EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
A version of this Slideshow was presented at the 2019 Showcase.
It describes the value of my Corpus Analysis online Group Projects using OneNote Class Notebooks for students in ENG 491 History of the English Language.
A snapshot taste of the elearning programme components designed for ESL students aged 11-18. An insight into its use of Moodle, Elgg, Adobe Connect and Google Apps.
The Cube and The Poppy: Participatory approaches for designing technology-enhanced learning spaces. Presentation at the 2015 ALT conference in Manchester
Enhancing Lectures with Interactive Teaching ToolsJonny Crook
Presentation slides from a session at ALT-C 2015 by Jonny Crook (Learning Technologist) and Dr Julian Jones (Lecturer in Accounting and Finance, Manchester Business School)
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
A version of this Slideshow was presented at the 2019 Showcase.
It describes the value of my Corpus Analysis online Group Projects using OneNote Class Notebooks for students in ENG 491 History of the English Language.
A snapshot taste of the elearning programme components designed for ESL students aged 11-18. An insight into its use of Moodle, Elgg, Adobe Connect and Google Apps.
The Cube and The Poppy: Participatory approaches for designing technology-enhanced learning spaces. Presentation at the 2015 ALT conference in Manchester
Enhancing Lectures with Interactive Teaching ToolsJonny Crook
Presentation slides from a session at ALT-C 2015 by Jonny Crook (Learning Technologist) and Dr Julian Jones (Lecturer in Accounting and Finance, Manchester Business School)
Discusses benefits and limitations of using WebQuests in computer supported collaborative learning, and introduces an example and tools to develop a WebQuest.
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
Discusses benefits and limitations of using WebQuests in computer supported collaborative learning, and introduces an example and tools to develop a WebQuest.
The Use of Blackbaord Collaborate in an Online Chinese ClassMoodlemootAU2014
The Use of Blackbaord Collaborate in an Online Chinese Class presented by Sijia Guo at the Taking Educations Beyond Borders Forum in Cairns, June 2014.
Presentation by the Community College Consortium for Open Educational Resources Advisory Members on various aspects of OER Usage. Presenters: Andrea Henne, Barbara Illowsky, Lisa Storm, James GlapaGrookag, and
OER: insights into a multilingual landscape - EUROCALL 2014 conference LangOER
OER: insights into a multilingual landscape
Presentation by: Tita Beaven, Kate Borthwick, Linda Bradley, Sylvi Vigmo, Katerina Zourou
at the EUROCALL 2014 conference on 22 August, Groningen
Making a difference with technology-enhanced learning - Chris Thomson, Esam B...Jisc
Led by Chris Thomson, subject specialist for online learning and the digital student experience, Jisc.
With contributions from Esam Baboukhan, advanced practitioner, City of Westminster College.
There will be a focus how technology can support learning and teaching for a better student experience.
Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in London, 28 June 2016
This presentation was provided by Apurva Ashok of the Rebus Community, during the first half of the NISO Two-Part Webinar "By Faculty and For Students: Supporting Open Educational Resources, Part One." The event was held on August 12, 2020.
Designing for Diversity: Creating Learning Experiences that Travel the GlobeUna Daly
Workshop Title:
Designing for Diversity: Creating Learning Experiences that Can Travel the Globe
This highly interactive workshop will introduce and explore pedagogical, technical and policy-based strategies to design, create and deliver OER/OCW learning experiences that can be used by the broadest range of learners globally. Workshop participants will be exposed to a variety of tools while collaboratively creating educational resources that are amenable to translation across cultures, languages, formats, technical platforms, learning approaches, modes of interaction and sensory modalities.
The one consistent and predictable quality of learners is that they are diverse. Among the many differences, they differ in their expectations, language, learning approaches, priorities, culture, background knowledge, age, abilities, motivations, literacy, habits, learning context, available technology and skills. If the goal is to achieve the largest impact and support learners in reaching their optimum then the most important design criteria is to design OCW/OER for diversity.
There are tools, toolkits and guidelines available to support the creation of engaging, flexible and translatable learning experiences. There are also international research and innovation communities that support the advancement of inclusive design. Participants will be familiarized with both so that strategies introduced during the workshop can be further developed and updated after the workshop.
The workshop will address the full OER/OCW delivery chain from learning experience design, authoring, delivery, review, revision and reuse. Participants will explore a variety of content types including video, simulations, interactive forms, animations, games, electronic textbooks, math/science notation, and collaborative applications. Authoring tools and toolkits explored will range from office applications and OER authoring portals to application development environments. A variety of browsers and delivery platforms on desktops and mobile devices will be covered.
The workshop is intended for educators, policy makers, administrators, OER/OCW developers and technical support staff interested in reaching the broadest range of learners globally.
Reflecting on 23 Things: using 23 Things in an Information literacy classSheila Webber
This is a presentation given by Sheila Webber (Information School, University of Sheffield) on 13th December 2011 in the virtual world, Second Life. In SL she is Sheila Yoshikawa. Firstly, she describes what is meant by a "23 Things" initiative, and she identifies some characteristics and examples. Secondly, Sheila describes a "23 Things" initiative she has used in a Masters-level class that she coordinates.
Free, Pre-designed Interactive Learning Objects: An Exploration of Open Educa...Lynn Lease, PhD
Presented at the Franklin University Innovations in Teaching & Learning Conference 2016. With the click of a button, educators have access to repositories filled with hundreds of open educational resources, often tied directly to educational standards. Many of these instructional materials are interactive, shifting the paradigm from passive text-based instructional materials to interactive and engaging content.
Attendees will have the opportunity to actively explore and discuss repositories filled with hundreds of free, pre-designed interactive learning objects.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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 Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
2. Community building and user
engagement: developing the
potential of LORO
Some background
Project objectives
The report: activities & outputs, findings,
dissemination, conclusions
4. Languages Open Resources Online
http://loro.open.ac.uk
LORO is about:
• ...making all teaching materials for all levels
and languages available to all users,
• …allowing users to share their own materials
with the OU languages community,
• …making all tutorial materials available to the
wider languages community,
• …starting a change in the way we work (OER,
access, reflection, transparency, quality).
5.
6. SCORE Fellowship project objectives
• Continue engaging OU users and raising
awareness of the benefits of OERs for teaching
and learning;
• Engage active users into further dissemination
activities within and beyond the OU;
• Explore links with other languages institutions to
promote the use of LORO and widen the
community of potential users;
7. SCORE Fellowship project objectives
• Explore links with HE providers across Europe
to share practice around LORO and OERs for
languages;
• Evaluate the effectiveness of LORO and the
extent of the culture change in teaching
practices amongst OU users.
9. Talking OER
• Raising awareness
• (DoL, OU, language teachers)
• Research events
• Impact of OER (23 March 2011)
• Learning by sharing, Bologna
(29-30 March 2012)
10. From OER to OEP
Make openness and OER part of other
activities
DoL Training workspace
Performing Languages
www.performinglanguages.eu
Collaborative Writing and Peer Review
11.
12. Although the primary aim of the learning
partnership is not to produce materials but to
share experiences and develop common
understandings, the resources we produce for
our project (such as workshop activities,
lesson plans, texts and video recordings) will
be made into Open Educational Resources
(OER), freely available under a Creative
Commons license. (…) In this way, we will
ensure that the experiences and ideas from
this project can be either replicated by others
as such, or adapted to their specific context
and needs, thus increasing the impact of the
project.
13.
14. Collaborative Writing and
Peer Review Project
• Give and receive
feedback
• Introduction to peer
review
• Generate ideas
• Keep up to date with
technology (e.g. Jing)
• Maximise use of
existing resources
• Create and share
resources
adapted from a slide by Caroline Rowan-Olive
15. Working across languages – adapting
resources from different languages
slide by Caroline Rowan-Olive
16.
17. OER (languages) workshops
Reusable Reuse Game, Chris Pegler, National Teaching Fellow, The Open University
http://www.slideshare.net/orioleproject/chris-pegler-reusable-card-game
19. How do we measure impact?
• Metrics (eprints inbuilt + google analytics)
• Surveys (questionnaires + usage polls)
• Data from forums
• Focus groups
• Narrative frames
(Barkhuizen, G. and Wette, R. (2008) ‘Narrative frames
for investigating the experiences of language teachers’,
System, 36, 372–387)
20. Quantitative data
• 1.5 million page views to date
• 20,000 downloads in the last 6 months
• over 1100 registered users
• over 2500 resources
• 900+ visitors a month from around the world
(data from LORO inbuilt stats and Google analytics)
21. 100
0
90
0
80
0
70
0
60
0
50
0 For their course
r r e
40
0 From other courses
m r s
30
0
20
0
10
0
0
2010
0 2011
1 2012
2
22. Teachers are using LORO…
• To find resources for their teaching
“I often also check what other teachers have done
to teach the same topic or a similar structure”
• To find inspiration and ideas
“even if I don’t find anything I can use, it starts the
ideas flowing in my head”
• To standardise their practice and ensure
comparability of the student experience
“to make sure the contents covered in my own
tutorial are similar to those used by the rest of the
course team and tutors”
23. Benefits of using LORO
• Increased confidence in one’s own
practice
“Seeing other work enables you to judge your own,
and reassures you that you are doing the right
thing”
• Freedom to develop other aspects of
one’s teaching practice
“It gives us time and space to create some
individual styles”
“I can concentrate on how I will teach culture or
how to teach through the asynchronous forum”
24. Benefits of using LORO
• Value of feedback on one’s work
“gives me an opportunity to gain useful feedback
on the work I do”
• … but there are constraints
“peer comment should be extended, but the
restraints of all our workloads make this a problem”
• Increase quality of teaching materials
“sharing the resources I have created with
colleagues stimulates me to write very good
materials, test them and improve them so that they
can be used by someone else. LORO really
pushes me to produce better materials”
25. “When something you’ve done is going to be
on paper for years and your name will be
attached to it, you feel the need to ensure it is
perfect. When it’s online, even if it’s open to
the rest of the world, it is incredibly
temporary, it can be changed all the time.
There is no perfect final product. I’ve never
been so aware of it before.”
(participant in the Collaborative Writing and Peer Review project)
34. If a tree falls in the forest and no one is
around to hear it, does it make a sound?
Newbiggin Hall Scouts http://commons.wikimedia.org/wiki/File:Fallen_tree_-_geograph.org.uk_-_495932.jpg
35. White, D. Manton, M. JISC-funded OER Impact Study, University of Oxford, 2011
36.
37. A theoretical framework: activity
theory & expansive learning
When whole collective activity systems,
such as work processes and organisations,
need to redefine themselves, traditional
models of learning are not enough. Nobody
knows exactly what needs to be learned.
(…) learners are involved in constructing
and implementing a radically new, wider and
more complex object and concept for their
activity.
Engeström, Y (1987) Learning by expanding: An activity-theoretical approach to
developmental research.