The document discusses the objectives and benefits of developing an all-in-one virtual learning environment (VLE) using Ning. The key objectives are to create a collaborative learning space that promotes learning throughout the year in a safe and controlled environment. Benefits mentioned include having a single interface to access materials and tools, and allowing teachers to provide enhanced resources. The document also discusses how Ning could facilitate collaborative writing tasks and references several studies on the benefits of collaborative and online learning.
Taking control of your digital learning environmentFiona Jostsons
This presentation was completed as part of a unit at CSU ETL523 Leading for Digital Citizenship. I am completing this unit as part of my Masters of Knowledge Networking and Digital Integration.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
Taking control of your digital learning environmentFiona Jostsons
This presentation was completed as part of a unit at CSU ETL523 Leading for Digital Citizenship. I am completing this unit as part of my Masters of Knowledge Networking and Digital Integration.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Adding Value to Cultural Heritage (the 2012 edition)Olaf Janssen
Lecture for the masters' course Digital Access to Cultural Heritge (DACH) for Leiden University, 22nd March 2012.
In this presentation I use the BMICE-ring model and Tim O'Reilly's Web2.0-priciples to explain how cultural heritage institutions (GLAMS), and libraries in particular, can add value to their Web1.0 online services.
Combining all of the currently used recognition/reputation markers into one service creates a single reputation marketplace that academics can use to show their accomplishments and further their careers.
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities. Although learning management systems offer several tools that support social learning and student engagement, the scope, structure, and functionality of those tools can inhibit and restrain just-in-time social connections and interactions. In this teaching tip, we describe our use of Twitter to encourage free flowing just-in-time interactions and how these interactions can enhance social presence in online courses. We then describe instructional benefits of Twitter, and conclude with guidelines for incorporating Twitter in online courses.
Adding Value to Cultural Heritage (the 2012 edition)Olaf Janssen
Lecture for the masters' course Digital Access to Cultural Heritge (DACH) for Leiden University, 22nd March 2012.
In this presentation I use the BMICE-ring model and Tim O'Reilly's Web2.0-priciples to explain how cultural heritage institutions (GLAMS), and libraries in particular, can add value to their Web1.0 online services.
Combining all of the currently used recognition/reputation markers into one service creates a single reputation marketplace that academics can use to show their accomplishments and further their careers.
Link building for B2B sites can be a challenge given the competitive nature of most industries. How do you get links if no one in your niche will give them to you? Our experts look at multiple ways to attract links and show how to manage the process of building links for B2B businesses.
In this presentation, Debra Mastaler, President of Alliance-Link and Scott Fasser, Director of Customer Experience at Optify, present their unique approaches to link building for B2B.
Watch the full webinar and Q&A on Optify - http://www.optify.net/webinars/effective-b2b-link-building/
An overview of landing pages best practices and main use cases
A step-by-step demo of how to build, publish and promote a landing page using Optify
Measuring landing page performance and introduction to A/B Testing
Marketers have heard that tactics such as QR Codes, pURLS, apps and short codes are a good idea to quickly capture connections with customers. On a practical level, what are they specifically, how are they effectively used, and why should marketers consider using them?
On Tuesday August 23rd at 1:30PM (EDT), Anthony Joseph, VP of Marketing, Optify and Jennifer Wong, Digital Solutions Manager at Optify, teamed up with Target Marketing Magazine and Printing Impressions, and session sponsor EasyPurl at the InterACT! 2011 conference to answer these questions and provide step-by-step instructions in a live Interactive webinar presentation to teach audience members how to create each element (QR code, apps, pURLs & short codes) to benefit marketing campaigns.
In this Mobile Marketing Tools & Tips presentation attendees learned:
- How to create your own QR Codes, pURLs, apps and short codes.
- How to take, tie, and track a physical realm customer into the digital realm
- How to measure the activity from these mobile marketing creations in real time.
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
Reading discussion anderson and dron by pedro ximenes_2104212barr0336
Reading Discussion from a paper titled : Three Generations of distance education pedagogy. By Terry Anderson and Jon Dron . Presentation Prepared by Pedro Ximenes, Flinders Uni. as part of EDUC9701 topic.
This slideshow displays examination of the role of on-line Community of Practice (COP) in order to enhance professional development of ELT teachers. It argues the effectiveness of social virtual collaboration to meet the emerging educational challenges presented by new technologies. It was presented at IATEFL 2013 Liverpool
Social Software and Personal Learning EnvironmentsTerry Anderson
This presentation, in slightly modified forms, was presented by myself to education audiences in Canada, Israel, Norway and the UK in spring 2007. See my blog at terrya.edublogs.org for more details
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
7. MY OBJECTIVE An all-in-one centralised and easily controllable learning environment that promotes collaborative learning for various skills and its usage is sustainable throughout the year. BENEFITS OF AN ALL-IN-ONE VLE “An all in one system {with} a single interface allows access to a range of learning materials and communication tools. “ “The academic may use the system to provide enhanced resources (bibliographies with live links to electronic journals, simulations expanding practice) or initiate online collaborative projects to stimulate and develop ideas and theories beyond their face to face meetings.” Jennings, D. (2005, p.159)
8.
9. TWO-TIER LIMITED ACCESS TO KEEP OUTSIDERS OUT DOUBLE-LOCK SYSTEM ADMINISTRATOR ACCESS TO CONTENT,DESIGN AND SOURCE-CODES ALL-IN-ONE INTERFACE CREATES BOUNDARIESTO KEEP LEARNERS IN
10. CONTROLLED ENVIRONMENT “Parents and communities place faith in school board members and educators to protect students during the school day — and that means securing their safety when they’re online.” National School Boards Association, 2007 “An effective educator should create a safe environment for learners to express themselves freely in appropriate ways, to share their ideas and to ask questions. (Hamilton, 1996; Porter, 1997).” “In this positive, safe and motivating environment, learners might feel free to fail and try again (Chen, 1997; Spitzer, 1998).” cited in Huang (2003, p.33)
12. EMBEDDED INTERFACE INTEGRATED INTO ONE ONE LEARNING CURVE “We see a pattern where the technology is front and center stage, rather than the academic content. In case after case we see that when computer technologies are adopted, the learning about the technology often takes over, and it is only after several rounds of integrating technology with content that content emerges in strong ways. The technology learning curve tends to eclipse content learning temporarily .“ Shelley, Cole and Syer (1999, p.3)
13. LEARNERS DEVELOP LEARNING FLOW (FLOW THEORY) “A flow activity is one in which the mind becomes effortlessly focussed and engaged on an activity, rather than falling prey to distractions. Flow is a continuum from no flow to maximum flow” Stage 1 A perception of challenges that are well matched to the persons skills. Stage 2 A merging of action and awareness A sense of control over the activity; and concentration. Stage 3 Loss of self-consciousness; time distortion; and a feeling that the activity becomes worth doing for its own sake (autotelic). Pearce, Ainley and Howard (2004, p.747)
24. PERSONAL PAGES AND SPACE “Wenger (1999) notes that the issue of education should be addressed first and foremost in terms of the identities of the participants and the ways in which we create a sense of belonging, two elements that are critical factors in the creation of community, whether it is f+f or online. It is the social aspects of education that are the most important.” “Social identity drives learning.” RocciLuppicini (2007, pp.3-4)
25. FACILITATES COLLABORATION Owen (2006, p.11) stated that “if learning to learn, if collaboration, and if the personalisation of educational experiences are at the core of current educational agendas, we need to find ways of enabling young people to come into contact with, collaborate with and learn from each other and other people. Social software is about bringing minds and ideas into contact with each other and is already, in the world outside schools, creating the global village. Our question is whether it is possible to draw on the activities emerging through social software to create learning communities which offer young people personalised, collaborative learning experiences such as those that are already emerging in the world outside the school gates.”
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28. Gradual change from teacher-centred to learner-centred Salmon’s (2002) e-tivities approach
29. SOCIO CONSTRUCTIVIST APPROACH. A CHECKLIST “Social constructivism emphasize the socially and culturally situated context of cognition, in which knowledge is constructed in shared endeavours.” (Duffy & Cunningham, 1996; cited in Felix, 2006). “Constructivists go further than pure cognitive approaches by recommending that we help [learners] to construct meaningful and conceptually functional representations of the external world.” (Jonassen, 1991, p.29; cited in Felix, 2006, p.87). “By creating social networks around academic topics, or even about specific projects for a course, an instructor can facilitate a strong sense of community among the students, encouraging personal interactions that can lead to the creation of new knowledge and collective intelligence.” (from 7 Things You Should Know About Ning, 2008). THESE POINTS WILL BE ELABORATED IN RELATION TO NING IN THE CLASSROOM IN PART 4.
30. SALMON’S E-TIVITIES APPROACH. LEARNER CENTRED DEVELOPMENT KNOWLEDGE CONSTRUCTION INFORMATION EXCHANGE ONLINE SOCIALISATION ACCESS AND MOTIVATION TEACHER CENTRED
31. A REMINDER Ning was chosen because of the need to have a centralised, controlled and communalistic learning environment that would be sustained throughout the academic year and further. Ning was chosen because of its VLE qualities as well as to come extent its Managed Learning Environment (MLE) qualities. Ning was not chosen to accommodate the teaching of particular skills but because of its potential to accommodate the teaching of most, if not all, of the skills.
32. NING IN COLLABORATIVE WRITING TASKS Warschauer (1996b) states that “Computer Mediated Communication allows users to share not only brief messages, but also lengthy (formatted or unformatted) documents - thus facilitating collaborative writing”. He further elaborates that students “can also use the Web to publish their texts or multimedia materials to share with partner classes”. “Many composition and language teachers believe that word processing encourages new pedagogical relationships in the class, by facilitating student revision and collaborative writing” (Warschauer, 1996a, p.2) Warschauer (1996a) points out L1 composition teachers were the earliest proponents of CMC using computer conferencing among the students in a class to enhance collaborative writing and the social production of knowledge (as exemplified by Batson, 1988; DiMatteo, 1990; Faigley, 1990; Hawisher and LeBland, 1992; and Susser, 1993) followed by L2 composition teachers such as Sullivan (1993).
39. Enter writing processes : Drafting, proofreading, editing in blogs05. Submission through featuring their blogpost. 06. Helping others in completing their work.
40. REFERENCES Chen, L. (1997). Distance delivery systems in terms of pedagogical considerations: a re-evaluation. Educational Technology. pp.34-37. Duffy, T. M. and Cunningham, D. J. (1996). Constructivism: implications for the design and delivery of instruction. In Jonassen, D. H. (ed.). Handbook of Research for Educational Communications and Technology. New York : Macmillan Library Reference.Felix, U. (2006). E-learning pedagogy in the third millennium: the need for combining social and cognitive constructivist approaches. ReCALL. 17 (1), pp.85–100. Hamilton, D. (1996). Learning about education: an unfinished curriculum. Bristol : Open University Press. Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology. 33 (1), pp.27-37. Jennings, D. (2005) Virtually effective : The measure of a learning environment. In O’Neill, G., Moore, S., and McMullin, B. (Eds). Emerging Issues in the Practice of University Learning and Teaching. Dublin : AISHE. pp. 159-167. Jonassen, D. H. (1991). Evaluating constructivistic learning. Educational Technology 31 (9), pp.28–33. Luppicini, R. (2007). Online Learning Communities. North Carolina : Information Age Publishing. National School Boards Association (2007). Creating and connecting : Research and guidelines on online social - and educational - networking. Retrieved from http://www.nsba.org/site/view.asp?CID=63&DID=41340 Owen, M., Grant, L., Sayers, S. and Facer, K. (2006). Social software and learning. Futurelab. http://www.futurelab.org.uk/resources/documents/opening_education/Social_Software_report.pdf Pearce, J. M., Ainley, M. and Howard, S. (2004). The ebb and flow of online learning. Computers in human behavior. 21 pp. 745-771.
41. REFERENCES Porter, L. R. (1997). Creating the virtual classroom distance learning with the Internet. New York : John Wiley & Sons. Salmon, G. (2002). e-tivities: The key to active online learning. London. Kogan Page. Shelley, G., Cole, K. and Syer, C. (1999). The technology/content dilemma. In Proceedings from the Secretary's Conference on Educational Technology, 1999: Evaluating the Effectiveness of Technology. Spitzer, D. R. (1998). Rediscovering the social context of distance learning. Educational Technology. pp.52-56. The EDUCAUSE Learning Initiative (2008). 7 Things You Should Know About Ning. EDUCAUSE. Warschauer, M. (1996a). Motivational Aspects of Using Computers for Writing and Communication. In Warschauer, M. (Ed.), Telecollaboration in Foreign Language Learning: Proceedings of the Hawai‘i Symposium. (Technical Report #12) (pp. 29–46). Honolulu, Hawai‘i: University of Hawai‘i, Second Language Teaching & Curriculum Center. Warschauer, M. (1996b) Computer Assisted Language Learning: an Introduction. In Fotos, S. (Ed.) Multimedia Language Teaching, (pp. 3-20). Tokyo: Logos International.