This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Flexible learning: transforming education, labour market and societyicdeslides
International outlook on learning and digitalisationICDE These are the slides from the inspiration seminar ICDE conducted in Oslo, Norway, on April 26, 2017.
This presentation, shows how flexible learning has the capacity to transform education, labour market and society, based on the societal needs and the agreed sustainable development goals. Initiatives and networks facilitated by ICDE create a vital force in the internationalisation of the ICDE member institutions and often in collaboration with important partners as the international ICDE member associations and governmental organisations as UNESCO and Commonwealth of Learning.
More than ever a transparent, accountable and democratic global organisation as ICDE is needed for the case of the learners, the educational institutions and stakeholders working to make online, open and flexible education a part of the solution for future education.
The offerings for networking, events and initiatives for sharing good practice and new knowledge are many, made possible by the members of ICDE, like the conference organised by Symbiosis Centre for Distance Learning: “Reaching the Unreached”, the two events in France starting 22 – 23 May in Nancy, hosted by UNIT at the University Lorraine, in partnership with EDEN and EADTU, with the 2017 ICDE Leadership Summit, “Leadership: when transforming education through learning analytics and adaptive learning” and continuing the 24 May in Paris, hosted by UNESCO, “Visionary Leadership for Digital Transformation for the Sustainable World We Want”, in partnership with UNESCO and the project D-Transform, the great 27 ICDE World Conference in Toronto 16-19 October, hosted by Contact North: “Teaching in a Digital Age —Re-thinking Teaching & Learning” and the International Lifelong Learning conference in February 2019, Lillehammer, Norway organised and hosted by Inland Norway University of Applied Sciences - INN University.
The Global Doctoral Consortium has developed very well with 3 times more members than anticipated, now focusing on the first Doctoral Consortium as a track at the ICDE World Conference in Toronto. The GDC also collaborate with the Global OER Graduate Network http://go-gn.net
The Global Quality Network has been established, and is focusing on possible global quality guidelines for online, open and flexible education as the first task.
The new ICDE Chairs in OER , are already very active and visible, with for example the MOOCQ initiative and both presenting at the World Learning Summit in Kristiansand.
The study “Online, Open, Flexible and Technology-Enhanced (OOFAT) Models for Education” is developing very well, led by Dominic Orr, Forschungsinstitut für Bildungs- und Sozialökonomie (FIBS) together with the OpenEducation Research Hub (OER Hub).
More: https://www.icde.org/index.php?option=com_content&view=article&id=786:international-outlook-on-learning-and-digitalisation&catid=23:news&Itemid=169
Digital Learning Design - Australian Catholic UniversityVanguard Visions
‘Digital learning’ is gaining traction in the higher education sector, as more tertiary institutions begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? How does it engage students? And what are the characteristics of digital learning that make it appealing to learners?
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Keynote Presentation by Professor Alan Tait (UK Open University) at the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013.
Flexible learning: transforming education, labour market and societyicdeslides
International outlook on learning and digitalisationICDE These are the slides from the inspiration seminar ICDE conducted in Oslo, Norway, on April 26, 2017.
This presentation, shows how flexible learning has the capacity to transform education, labour market and society, based on the societal needs and the agreed sustainable development goals. Initiatives and networks facilitated by ICDE create a vital force in the internationalisation of the ICDE member institutions and often in collaboration with important partners as the international ICDE member associations and governmental organisations as UNESCO and Commonwealth of Learning.
More than ever a transparent, accountable and democratic global organisation as ICDE is needed for the case of the learners, the educational institutions and stakeholders working to make online, open and flexible education a part of the solution for future education.
The offerings for networking, events and initiatives for sharing good practice and new knowledge are many, made possible by the members of ICDE, like the conference organised by Symbiosis Centre for Distance Learning: “Reaching the Unreached”, the two events in France starting 22 – 23 May in Nancy, hosted by UNIT at the University Lorraine, in partnership with EDEN and EADTU, with the 2017 ICDE Leadership Summit, “Leadership: when transforming education through learning analytics and adaptive learning” and continuing the 24 May in Paris, hosted by UNESCO, “Visionary Leadership for Digital Transformation for the Sustainable World We Want”, in partnership with UNESCO and the project D-Transform, the great 27 ICDE World Conference in Toronto 16-19 October, hosted by Contact North: “Teaching in a Digital Age —Re-thinking Teaching & Learning” and the International Lifelong Learning conference in February 2019, Lillehammer, Norway organised and hosted by Inland Norway University of Applied Sciences - INN University.
The Global Doctoral Consortium has developed very well with 3 times more members than anticipated, now focusing on the first Doctoral Consortium as a track at the ICDE World Conference in Toronto. The GDC also collaborate with the Global OER Graduate Network http://go-gn.net
The Global Quality Network has been established, and is focusing on possible global quality guidelines for online, open and flexible education as the first task.
The new ICDE Chairs in OER , are already very active and visible, with for example the MOOCQ initiative and both presenting at the World Learning Summit in Kristiansand.
The study “Online, Open, Flexible and Technology-Enhanced (OOFAT) Models for Education” is developing very well, led by Dominic Orr, Forschungsinstitut für Bildungs- und Sozialökonomie (FIBS) together with the OpenEducation Research Hub (OER Hub).
More: https://www.icde.org/index.php?option=com_content&view=article&id=786:international-outlook-on-learning-and-digitalisation&catid=23:news&Itemid=169
Digital Learning Design - Australian Catholic UniversityVanguard Visions
‘Digital learning’ is gaining traction in the higher education sector, as more tertiary institutions begin to offer individual units and entire programs in the online space. But what are the characteristics of digital learning that make it good? How does it engage students? And what are the characteristics of digital learning that make it appealing to learners?
Everything You Need To Know About MOOCs (Well Almost)Iain Doherty
HKU is currently looking at the MOOC space and this presentation provided colleagues at the University with an overview of what's happening with MOOCs.
Webinar given for University of Cape Town 17-Oct-2013 exploring the pedagogical differences between cMOOCs and xMOOCs. Pedagogical recommendations given along with recommendations around adoption approaches for universities.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Unisa keynote Innovation in ODL Research Teaching and Learning March 2014
This presentation content is the same as I have presented at Unisa but due to copyright issues that had been identified later I have changed some of the images
This presentation was presented on Wednesday, February 15, 2012 at the eTech Ohio Conference by Grace Magley Blended Learning Specialist from the ACCEPT Education Collaborative in Natick, MA.
Presentation given at the Online and eLearining Conference organised by Knowledge Resources at the Forum, Bryanston, Johannesburg 28-29 August 2013. Created by Greig Krull, Sheila Drew and Brenda Mallinson.
Digital citizenship: A global perspectiveJulie Lindsay
Webinar presented March 2014 - to focus on how to move digital citizenship ideas and actions from local to global. The recording of this 1-hour webinar is here: https://www.fuzemeeting.com/replay_meeting/06881587/5999043
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
For a Knowledge Management Round Table, Melbourne. An exploration workshop into using design thinking to support workplace change coupled with digital technologies.
Students crossing global borders AEF 2014Julie Lindsay
New World: Students crossing global borders
Borders are crossed and intercultural understanding takes place when students connect, collaborate and co-create meaningful actions and products. This session will share recent global examples and encourage learning about the world with the world through technology supported interactions and projects.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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.
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.
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.
Leadership for connected and global learning: Session 1 Chinese
1. Leadership for
Connected
and Global
Learning
Ningbo-Auckland
Education
Association
Conference
Session 1: Chinese speaking
2. Meet Julie Lindsay…..
Global Educator, Innovator
Teacherpreneur, Author
MA Educational Technology Leadership
MA Music
EdD Student, University of Southern
Queensland
Adjunct Lecturer, Charles Sturt University,
Faculty of Education
Global collaboration consultant
Apple Distinguished Educator
Google Certified Teacher
Director, Learning Confluence Pty Ltd
Founder, Flat Connections
@julielindsay | #flatconnect | @flatconnections | about.me/julielindsay
3. ….my global journey
Zambia
Kuwait
Bangladesh
Qatar
China
Ocean Shores
Melbourne
5. Our Goals for Today
To provide ideas, resources and strategies to
schools for ONLINE global connections that lead
to collaborations
To discuss connected and collaborative learning
and review working examples
To discuss with partner schools what can be
possible in the future
7. Our Goals for this Session
This session will:
• Explore what it means to be connected and
learning online
• Discuss synchronous and asynchronous online
learning modes
• Define leadership characteristics for
connected learning
• Explore current global collaborative projects
as examples of best practice connections
8. Connected Learning Part 1
What is Connected Learning?
Being connected to others who inspire, support
and amplify your LEARNING
Being connected to places and people for
personal and professional advantage
Understanding the opportunity and power that
technology brings to all learners
Knowing how to access tools, resources and
people to connect learning locally and globally
10. Some terms to know……
• PLN – Personal
Learning Network
• PLC – Professional
Learning Community
11. DIGITAL LEARNING ENVIRONMENT
(DLE) refers to the tools, skills,
standards, attitudes and habits for
learning while using technology and
accessing digital resources.
13. Why do we need to move to online
learning modes?
How do we move our learning to
online spaces?
What global digital citizenship
challenges do we need to
consider?
14. Why Connected Learning?
We must be able to sustain
connections beyond the face-to-
face experience and beyond
the virtual, synchronous
experience e.g. Skype call.
16. Learning in online spaces
Two types to sustain a global connection
Traditional
Classroom
Separated by
Location
Separated by Time
Connected
Classroom
Unified by the
Internet
Unified by
asynchronous
communication
tools
SYNCHRONOUS and ASYNCHRONOUS
22. Some leadership ideas and concepts…..
Facilitating a pedagogical shift
A change in teaching and learning beliefs
and practices from transmission paradigm to
constructionist paradigm
Rise of a distributed leadership model
23. Leadership and Skill Audit
• Is YOUR school ready to connect?
• What skills do leaders and teachers have?
• What skills do they need to learn?
• What skills will students need?
• What support will teachers and students have
for global connected learning?
• How does global collaboration embed into the
curriculum?
24. Technology and Skill Audit
• What technologies are available?
• What online access is available:
– At school?
– At home?
• What skills are needed to use the
technologies?
• Who will teach these skills?
• What about global digital citizenship?
25. Connected Learning Part 4
Building bridges between learners
Technology must be the bridge, not the barrier to new
connected teaching and learning modes
27. Digital citizenship……
How will students (and teachers) learn this??
Just in time
SKILLS, HABITS and
ATTITUDES
for learning while digital
How do we move from local to global??
29. Global Awareness
• Different countries
have different laws
Image: 'M like Muslim?’ http://www.flickr.com/photos/50451886@N00/2502594771
– Copyright, legal
– Taboo subjects
• Nationality transcends
culture
– Every nation has
multiple cultures
– Never stereotype a
nation
30. The future of connected learning includes
collaboration online.
How are we supporting this?
31. Facilitate or Constrain?
• What are the barriers and
enablers to connecting teachers
and students online?
• Are you a facilitator or a
constrainer?
Technology infrastructure
Curriculum development
Leadership
Global digital citizenship
33. Examples from
Flat Connections
Global Projects
http://flatconnections.com
34.
35. Singapore American School International School of the Sacred Heart, Japan
Asynchronous global debates between classrooms
Theme 2014-15:
Global Peace and
Security
http://globalyouthdebates.com
Tools: Voicethread & Fuze
36. Flat Connections Global Project (FCGP)
• 500 students
• 20+ classrooms
• 6 countries
• 36 student teams
• 1 Keynote
• 24 Expert Advisors
• 18 Judges and 3 Meta-judges
• 213 Videos
• 15 eBooks
February-June 2014!
http://flatconnections.wikispaces.com
38. FCGP Content and Themes
Horizon Report K-12, 2013
Emerging technologies impacting
education and learning shared via a
timeline of potential relevance.
http://www.nmc.org/horizon-project/
horizon-reports/horizon-report-k-
12-edition
Open
Learning futurist, David Price OBE, argues
that ‘open’ is not only affecting how we
are choosing to live, but that it’s going to
be the difference between success and
failure in the future.
http://engagedlearning.co.uk/