and the learning experiences they create, are great—greater than in the past, when museums focused on adult programming, school visitation, and exhibition-centered lesson plans. These new opportunities lie primarily in the utilization of museum collections and resources within the classroom, where the teacher can make use of them in ways that fit naturally into the learning process they have already developed for their students. To enable this, as we should, museums need to understand this group and how they use digital assets to design and deliver learning experiences. This study looks towards the development of a reusable framework for addressing this need through an understanding of the evolving role of the museum in the education space, the process and knowledge bases required for teachers to be designers of learning resources, and finally the ways that technology itself (in this case, primarily the Web) changes the nature of teaching and learning. The framework proposed is used to develop a survey instrument that is then tested through a case study of an emergent digital platform for teachers, the Smithsonian Learning Lab.
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
Presentation from 'Design Thinking 2016' conference in Sydney. Looking at the work of the Inspire Centre at the University of Canberra. Case studies in Design Thinking through various research projects including Augmented Reality, Location based educational services.
This document discusses innovation and creativity through new media in education. It outlines technological trends like mobile learning, games-based learning, and the internet of things. It also discusses different pedagogical approaches like e-learning, inquiry-based learning, collective intelligence, and connectivism. Finally, it introduces learning design frameworks like the 7Cs framework to help design open educational resources and online courses.
This document discusses developing digital literacies through interactive content creation. It proposes using the open-source Xerte tool to have students create interactive content as assessed work. Potential benefits include enhancing student and staff digital skills, establishing digital champions, and innovative teaching. Risks include staff inability to learn Xerte and infrastructure issues. Example projects are described to develop digital literacies for employability or create open educational resources. The document promotes sharing methods and experiences within discipline communities.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. Presentation Overview
» Project Overview
» What is AR?
» Implementation of AR with Special Collections
» Evaluation
» Next steps
3. Project Overview
Aims
»Use AR to add value to the learner experience.
»Produce a methodology that other Special Collections
libraries can follow, making these resources accessible for
research, teaching and learning.
Challenges and considerations
»Students must consult rare books within the controlled
conditions of library study rooms.
»The objects are isolated from the secondary, supporting
materials and the growing mass of related digital assets.
»How does the use of AR enhance Learning & Teaching?
»What application does AR have to the wider audience?
4. Educational Context in the UK
» Tuition Fees increased in most UK universities to
£9000 per year.
» Students require more demonstrative input and
contact time from academics.
» E-learning materials offer flexibility to support
traditional form of study.
» Engaging students with innovative use of
technologies will help universities to be seen as
cutting edge.
5. Stakeholder Roles
» SCARLET is unique in that it has a multi-disciplinary team working to achieve
aims with a focus on student learning
Mimas
To evaluate learning with students
Mimas John Rylands Library
Project Management and AR Access and technical integration
technology with digitised content and special
collections.
Expert knowledge of special
collections materials
Academics
Award winning academics from
Humanities faculty to develop and
deliver content
7. Introduction to AR
» Augmented Reality (AR) is a term for superimposing
computer graphics over a live view of the real world
» Can be delivered on a desktop, television, mobile
device etc.
8. Examples of AR
» In televised sporting events real-time analytical
information is displayed offering insight into a
player, time left, league tables etc.
9. AR Student Benefits
» Combining the magic of seeing and handling
primary sources with leading-edge technology to
support research-led teaching.
» Surround objects with interpretative and
contextual material.
» Bridging the gap between tutor-mediated
seminars and independent learning.
» Using blended learning methodology.
» Users retain information when actively involved in
a learning experience.
10. Mobile Usage
» Morgan Stanley forecast that by 2014 mobile
internet usage will overtake user access through
traditional desktop means.
» “The way children use media through the day is
also changing… suggesting a push-button, on-
demand culture, which is moving away from
scheduled television programmes.” – Childwise
survey, children 7-16
14. Storyboarding – Phase 1 development
» The GLUE object or visual reference should be kept
with the Edition, in this case Dante’s Landino but can
also be copied for student to take away.
» User journey should be self contained to browser app.
GLUE Object Landing page Webpage
15. Content Acquisition
Landing Page
»Title
»Short Description
»Audio (Optional)
»Video Walkthrough (Optional)
»Email (Optional)
Web page
»Links to associated resources
»Short piece of text to accompany links
»Images (Optional)
»RSS Feeds - Twitter, blog, news etc. (Optional)
»Learning/Research Activities
18. Initial Evaluation objectives
» How effective was the SCARLET application in
enhancing the student experience.
» How can feedback be used to inform the next
development phase?
» Does AR add value to students study and assist
with learning outcomes?
» Is AR more appropriate/beneficial for specific
student demographics?
19. User Journey
http://teamscarlet.files.wordpress.com/2011/09/userjourney.png
21. Feedback - Positive
» Technology was easy to use.
» Provided a central reference to library systems and
external resources.
» Beneficial for initial planning of essays and basic
knowledge acquisition.
» Video introductions related to specific objects were most
valuable asset in the delivery.
» “Makes learning fun”
» Enjoyed using the iPads working with peers.
» Offer a fresh perspective? Student-led, i.e., using more
initiative about how to research/study
» Give a more realistic perspective – puts you “in” the
situation. Makes learning more exciting and interactive
22. Feedback - Negative
» Resources were already available online
(Blackboard)
» Students felt divorced from physical object; linking
to web app diluted the experience
» Activity was prescribed and not aligned with some
users research methods consulting physical
secondary texts.
23. Feedback – Student Quotes
» “Makes learning fun”
» “Offer a fresh perspective. Student-led, i.e., using
more initiative about how to research/study
» “Give a more realistic perspective – puts you “in”
the situation. Makes learning more exciting and
interactive”
» “It can make you feel like you’re not studying,
almost fun and I think information goes in more
like that.”
24. Feedback – Lessons Learned
» Use of AR should be more contextual and linked
to the object.
» Best used in short byte size learning chunks
» Must deliver unique learning values different from
online support (e.g.VLE).
» User should become less conscious of the
technology and more engaged with the text.
» Users learn in different ways and AR may not be
appropriate to all students.
» Evaluation needed from other user groups and
course areas.
26. Next Steps
» Develop materials overlaid on the physical
resource for other courses (Milton, Ancient
Egyptian papyri).
» Work with library to promote public engagement.
» Investigate funding opportunities in other subject
areas (e.g. Medical) and services (Landmap –
visual spatial representations).
» Disseminate tool kit at project end.
27. Phase 2 workflow - Printing Press
GLUE Object Layered Webpage
(Real World) information
on object
29. Project Communication
» Project blog at http://teamscarlet.wordpress.com/
where all members of project contribute on all aspects
(academic, technology, pedagogy, special collections.
» Twitter @team_scarlet
» Email: matthew.ramirez@manchester.ac.uk
» Upcoming US Presentations
» Electronic Resources and Libraries 02/04/12 – Austin
» Elag 2012 15-18th May 2012 – Palma, Spain
» Publications
» CILIP Update magazine (February 2012)
» SCONUL Focus (February 2012)
The JISC Observatory report, ‘ Augmented Reality for Smartphones ‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content. At the time(April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. Students expect increased differentiation in learning styles in contrast to traditional didactic approach. Universities have to offer more supported e-learning materials supplementing contact time. Differentiation and blended learning (Jo to write) 14 May 2012
The JISC Observatory report, ‘ Augmented Reality for Smartphones ‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content. At the time(April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. 14 May 2012
The JISC Observatory report, ‘ Augmented Reality for Smartphones ‘ was paramount in selecting the AR browser the SCARLET project would use to deliver content. At the time(April 2011), there was a proliferation of Augmented Reality browsers available with development API’s such as Layar, Wikitude, Sekai, Google Goggles and Junaio. Students expect increased differentiation in learning styles in contrast to traditional didactic approach. Universities have to offer more supported e-learning materials supplementing contact time. Differentiation and blended learning (Jo to write) 14 May 2012
14 May 2012
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14 May 2012
Users can see and touch real manuscripts/editions while having the security of interactive guided support, allowing users to work at their own pace. Being able to interact with a core medieval text while referencing supplemental materials via visual triggers (e.g. augmented 3D models that overlay the physical image and require user touch gestures to proceed) can spark enthusiasm, confronting the materiality of objects, and preparing them for solo research. AR promotes ‘active’ teaching, maximizing the opportunity for interaction, encouraging critical response and the adoption of new perspectives and positions. This is in opposition to traditional didactic methods that are predominantly teacher led. Users retain a very small amount of the information that is delivered, and a slightly larger percentage of what is shown to them, but when we become actively involved in an experience, learners will remember and retain the majority of the information presented to them. AR can harness both asynchronous (emailing tutor questions) and synchronous (discussion with peers) e-learning methods. Abstract concepts or ideas that might otherwise be difficult for students to comprehend can be presented through an enhanced learning environment offering access to source historical artifacts and online research in situ. The learning curve for new users engaging with mobile AR through browsers is relatively quick enabling the learning/pedagogy to be the driver, not the technology. 14 May 2012
“ The way children use media through the day is also changing, says the research, suggesting a push-button, on-demand culture, which is moving away from scheduled television programmes.” – Childwise survey, children 7-16 John Herlihy, Google’s VP stated in 2010, the …”desktop has about three years before phones replace it.” 14 May 2012
For the SCARLET project, I narrowed this down to 10 key ‘objects’, that is, 10 editions of the poem which are particularly important in terms of the publishing and or/intellectual history of the poem, all published between 1472 and 1555. 14 May 2012
My hope is that the SCARLET app will not only provide a usable way of delivering teaching material, but will actually become part of the wider discussion of text technologies and their effects which is central to the module. 14 May 2012
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8 Third year students on “ Beyond the Book ” module led by Guyda Armstrong Students had access to iPad2s to use when researching physical editions (Dante) in reading room for two weeks. Focus group was facilitated by member of team recording student reaction and feedback. 14 May 2012
It was my hope that the images would provide an overview of the process with minimal text to reinforce the user journey. The help document will be employed in the initial user testing and amended (if required) to reflect any feedback that is received. 14 May 2012
It was my hope that the images would provide an overview of the process with minimal text to reinforce the user journey. The help document will be employed in the initial user testing and amended (if required) to reflect any feedback that is received. 14 May 2012