1) Teacher development faces new challenges in an era of exponential knowledge growth and technology change, exacerbated by a large shortage of teachers worldwide.
2) E-learning offers opportunities to address teacher professional development needs through online resources, courses, blended learning models, and online communities.
3) However, challenges remain regarding access to devices, connectivity, and culturally relevant content in local languages, as well as upgrading teacher educators' skills in using technology.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
This discussion paper provided the framework for our Board's movement to a 21st Century Learning and Teaching environment. This is an updated review of the Board's progress as we continue to transition our Board. The original document was created in 2010 and the review took place in Dec. 2011.
navigating the future of education is given by Mike Sharples, formerly of the Learning Sciences Research Institute, University of Nottingham, and now at the Open University. Facilitated by Diane Brewster (Consultant).
Jisc conference 2011
This discussion paper provided the framework for our Board's movement to a 21st Century Learning and Teaching environment. This is an updated review of the Board's progress as we continue to transition our Board. The original document was created in 2010 and the review took place in Dec. 2011.
A knowledge nation that develops its education system based on eLearning and extends it to social media creates the ground pillars for a sustainable society, promoting growth, welfare and peace.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
Presentation at the FMSH (Paris) about how the information society and the Net Generation are promoting changes in education related to the use of ICT.
Centro tecnologico-de-educacion-englishINNOVO USACH
Es un modelo Organizacional que conceptualiza un Centro Tecnologico en educacion como sistema en red global. This is a draft develops a project in Education and Technology as an organizational model.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Alta 2014 - Advanced Learning Technologies - Conference ProceedingsProinov
Using Moodle: Teachers’ Perspective: a Cross-Country Exploratory Study
Paulo Belo, Vilma Karobliene, Sebastiano Molaro
Page 38
ABSTRACT. Learning Management Systems are now commonly used by many teachers for their e-learning courses or as a support for traditional classroom courses. Moodle seems to be the most used LMS in European schools and training companies. This study is a cross-country exploratory study that tries to understand the view of teachers about LMS, Moodle and online tools in education.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
A knowledge nation that develops its education system based on eLearning and extends it to social media creates the ground pillars for a sustainable society, promoting growth, welfare and peace.
HOW THE INFORMATION SOCIETY IS CHANGING THE WAY OF LEARNINGIngrid Noguera
Presentation at the FMSH (Paris) about how the information society and the Net Generation are promoting changes in education related to the use of ICT.
Centro tecnologico-de-educacion-englishINNOVO USACH
Es un modelo Organizacional que conceptualiza un Centro Tecnologico en educacion como sistema en red global. This is a draft develops a project in Education and Technology as an organizational model.
Digital Scholarship powered by reflection and reflective practice through the...Judy O'Connell
Current online information environments and the associated social and pedagogical transactions within them create an important information ecosystem that can and should influence and shape the professional engagement and digital scholarship within our learning communities in the higher education sector. Thanks to advances in technology, the powerful tools at our disposal to help students understand and learn in unique ways are enabling new ways of producing, searching and sharing information and knowledge. By leveraging technology, we have the opportunity to open new doors to scholarly inquiry for ourselves and our students. While practical recommendations for a wide variety of ways of working with current online technologies are easily marketed and readily adopted, there is insufficient connection to digital scholarship practices in the creation of meaning and knowledge through more traditional approaches to the ‘portfolio’. In this context, a review of the portfolio integration into degree programs under review in the School of Information Studies led to an update of the portfolio approach in the professional experience subject to an extended and embedded e-portfolio integrated throughout the subject and program experience. This was done to support a strong connection between digital scholarship, community engagement, personal reflection and professional reflexive practices. In 2013 the School of Information Studies established CSU Thinkspace, a branded Wordpress solution from Campus Press, to better serve the multiple needs and learning strategies identified for the Master of Education programs. The aim was to use a product that replicates the authentic industry standard tools used in schools today, and to model the actual ways in which these same teachers can also work in digital environments with their own students or in their own professional interactions. This paper will review how the ePortfolio now provides reflective knowledge construction, self-directed learning, and facilitate habits of lifelong learning within their professional capabilities.
Referred published as part of the EPortolios Forum, Sydney, 2016.
Alta 2014 - Advanced Learning Technologies - Conference ProceedingsProinov
Using Moodle: Teachers’ Perspective: a Cross-Country Exploratory Study
Paulo Belo, Vilma Karobliene, Sebastiano Molaro
Page 38
ABSTRACT. Learning Management Systems are now commonly used by many teachers for their e-learning courses or as a support for traditional classroom courses. Moodle seems to be the most used LMS in European schools and training companies. This study is a cross-country exploratory study that tries to understand the view of teachers about LMS, Moodle and online tools in education.
Pedagogy and School Libraries: Developing agile approaches in a digital ageJudy O'Connell
Libraries for future learners: one day conference to inspire, connect and inform teacher librarians and school leaders thinking about future learning needs. This presentation was a keynote conversation starter to open up a wide range of topics for other presentations and workshop activities sharing examplars, tools and strategies related to future learning. Held at Rydges World Square, Sydney.
Merchant, G, Marsh, J. & Burnett, C. (2012) Digital Futures in Teacher Education- the DEfT Project. Paper presented at United Kingdom Literacy Association Conference, University of Leicester.
ICT Integration in Higher Education: Perspectives and Way ForwardElvis Muyanja
6th International Conference on ICT For Africa 2014; Keynote Address by Professor Venansius Baryamureeba, Chairperson Makerere University Business School (MUBS) Council; 03/10/14 Yaounde Cameroon
A National ICT Competency Framework for Student TeachersJeroen Bottema
As emerging technologies provide access to the new resources in society, teachers’ roles need to transform to cater to individual students’ learning preferences. As a result, adequate ICT training for student teachers should provide technology rich experiences throughout the whole program. The Ministry of Education, Culture and Science, and several other Dutch educational partners, have delineated an ICT Competency Framework for student teachers, which they would like to see each institution adopt as the pre-eminent agenda for improving student teachers’ ICT knowledge and skills. This National ICT Competency Framework was developed based on broad comparative research on current educational trends and practices in a global context by a workgroup and review group consisting of educational professionals and ICT experts. This presentation addresses and discusses the National ICT Competency Framework consisting of four different domains (attitude, basic digital skills, digital media and information literacy, and pedagogical practice), and issues concerning its implementation.
What can higher education contribute to developing skills for the knowledge economy?Strategies for higher education in a more open and online world: the role of open and distance learning.
Innovation and the future: Y3 ssp 12 13 l15Miles Berry
The technologies whose study properly forms a part of ICT education develop at an exponential rate, with Moore’s law promising a doubling of computing capacity every couple of years, and global industries and innovative individuals continually finding new applications to use such capacity. The extent to which your school makes use of such innovation is, to some degree, in your hands.
After hearing your presentations, we’ll look at some of the issues raised by the rapid pace of technological change and explore some ways in which schools can best make discerning use of new technology. I also explore some current trends and we look at some technologies that may well find a place in the classroom of the not too distant future, or whatever may replace it.
We conclude with a review of the assessment requirements and an opportunity to reflect on the module.
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!
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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
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.
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.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
1. Teacher Development in an
E-Learning Age
Keynote Address
Shanghai Open University
Paul Resta
Learning Technology Center
The University of Texas at Austin
3. 3
Two Global Trends
• Exponential growth in knowledge and
technology
• Huge shortage of teachers worldwide:
• minimum of 15 to 35 million teachers needed
by 2015
• Two-thirds of the world’s 60 million teachers
live and work in developing countries
• Critical need to invest in pre- and in-service
teacher development
UNESCO Education for All Global Monitoring Report 2002
4. Exponential Growth
of Knowledge
World knowledge base doubles every 18 months
Technology changes at increasingly faster rates
5. 5
Need for More
and Better Teachers
New technologies require new teacher roles, new
pedagogies and new approaches to teacher
training and development
The need to develop effective and attractive
policies for teacher preparation, recruitment,
retention and professional development
The need for new technologies which are changing
the face of education with the development of e-
learning
Learning Technology Center
7. 7
ICT Challenges Traditional Teaching
and Learning Methods and Paradigms
“New technologies challenge
conventional conceptions of both
teaching and learning methods and
materials by reconfiguring how
teachers and learners gain access to
knowledge. To meet these challenges,
schools must embrace the new
technologies and appropriate the new
ICT tools for learning. They must also
move toward transforming the
traditional paradigm of learning.”
(UNESCO World Report, 1998)
8. 8
Technology Offers
New Challenges and Opportunities
for Teacher Development
• Need to prepare a new generation of teachers
with skills and knowledge required for 21st
Century
• Need to update the technology knowledge
and skills of the existing teaching force
• E-learning offers new opportunities to address
need for teacher professional development
9. 9
Teacher ICT Skills
UNESCO ICT Competency Standards for Teachers (CST)
• Capable information technology users
• Information seekers, analyzers, and
evaluators
• Problem solvers and decision makers
• Creative and effective users of
productivity tools
• Communicators, collaborators,
publishers, and producers
• Informed, responsible, and contributing
citizens
10. 10
New demands and challenges for
teacher education
• Preparing new teachers
• Upgrading knowledge and skills of teaching force
11. 11
Global Interest in E-Learning
for Teacher Development
• Increasing use of the Web and Internet to
enhance teaching and learning
• E-learning has many qualities that make it
beneficial for teacher development including:
• anytime: teachers can access learning resources,
courses, or training programs at any time convenient
for them
• anyplace: teachers in rural areas can communicate
with others and access resources, instruction, and
expertise anywhere
12. 12
Teacher Development in an E-Learning
Age: A Policy and Planning Guide
• Book commissioned by UNESCO to help
countries use e-learning for teacher
development
• Distinguished group of international experts
• In press and will be released in Fall 2010
13. 13
Focus of Book
• Understand the role of e-learning for teacher
development in addressing challenges of global
knowledge society
• Understand the gap between the potential and
reality of e-learning for teacher development
• Understand key planning and policy issues in use
of e-learning for teacher development
14. 14
Four Basic Categories of E-Learning
Access to vast educational and information
resources on the Web
Access to online courses, degree programs,
and training programs
Blending of online resources and learning
activities with classroom-based learning
activities
Access to and participation in online knowledge-
building communities and communities of
practice
15. 15
E-Learning for Teacher
Professional Development
Resta (2010) Teacher Development in E-learning Age. UNESCO
16. 16
Information Repository:
Access to Web-based Content
Openflow of rich global
knowledge resources to
support learning:
• Growth of digital libraries
• Googlization of knowledge
• Growth of surface and deep Web
• User-generated content
18. 18
Open Educational Resources
• Rapid growth of digital libraries and open educational
resources, such as OER Africa, Merlot, UTopia, Google,
Yahoo, UNESCO
• Open Courseware Initiatives (MIT, China, Europe, Africa)
• Exponential growth of free/open source software
• Open Office
• Moodle
• Linux
• Creative Commons (some rights reserved)
19. 19
Online Courses
• Rapid growth in offering of online
courses in both developed and
developing countries
• Over 1,000 online degree
programs available just in North
America
• Free online courses and degree
programs
21. 21
Quality of Online Courses
• Many Web-based learning environments
heavily text-based, not engaging, limited
interaction and collaboration
• Growing number of small and large budget
high quality Web-based learning
environments
• Need to couple knowledge of how people
learn with Web technologies
• Need courses in local languages
22. 22
Blended Learning
• Rapid growth on campuses
• Integration of Web-based
resources, tools, online
discussions, with classroom
instruction
• Production of Web-based
resources by teachers and
students
23. 23
Online Communities of Practice
• Expertise and experiences can be shared
instantly and accessed on demand
• Use Wikis, Blogs, and new collaboration tools
• Knowledge-building communities of teachers
co-constructing and sharing knowledge
• Example: ACEMaths project in which teachers
developed Math curriculum
24. The Role of E-Learning
to..
in Knowledge Building
move I in c r e a s e
I know
from… w h a t th e
w h a t th e
I group
group know s
know s
know
H e a r in g a b o u t c o n tr ib u tio n s o f o th e r s
A d d in g m y o w n c o n tr ib u tio n s
26. 26
Challenges Confronting use
of E-Learning for Teacher
Development
• Access to ICT devices and connectivity
• Access to high quality, culturally relevant content
in local languages
• Upgrading knowledge and skills of teacher
educators
• Need for research on models, policies and
practices for using ICTs in teacher education
35. 35
2/3 of 4.9 Billion Mobile Phone
Subscriptions are in Developing Countries
Source: World Bank 2010
36. 36
Mobile Phones: New Platform
and Opportunities for E-Learning
Example:
Mobile phone users
in Bangladesh have
already accessed
more than one
million English
lessons using a new
service, BBC World
Service Trust (WST)
38. 38
Mobile Cellular Phone and Internet
Penetration by Level of Development
Mobile cellular subscriptions Internet users by level of
development
Source: ITU World Telecommunication Indicators database
41. Mobile Learning: Professional
Development Always at Hand
New Generation of Powerful
Hand-held Devices (e.g., smart
phones) that are able to:
• Deliver Education/Training
anytime/anywhere
• Provide access to learning tools,
content, audio/video recordings,
simulations, online courses.)
• Support Communications and
Collaboration
• Provide interaction/feedback
42. 42
Mobile Phones: Convergence
of Tools in One Device
(Today’s Smart Phone = Tomorrow’s Phone)
Telephone Digital Still Camera
Web Browser Digital Video Camera
GPS E-mail
Instant messaging Blogs/Wikis
TV/Radio Audio/Video Recordings
Organizer/Calendar Access Online Courses
43. 43
Challenges for Mobile Learning
Designing learning resources for smaller screens
Exploration/development of apps for
educational use
Research on effective models for use of mobile
devices for teacher professional development
Marvel Tablet
44. 44
Leadership Opportunities:
E-learning for Teacher Development
• Provide leadership for developing and sharing open
educational resources
• Establish trans-national partnerships with higher education
institutions in developing countries to foster exchanges
and sustained dialogue
• Exploit emerging technologies: Mobile phones Netbooks,
Tablets, E-readers, Cloud Computing
45. 45
Use of ICTs and E-Learning to:
• develop culturally responsive content in
local languages ( Nepal, 4 Directions)
• incorporate traditional cultural knowledge
into curriculum
• preserve and revitalize native languages
47. 47
Tailor Use of ICTS and E-Learning
to Meet Local Needs and Conditions
. • Most PCs developed
for individuals who are
both literate and
numerate
• Need research on ICTs
for non-literate
populations in remote
and poor areas
50. 50
Support National ICT Initiatives:
Rwanda Example
Source: International Telecommunications Union (2007) World Information Society 2007 Report
51. 51
Support National ICT Initiatives:
Morocco Example
Source: International Telecommunications Union (2007) World Information Society 2007 Report
52. 52
Advocate for New Regulatory
Framework in Developing Countries
• Today’s broadband challenge requires new
thinking and an end to business as usual
• Build on mobile success where 2/3 of mobile
customers are in developing countries
• Regulators have an unprecedented opportunity to
speed the uptake of broadband to enable the
Information Society
54. 54
Institutional Incentives for E-Learning
and Open Educational Resources
Need to provide institutional rewards for faculty who
contribute their work to an open environment and/or
are willing to develop quality online instruction
This is particularly true related to criteria for academic
advancement and tenure decisions
55. 55
Develop Collaborations
and Pilot Projects
• Develop trans-national collaborations
between universities in region and across
the globe to share resources and expertise
• Work with universities, schools,
communities, government agencies,
private sector to demonstrate benefits of
e-learning access
• Example of Educational Native American Network
(ENAN)
56. 56
Summary:
Leadership Opportunities and Challenges
for Teacher Education Institutions
• Provide leadership in open educational
resources
• Collaborate with telecommunications regulatory
agencies to develop policies that will support
educational development
• Establish trans-national partnerships with higher
education institutions in developing countries to
foster exchanges and sustained dialogue
57. Summary:
Leadership Opportunities and Challenges
for Teacher Education
• Help initiate or support national initiatives for wireless
and broadband access
• Develop pilots to demonstrate effectiveness and
feasibility of e-learning
• Work with community members to develop culturally
responsive cultural digital content in local languages
58. 58
Contact:
Paul Resta
Ruth Knight Millikan Professorship
Director, Learning Technology Center
The University of Texas at Austin
Resta@mail.utexas.edu
Website: http://www.utexas.edu/education/LTC/
about/resta/index.php
Editor's Notes
Open educational resources was first adopted at UNESCO ’s 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries (Hewlett Foundation) Includes: learning content, tools, implementation resources (license to promote open publication of materials) Moving from higher ed to K-12 With tighter budgets states and schools looking for open source textbooks Texas State Representative Scott Hochberg sponsored a bill that provides for the adoption and and use of open source textbooks beginning this last Fall by creating a digital repository of textbook content managed by TEA