Featured Speaker Invited Presentation at ProComm 2015 at the University of Limerick.
Title of presentation: Teaching Online: Analyzing Needs, Designing Learning Activities, and Managing Delivery.
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
Improving Education by Learning Analtyics (EADTU-EU Summit 2017)EADTU
Tinne De Laet presented on improving education through learning analytics. She defined learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. She provided examples of interventions using academic performance data, digital traces, and survey data. Her recommendations included focusing on available data, ensuring insights are actionable, involving various experts, evaluating tools, and scaling solutions. European collaboration was emphasized for advancing learning analytics.
Carpe Diem MOOC:Practical Lessons Learnt- Berlin, Online Educa 2014Gilly Salmon
The document summarizes a MOOC on the Carpe Diem learning design methodology. It provides details on the course aims, design process, participation rates, lessons learned, and research findings. The MOOC used the 6-stage Carpe Diem process to structure content and activities. It engaged over 1000 educators and found that groups, badges, and applying the methodology to their own teaching were beneficial, though attrition made sustained collaboration challenging.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
Learning Analytics of Online Instructional Design during COVID-19: Experience...MohammadDeniAkbar1
Emergency remote online learning is a natural response by education providers to ensure program sustainability whilst educators and students adapt to this change through time. The instructional design of these courses has also been adapted but limited learning analytics-based studies are available. This paper presents a case study on the instructional design and learning analytics in an online learning course entitled Data Analytics conducted at Telkom University. The course content, activity and assessment structure are discussed as well as the data analytics tools functions provided in the learning management platform used. Additional learning analytics case study is reported on the student’s response and experience.
This document summarizes a workshop on linking learning analytics, learning design, and MOOCs. It discusses how learning analytics can provide actionable intelligence for learners and educators. Group activities involved analyzing MOOCs to identify learning outcomes, assessments, and how analytics could support learning. The document suggests learning design tools like templates, planners, and maps can help identify useful analytics and frame analytics questions. The goal is to use analytics to facilitate learning, identify struggles, engagement, and address problems by starting with pedagogy.
This document provides an agenda and resources for a session on assistive technology and iPads in the classroom. It includes:
1) An introduction to assistive technology and augmentative communication as well as a demonstration of apps like PhotoPeach, QR codes, Symbaloo, and Glogster.
2) Information on using tools like Vimeo and Moodle for flipped classroom activities.
3) Resources on the SETT framework, universal design for learning, accessible instructional materials, and assistive technology evaluation through questions to consider for students.
4) An overview of how iPads can be used as an assistive technology tool in the classroom along with a list of recommended apps
Improving Education by Learning Analtyics (EADTU-EU Summit 2017)EADTU
Tinne De Laet presented on improving education through learning analytics. She defined learning analytics as the measurement, collection, analysis and reporting of learner data to understand and optimize learning. She provided examples of interventions using academic performance data, digital traces, and survey data. Her recommendations included focusing on available data, ensuring insights are actionable, involving various experts, evaluating tools, and scaling solutions. European collaboration was emphasized for advancing learning analytics.
Carpe Diem MOOC:Practical Lessons Learnt- Berlin, Online Educa 2014Gilly Salmon
The document summarizes a MOOC on the Carpe Diem learning design methodology. It provides details on the course aims, design process, participation rates, lessons learned, and research findings. The MOOC used the 6-stage Carpe Diem process to structure content and activities. It engaged over 1000 educators and found that groups, badges, and applying the methodology to their own teaching were beneficial, though attrition made sustained collaboration challenging.
EU-CONEXUS: Technology, Interaction and Community for online teaching and lea...Peter Windle
This presentation was prepared and delivered as part of an EU-CONEXUS training event for staff across many European Universities. This presentation is designed to discuss learning technologies, classroom interaction tools, unbundling the learning management system and how to deliver an engaging online class. More information on the project: https://www.eu-conexus.eu/en/
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Encouraging Metacognition & Relf-Regulation in MOOCs through Increased Learne...Daniel Davis
The document discusses a learning tracker widget designed to provide feedback to MOOC learners by comparing their engagement metrics to those of previously successful learners. The widget was tested in three MOOCs and showed increases in some engagement metrics as well as higher final grades earned. Key questions remain around defining successful learners, which specific metrics should be fed back, and who learners should be compared to. The goal of the widget is to treat learning as a learnable skill and equip learners with tools to self-regulate.
Interaction and interactivity in technology-rich second language classrooms: ...Shona Whyte
This document summarizes research from the iTILT project on the use of interactive whiteboards (IWBs) in second language classrooms in France. The research examined how 9 French teachers used IWBs over the course of the project, how their usage could be accounted for, and what interactional opportunities were provided for learners. The research found that teachers had varying levels of ICT and IWB self-efficacy and used a limited range of basic IWB tools focused on individual learners to teach oral skills and vocabulary. Teacher IWB development and usage patterns could be characterized within a framework ranging from beginner to advanced levels. The research also explored how IWBs could be used to develop more opportunities for learner interaction
This document discusses open educational cultures, individualization, success factors, and benchmarking in e-learning. It presents information on benchmarking e-learning in higher education, including the benchmarking process, areas that should be benchmarked, and benefits of benchmarking. Benchmarking can help institutions self-assess, obtain new ideas, support decision making, and set improvement targets. It also discusses perspectives like networking, sustainability, and lifelong learning in relation to benchmarking.
This document provides an overview of e-learning in the context of radiation oncology medical education. It begins with definitions of e-learning and discusses its benefits, including increased access to specialists, cost savings, and reuse of materials. Examples are given of different e-learning implementations like online courses, repositories, virtual patients, and webinars. Key considerations for developing e-learning include using a multidisciplinary team and focusing on learner needs, goals, and active participation over expensive technology. The document emphasizes that e-learning should promote competence acquisition and guide learners through feedback.
TU Delft is committed to providing open and online education to enable access to its top education programs worldwide. It has launched several open education initiatives including OpenCourseWare (OCW) and Massive Open Online Courses (MOOCs) under its DelftX online education program. TU Delft conducted pilots integrating OER into two on-campus courses and found benefits for students like being better prepared for class, and benefits for faculty like students asking more insightful questions. While student performance increased in one course, the impact requires more validation. TU Delft aims to further explore how to better integrate finding and using OER into on-campus education.
The document summarizes the impact of MOOCs created by TU Delft. It discusses how the MOOCs have:
1) Educated over 900,000 students worldwide, improving access to education.
2) Increased TU Delft's international reputation and rankings by attracting more international students.
3) Improved campus education by incorporating MOOC materials and seeing improved student performance.
4) Fostered new connections between education and research through extensive research on MOOC learner data.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
Moving Towards an Integrated Learning ePortfolio as an "Educational Passport"ATPaceU
This document discusses the implementation of an integrated ePortfolio system at Pace University. It summarizes:
1) Pace University transitioned from isolated ePortfolio use among courses to a unified, university-wide ePortfolio system called Mahara to encourage integrated learning.
2) Implementing the new ePortfolio system involved establishing an advisory board, developing training resources for faculty and students, and increasing participation over six months through a pilot program and workshops.
3) Pace aims to build a "culture of evidence" where ePortfolios are used across the curriculum, student life, and for career development to showcase learning and facilitate student reflection.
- TU Delft OpenCourseWare started in 2007 with courses from 3 master's programs and now includes 80 courses available online. Courses are based on existing materials from the university's learning management system and are intended for open access without specific target groups.
- The project aims to develop online and distance education options based on OpenCourseWare, including fully online degree programs, remedial courses, and resources for international student preparation and developing countries.
- Future plans include expanding the number of courses, improving the website, facilitating self-study, and moving from a project to an operationalized online education program.
Speakup - in NordiCHI2014 Personal or Social workshop.Sten Govaerts
1) Sten Govaerts is a researcher at EPFL interested in learning, music, social media, and information visualization.
2) He works on projects like Go-Lab and Graasp which bring scientific inquiry into the classroom through social media.
3) One project, SpeakUp, allows for location-based temporary anonymous interaction to enrich face-to-face and digital discussions, but balancing attention, participation, and information overload is challenging.
This document summarizes Willem van Valkenburg's presentation on OpenData at Delft University of Technology. The presentation covered TU Delft's mobile app called iTU Delft, which provides information and services to students and staff from iOS, Android and mobile web applications. It also discussed TU Delft's involvement in open educational resources through its OpenCourseWare initiative, which makes course materials freely available online to promote open access to education worldwide. Key points included the benefits of open licensing of educational content, TU Delft's contributions of video content to open platforms like iTunesU and YouTube, and the use of open standards to share courses broadly.
National education show final presentation (dw) 20.03.2015wooffd
The document discusses technology enhanced learning (TEL) and provides examples of how technology can be used effectively in the classroom. It defines technology enhanced teaching as using technology like PowerPoint to deliver content without requiring student technological interaction, while technology enhanced learning requires students to use technology to access and interact with content. Some advantages of TEL include easily modifiable resources and increased student engagement, while limitations include costs and reliability of hardware/software as well as overuse distracting from learning. Examples provided of TEL tools include QR codes, augmented reality, online quizzes and presentation software.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EdTech 2016 VLEs – What Lecturers Want and Dodamienr
The document summarizes findings from surveys of lecturers on their use of virtual learning environments (VLEs). It finds that while lecturers have a generally positive view of VLEs, there is significant variability in digital literacy levels. Institutions and learning and teaching units need to consider how digital literacy can be improved. There are also questions around how lecturers share digital resources they create and acknowledge the work of others, as policies in these areas may not be clear or consistently followed.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Presentation by Rebecca Ferguson at Learning and Knowledge 2015 (LAK15), Poughkeepsie, NY, USA.
Massive open online courses (MOOCs) are now being used across the world to provide millions of learners with access to education. Many learners complete these courses successfully, or to their own satisfaction, but the high numbers who do not finish remain a subject of concern for platform providers and educators. In 2013, a team from Stanford University analysed engagement patterns on three MOOCs run on the Coursera platform. They found four distinct patterns of engagement that emerged from MOOCs based on videos and assessments. However, not all platforms take this approach to learning design. Courses on the FutureLearn platform are underpinned by a social-constructivist pedagogy, which includes discussion as an important element. In this paper, we analyse engagement patterns on four FutureLearn MOOCs and find that only two clusters identified previously apply in this case. Instead, we see seven distinct patterns of engagement: Samplers, Strong Starters, Returners, Mid-way Dropouts, Nearly There, Late Completers and Keen Completers. This suggests that patterns of engagement in these massive learning environments are influenced by decisions about pedagogy. We also make some observations about approaches to clustering in this context.
Presentation given at SCONUL 2014, the summer conference of The Society of College, National and University Libraries, Glasgow, June 2014. The presentation focuses on frequently asked questions (FAQs) about learning analytics, with the emphasis on the role and perspective of libraries in this area.
EMMA Summer School - M. Laanpere, O. Firssova - Elaborating your MOOC approac...EUmoocs
The principles and techniques of the task-centered instructional design will be introduced and practiced in the hands-on group work that involves creating, sequencing and validating authentic instructional tasks. A special focus will be on mapping the instructional tasks in MOOC to facts, concepts, procedures and rules identified in the course objectves, as well as scaffolding the learning through well-designed course assignments and learning resources.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
Encouraging Metacognition & Relf-Regulation in MOOCs through Increased Learne...Daniel Davis
The document discusses a learning tracker widget designed to provide feedback to MOOC learners by comparing their engagement metrics to those of previously successful learners. The widget was tested in three MOOCs and showed increases in some engagement metrics as well as higher final grades earned. Key questions remain around defining successful learners, which specific metrics should be fed back, and who learners should be compared to. The goal of the widget is to treat learning as a learnable skill and equip learners with tools to self-regulate.
Interaction and interactivity in technology-rich second language classrooms: ...Shona Whyte
This document summarizes research from the iTILT project on the use of interactive whiteboards (IWBs) in second language classrooms in France. The research examined how 9 French teachers used IWBs over the course of the project, how their usage could be accounted for, and what interactional opportunities were provided for learners. The research found that teachers had varying levels of ICT and IWB self-efficacy and used a limited range of basic IWB tools focused on individual learners to teach oral skills and vocabulary. Teacher IWB development and usage patterns could be characterized within a framework ranging from beginner to advanced levels. The research also explored how IWBs could be used to develop more opportunities for learner interaction
This document discusses open educational cultures, individualization, success factors, and benchmarking in e-learning. It presents information on benchmarking e-learning in higher education, including the benchmarking process, areas that should be benchmarked, and benefits of benchmarking. Benchmarking can help institutions self-assess, obtain new ideas, support decision making, and set improvement targets. It also discusses perspectives like networking, sustainability, and lifelong learning in relation to benchmarking.
This document provides an overview of e-learning in the context of radiation oncology medical education. It begins with definitions of e-learning and discusses its benefits, including increased access to specialists, cost savings, and reuse of materials. Examples are given of different e-learning implementations like online courses, repositories, virtual patients, and webinars. Key considerations for developing e-learning include using a multidisciplinary team and focusing on learner needs, goals, and active participation over expensive technology. The document emphasizes that e-learning should promote competence acquisition and guide learners through feedback.
TU Delft is committed to providing open and online education to enable access to its top education programs worldwide. It has launched several open education initiatives including OpenCourseWare (OCW) and Massive Open Online Courses (MOOCs) under its DelftX online education program. TU Delft conducted pilots integrating OER into two on-campus courses and found benefits for students like being better prepared for class, and benefits for faculty like students asking more insightful questions. While student performance increased in one course, the impact requires more validation. TU Delft aims to further explore how to better integrate finding and using OER into on-campus education.
The document summarizes the impact of MOOCs created by TU Delft. It discusses how the MOOCs have:
1) Educated over 900,000 students worldwide, improving access to education.
2) Increased TU Delft's international reputation and rankings by attracting more international students.
3) Improved campus education by incorporating MOOC materials and seeing improved student performance.
4) Fostered new connections between education and research through extensive research on MOOC learner data.
A day-long workshop conducted with the faculty of Wheelock College on June 27, 2014
Companion website is located at
https://northeastern.digication.com/blened_learning_workshop
This document outlines the agenda and goals for a workshop on using Open Educational Resources (OER) in course design. The workshop will [1] describe what OER are, [2] identify different types of OER and where to find them, and [3] have participants integrate OER into the design of their own course. Participants will then [4] reflect on the benefits and challenges of using OER. The goal is to help educators leave with the skills to design open courses using freely available teaching materials.
Presentation on massive open online courses, created for Global Learn 2016, Limerick, Ireland
It shows the administrative side of MOOCs, including their conceptualisation, planning, design, development, delivery and evaluation.
Moving Towards an Integrated Learning ePortfolio as an "Educational Passport"ATPaceU
This document discusses the implementation of an integrated ePortfolio system at Pace University. It summarizes:
1) Pace University transitioned from isolated ePortfolio use among courses to a unified, university-wide ePortfolio system called Mahara to encourage integrated learning.
2) Implementing the new ePortfolio system involved establishing an advisory board, developing training resources for faculty and students, and increasing participation over six months through a pilot program and workshops.
3) Pace aims to build a "culture of evidence" where ePortfolios are used across the curriculum, student life, and for career development to showcase learning and facilitate student reflection.
- TU Delft OpenCourseWare started in 2007 with courses from 3 master's programs and now includes 80 courses available online. Courses are based on existing materials from the university's learning management system and are intended for open access without specific target groups.
- The project aims to develop online and distance education options based on OpenCourseWare, including fully online degree programs, remedial courses, and resources for international student preparation and developing countries.
- Future plans include expanding the number of courses, improving the website, facilitating self-study, and moving from a project to an operationalized online education program.
Speakup - in NordiCHI2014 Personal or Social workshop.Sten Govaerts
1) Sten Govaerts is a researcher at EPFL interested in learning, music, social media, and information visualization.
2) He works on projects like Go-Lab and Graasp which bring scientific inquiry into the classroom through social media.
3) One project, SpeakUp, allows for location-based temporary anonymous interaction to enrich face-to-face and digital discussions, but balancing attention, participation, and information overload is challenging.
This document summarizes Willem van Valkenburg's presentation on OpenData at Delft University of Technology. The presentation covered TU Delft's mobile app called iTU Delft, which provides information and services to students and staff from iOS, Android and mobile web applications. It also discussed TU Delft's involvement in open educational resources through its OpenCourseWare initiative, which makes course materials freely available online to promote open access to education worldwide. Key points included the benefits of open licensing of educational content, TU Delft's contributions of video content to open platforms like iTunesU and YouTube, and the use of open standards to share courses broadly.
National education show final presentation (dw) 20.03.2015wooffd
The document discusses technology enhanced learning (TEL) and provides examples of how technology can be used effectively in the classroom. It defines technology enhanced teaching as using technology like PowerPoint to deliver content without requiring student technological interaction, while technology enhanced learning requires students to use technology to access and interact with content. Some advantages of TEL include easily modifiable resources and increased student engagement, while limitations include costs and reliability of hardware/software as well as overuse distracting from learning. Examples provided of TEL tools include QR codes, augmented reality, online quizzes and presentation software.
Identifying and changing key curriculum design practicesJisc
Examining the process of how institutions identify and then seek to change the curriculum design processes and practices. (This session complements the main conference session on curriculum design).
Jisc conference 2011
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
EdTech 2016 VLEs – What Lecturers Want and Dodamienr
The document summarizes findings from surveys of lecturers on their use of virtual learning environments (VLEs). It finds that while lecturers have a generally positive view of VLEs, there is significant variability in digital literacy levels. Institutions and learning and teaching units need to consider how digital literacy can be improved. There are also questions around how lecturers share digital resources they create and acknowledge the work of others, as policies in these areas may not be clear or consistently followed.
EMMA Summer School - Rebecca Ferguson - Learning design and learning analytic...EUmoocs
This hands-on workshop will work with learning design tools and with massive open online courses (MOOCs) on the FutureLearn platform to explore how learning design can be used to influence the choice and design of learning analytics. This workshop will be of interest to people who are involved in the design or presentation of online courses, and to those who want to find out more about learning design, learning analytics or MOOCs. Participants will find it helpful to have registered for FutureLearn and explored the platform for a short time in advance of the workshop.
This presentation was given during the EMMA Summer School, that took place in Ischia (Italy) on 4-11 July 2015.
More info on the website: http://project.europeanmoocs.eu/project/get-involved/summer-school/
Follow our MOOCs: http://platform.europeanmoocs.eu/MOOCs
Design and deliver your MOOC with EMMA: http://project.europeanmoocs.eu/project/get-involved/become-an-emma-mooc-provider/
This document discusses strategies for online and distance learning at the University of Southern Queensland (USQ). It notes that USQ has over 20,000 students taking courses online or through distance education. It outlines USQ's virtual learning environment called StudyDesk, support structures for students and staff, and efforts to ensure a consistent high quality student experience across online and on-campus courses. It also discusses challenges such as varying digital literacy levels and providing access for students without reliable internet. USQ is experimenting with new technologies and open educational resources to improve the flexibility and accessibility of online education.
"We’re at the point where the Internet pretty much supplies everything we need. We don’t really need teachers in the same way anymore" (Godsey, 2015). Information is no longer in the hands of the select few. Learners are finally independent of the teacher and school – or are they? What will they do with the information? How will it be possible to assess learning?
Dr. Nellie Deutsch discussed ways in which face-to-face and fully-online students can teach as a way to learn. The presentation was hosted by Mofet online academy and given on BB Collaborate. You're invited to enrol in evaluation an measurement tor online course to continue learning http://mofetinternational.macam.ac.il/itec/academy/ActivePrograms/ICT/courses/Pages/Evaluation-and-Measurement.aspx
Learn more about creating video tutorials using screencast-o-matic after slide 19L https://youtu.be/WMifThANglE
The recording of the webinars appears at the end of the presentation.
Crossing the threshold: moving e-portfolios into the mainstream - Jisc Digita...Jisc
Since 2002 Jisc has been exploring the use of e-portfolio processes, pedagogies, tools and technologies in a range of learning contexts. Here in this workshop we will showcase the findings and key resources from this body of work, with a focus on the results of Jisc-funded research into e-portfolio implementation at scale, including the ‘threshold concept’ model of e-portfolio implementation, and findings of a subsequent study exploring the critical success factors for implementation.
A range of resources will be shared for participants to engage with, including the ‘e-Portfolio Implementation Toolkit’, which aims to enable others to understand issues around implementation and identify case studies that are most relevant to a their contexts; and video case studies showcasing rich examples of practice. Experience from a recent implementation story using the toolkit will be shared.
Netherlands, Sept 2013. Foresight and choices for 21st Century learningAlejandro Armellini
This document provides an overview of a presentation on foresight and choices for 21st century learning. It discusses four parts: context and principles, design for student engagement and participation, learning and teaching in an open world, and conclusions and future challenges. The presentation aims to inspire attendees to try one new thing and further inspire their learners and colleagues. It promotes principles of low cost and sustainability in design. Examples of challenges addressed include how to get started with online teaching and exploring different learning technologies. The document also discusses the Carpe Diem approach to course design and redesign in 2 days through storyboarding and prototyping.
This document summarizes a workshop on supporting blended learners' development of social and connected skills through digital pedagogy. The workshop covered how digital skills are needed to support blended learners, including exploration, connection, curation, collaboration and openness. It discussed assessing technology needs, determining resources, piloting projects, and evaluating outcomes. The goal was to help participants develop plans to support blended learning on their own campuses through strategic use of technology and digital skills.
This webinar looked at some free tools that providers can use to support learners in the workplace.
These tools were for:
sharing resources with learners
communicating with learners
encouraging collaboration
assessment and tracking
supporting a blended approach to learning
and included overviews of Edmodo, Course Sites, Canvas, Livebinders, Wordpress.
Aimed especially at Work based learning providers that may not have access to a learning platform such as Moodle
This document summarizes a workshop on planning, implementing, and sustaining a blended learning program. It discusses defining blended learning and various blended learning models. It also covers blended learning research, the challenges of implementation based on Rogers' diffusion of innovations theory, and elements of successful blended learning programs, including leadership, professional development, instructional practices, operations, content, and technology. Participants worked in groups to discuss implementation strategies for different elements and how to measure progress. The workshop provided resources on blended learning case studies and organizations.
Experiences from the BL Pilot Course - Tutors’ views
Pilot course at the Viikki Teacher Training School / Helsinki University
Merja Auvinen & Ari Myllyviita
Creating Open Educational Resources with no technical skills and newSarah George
The document discusses the creation of open educational resources (OERs) with limited technical skills and funding. It describes the author's experience developing three plagiarism awareness programs for students - the initial program reused existing resources which was quick but had limitations, subsequent programs required adapting existing materials or creating new content to better fit institutional needs. The author discusses technical challenges encountered with different software programs and formats. Overall, the document provides guidance on developing OERs with constraints, emphasizing reuse and adaptation of existing materials before creating new content from scratch.
This document discusses using a backwards design approach for academic advising. It recommends that advisors 1) identify desired learning outcomes for students, 2) determine how to assess if students achieved those outcomes, and 3) plan learning experiences and advising approaches. Specific strategies mentioned include using learning management systems, social media, cohorts for advisees, and collaborative learning communities to enhance advising. Assessment of advising outcomes is also addressed.
Digital Portfolios for Elementary ClassroomsTrevor Mattea
My fourth grade students curate selections of their work on digital portfolios created using Google Sites to share them with an authentic audience and reflect on their growth throughout the year. I have also created my own digital portfolio using Weebly to share resources from my classroom and connect with my personal learning network.
ENMDA Aims - perspectives and ideas from Aalto experiencesAalto Media Factory
The document discusses support for teaching and learning at Aalto University. It describes how the ICT in Education Team works to enhance the university's virtual learning environment and faculty skills in blended learning. This is done by restructuring infrastructure, providing training and support, and coordinating existing network services. The goal is to increase learning-centered activities and result in long-term cost savings through improved faculty skills in interactive, student-centered teaching both online and in classrooms using modern technologies.
Learning Technologist Network - Overview and January 2015 MeetingJames Little
The document summarizes the outcomes of a meeting of the Learning Technologists Network at the University of Leeds. Key points discussed include:
1. Recapping the timeline and activities of the network from 2013 to the end of 2014.
2. Distilling the discussion around what the network should start, stop, and continue doing in 2015, focusing on collaboration, professional development, being open and connected.
3. Planning next steps to relaunch the blog, map out a schedule of topic-focused meetings in various locations, and monitor activities throughout the year.
4. Discussing a New Media Consortium report on emerging educational technologies and how it relates to current and planned work.
5.
This presentation forms part of the Integrated Coastal Zone Management (ICZM)-project. This projects concerns a cooperation between ITS, ITB (both Indonesia) and TU Delft focusing on joint curriculum development
This project includes the use of open, online and blended education to support this process.
The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
The panel describes their efforts to develop flexible curricula and open educational resources for their technical and scientific writing program. They discuss creating reusable course assets and measuring student learning outcomes across multiple entry points. Presenters address balancing student-directed and teacher-directed learning, assessing skills program-wide, and developing heuristics to guide evaluation. The goal is to account for varying student experiences and build interconnected assessment between courses and the overall program.
Edu614 session 6 spring 13 i pad & presentation toolsKathy Favazza
This document discusses various presentation tools and assistive technologies. It begins with an overview of Universal Design for Learning (UDL) principles and how they relate to the brain and teaching approaches. Assistive technologies are then described as existing on a continuum from tools for all students to tools providing specialized support. The SETT framework is introduced as a way to select technologies based on the Student, Environment, Task, and Tool. Resources on assistive technologies, accessibility, and the UDL toolkit are provided. The document focuses on the iPad as a tool in special education and discusses PowerPoint, Keynote, SlideShare, and Google Docs as presentation platforms. It encourages exploring the listed resources and practicing with different presentation tools.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. Teaching Online: Analyzing Needs, Designing
Learning Activities, and Managing Delivery
Dr. Darina M. Slattery
Technical Communication and Instructional Design
University of Limerick