e-Information or p-Learning? PLE conference Oct09Rita Kop
Slides used for invited talk at the online conference on Personal Learning environment and Personal Learning Networks, October 2009, jointly organised by the University of Manitoba and the National Research Council Canada
As the proliferation of digital technologies and access to information continues to invite different ways of thinking, learning today is influenced by the ever-evolving, interconnected complex systems. While these systems have the potential to expand the ecologies of teaching and learning, many students and teachers have yet to tap into their richness. This session explores how connectivism and networked learning might be used to enhance the teaching and learning of first-year writing. I seek to demonstrate how personal technology, Open Educational Resources, and cloud-based computing could be integrated into the curriculum to cultivate interactive, self-directed learning. I will also consider the teacher’s role in facilitating the networked learning process, helping students to situate themselves within the complex relationships of technologies and discourse communities. I hope this creates an open forum to discuss the embedded rhetorics in technology, as well as to explore methodologies for research in the realm of connectivism.
e-Information or p-Learning? PLE conference Oct09Rita Kop
Slides used for invited talk at the online conference on Personal Learning environment and Personal Learning Networks, October 2009, jointly organised by the University of Manitoba and the National Research Council Canada
As the proliferation of digital technologies and access to information continues to invite different ways of thinking, learning today is influenced by the ever-evolving, interconnected complex systems. While these systems have the potential to expand the ecologies of teaching and learning, many students and teachers have yet to tap into their richness. This session explores how connectivism and networked learning might be used to enhance the teaching and learning of first-year writing. I seek to demonstrate how personal technology, Open Educational Resources, and cloud-based computing could be integrated into the curriculum to cultivate interactive, self-directed learning. I will also consider the teacher’s role in facilitating the networked learning process, helping students to situate themselves within the complex relationships of technologies and discourse communities. I hope this creates an open forum to discuss the embedded rhetorics in technology, as well as to explore methodologies for research in the realm of connectivism.
Employment Communications: Social Media Contexts, Multimodal Composition, Ite...Abram Anders
Anders, A., 75th Annual Association of Business Communication Convention, Association of Business Communication, Chicago, IL, "Employment Communications: Social Media Contexts, Multimodal Composition, and Iterative Design Process", (October 2010).
Finding new spaces through media enhanced learningAndrew Middleton
To accompany the presentation at the University of Huddersfield, 7th September 2015
This paper explains what media-enhanced learning is and how it disrupts existing, overly simple, dichotomies and media, space and learning.
In this session we had a look at two additional theories of learning: constructivism and connectivism, to find out what they say about how we learn now and in the future.
Additional readings include: Child Power: Keys to the New Learning of the Digital Century by Seymor Papert and Connectivism: A Learning Theory for the Digital Age by George Seimens.
Your homework was to blog your answer to the following question: Why do some people not consider Connectivism to be a learning theory?
presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
Edu on Tour 2012: Action Research about Alternatives in EducationPhilippe Greier
Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible.
The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam.
Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions.
A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/
• Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/
• Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/
• D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/
• KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/
• YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/
• Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/
Employment Communications: Social Media Contexts, Multimodal Composition, Ite...Abram Anders
Anders, A., 75th Annual Association of Business Communication Convention, Association of Business Communication, Chicago, IL, "Employment Communications: Social Media Contexts, Multimodal Composition, and Iterative Design Process", (October 2010).
Finding new spaces through media enhanced learningAndrew Middleton
To accompany the presentation at the University of Huddersfield, 7th September 2015
This paper explains what media-enhanced learning is and how it disrupts existing, overly simple, dichotomies and media, space and learning.
In this session we had a look at two additional theories of learning: constructivism and connectivism, to find out what they say about how we learn now and in the future.
Additional readings include: Child Power: Keys to the New Learning of the Digital Century by Seymor Papert and Connectivism: A Learning Theory for the Digital Age by George Seimens.
Your homework was to blog your answer to the following question: Why do some people not consider Connectivism to be a learning theory?
presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
Edu on Tour 2012: Action Research about Alternatives in EducationPhilippe Greier
Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible.
The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam.
Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions.
A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/
• Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/
• Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/
• D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/
• KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/
• YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/
• Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/
Slides from Rikke Toft Nørgård & Søren Bengtsen's presentation "Becoming Jelly: A call for gelatinous pedagogy within higher education" at the Ninth International Conference on Networked Learning 2014
Presentation (draft version) on autonomy - reAct final conference - Valencia ...Thieme Hennis
This presentation will be given as an introduction to the round-table discussion on autonomy (in learning) during the reAct final conference on Oct 10, 2012. More info: http://reactproject.eu
Keynote slides from Segundo Coloquio Nacional de Educación Media Superior a Distancia, in Mexico, 2011, discussing the dance and coevolution of technologies (including pedagogies) that has led to the emerging connectivist model of distance learning. The presentation looks beyond this to a holist model of distance learning that embodies collective and set entities as well as networks and groups.
Blended learning, itself, is a threshold concept: liminal, uncomfortable, uncertain and transforming
Each person and context is a hybrid: utterly unique
No cultural origin is privileged
Learning occurs in the gaps: the spaces between
Learning growth is non linear
People only partly inhabit any space and do so on their own terms
All learning spaces are co-created
Social, learning, and transactional space are blending physically and digitally
The spirit of the third space is “the teacher”
Any enclosure of space requires force, power or violence
Mrs. Toni KELLY (Associate Director, Learning Environment, Information Technology Services, HKU)
http://citers2013.cite.hku.hk/en/opening-panel.htm
---------------------------
Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
---------------------------
CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
What arts-based methods can and cannot do: presentation for UWS Protracted Crisis Research Centre/Global Refugee Health Network Conference, 6th Dec 2023
Here's the presentation that the Compound 13 Lab team gave at the Ashank Desai Policy Center at IIT Bombay on the 28th of September 2022. It covers various aspects of our work in Dharavi and includes an overview of the way in which the informal plastic waste industry is organised in the Greater Mumbai region.
Presentation for postgraduate students and early career researchers at the University of the West of Scotland about the 'impact agenda': problems, issues and opportunities
Presentation for International Perspectives on Participation and Engagement in the Arts conference, University of Utrecht, June 2014. Some perspectives and issues arising from the AHRC-funded Connected Communities pilot demonstrator project, Remaking Society. For more details visit http://remaking society.ageofwe.org
Academic research and creative industries: a brief and partial genealogyGraham Jeffery
a quick, rough,and semi-historical overview of the relationship between academic research/theory and the development of concepts of creative/cultural industry. Lecture for MA Music, Innovation and Entrepreneurship students at the University of the West of Scotland.
Reinventing higher education for a networked ageGraham Jeffery
Presentation for the UWS learning and teaching conference given on 23rd June 2011. For some notes and thoughts as a follow up to this, please visit http://generalpraxis.blogspot.com
Presentation by UWS doctoral researcher Ben Parry for the UWS Creative Practice/Research group seminar: 3 x 3 x 3, 23rd May 2011 For more information visit http://uwspracticeresearch.blogspot.com
Spaces of encounter: artists, conversations and meaning-makingGraham Jeffery
Keynote presentation for North East Scotland Visual Arts Research Network: summer school for doctoral researchers at Grays School of Art, August 2010. Exploring issues of conversation, collaboration and learning in artistic projects/interventions.
Introductory presentation for MashingUp:Practice+Research symposium at CCA Glasgow, 19th May 2010. Part of a series of public events from the University of the West of Scotland's School of Creative and Cultural Industries. For more info visit http://uwspracticeresearch.blogspot.com
Introduction to some of the issues raised by the rhetorics of collaboration in the creative industries. This was prepared for the first session of a new module on collaborative practices for MA Creative Media Practice students at the University of the West of Scotland.
Teaching in the arts through partnerships and collaboration: constructive ten...Graham Jeffery
Slides from a seminar given at the School of Education, University of Exeter, October 2008. Exploring the issues in developing and sustaining artist-teacher partnerships.
Teacher Artist Partnership Programme: international seminar introduction, 28t...Graham Jeffery
Introduction to the UK context for creative and cultural partnership, for an international seminar in London as part of the Teacher-Artist Partnership programme (www.tapprogramme.org)
Presentation for UK Creative Partnerships professional learning network, March 2009 by Graham Jeffery and Anna Ledgard - context and history of the Teacher Artist Partnership Programme
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
2. Porous institutions
• Increasingly we are teaching and learning ‘in public’
• Consideration of learning environments – physical, social, digital
• Awareness of networked/hybrid identities – professional, personal, social -
for students and academics
• What about time for disconnection, repair, quiet and reflection?
• Traditionally, universities might have been regarded as ‘places of retreat’ -
now – ‘places of engagement’
• Equally, overbearing demands of marketised/vocational ideologies that
need critical interrogation – we are still the public university, not (yet?)
the privatized/corporate/marketised university
• Connecting communities of learning/building engagement beyond the
campus
3. Environments for learning
1. Different types of physical learning spaces -
2. Ambulatory/peripatetic pedagogies – or
walking/place-based…
3. Wider networked informational environments
…all now technologically mediated – we capture
experience using portable media tools
4. Environments for learning
• Typologies of spaces
• The classroom, lab, studio, library, etc
• Social/digital media changes the ways we can
work in these spaces – bringing the outside in
etc
5. Environments for learning
• Ambulatory/peripatetic pedagogies
Creating mobility – movement – opening up spaces of
encounter/questioning – what Wenger/Lave might call ‘situated
learning’ . Technologically augmented/technologically surveilled –
GPS, mobile, instant response (cf. Occupy). Public space as
technologically mediated – responsive – open to constant re-
interpretation – re-invention
6. Environments for learning
• Mass of online resources
• Filtering for authenticity/authority/value
• Curating and sorting relevant content
7. New kinds of public academic
practice?
• http://www.youtube.com/watch?v=NLlGopyX
T_g&list=PL8305209F433E1CAB
(Michael Wesch’s Digital Ethnographies at Kansas State University)
• Generating public engagement
• Generating conversation
• Generating reputation? And shared enquiry?
8. Environments for learning
• Digital spaces/hybrid spaces/augmented spaces –
screens, tactile, sensory, immersive
• Networked informational environments, whether open/closed
• Blogging, sharing, collaborating etc
• Learning to work and communicate in public – different kinds of
etiquette, values, awareness of ability of information to travel
Eugenia Balcells:
Frequencies
9. A challenge
Consider typologies of learning spaces and how
your programmes of study mobilize different
modes of learning
This is what learning design is about
e.g. Social learning, spatial learning, not just logical-
mathematical-verbal (back to Gardner’s Multiple
Intelligences) – and whether we
recognise/reward/allow for variations in ways of
knowing… (systems of assessment come into play
here…)
10. Formal/informal dimensions of
learning
• Environment, climate, culture, atmosphere
• Not just task-orientation & certification
• The kinds of spaces in which different people
learn effectively – different kinds of
tasks, different ways of knowing, different
kinds of creative approaches
11. Hyperconnectivity
• Makes possible all sorts of new project-based
pedagogies
• Collaboration and shared planning between
individuals and organisations can be very fast
• Organizational systems and processes
(particularly around resources and decision
making) however have failed to keep pace
• Navigating dissonance, risk and uncertainty
12. Disembodied learning?
• What about information overload?
• Being discriminating and critical – mobilising
theory takes time
• Hyper-individualised society? Or new forms of
collectivity? Or both?
• Marketisation, branding, stratification and
fakery
• Ethics, values, authenticity remain important
13. New platforms/new frontiers
• Plethora of ‘challenger’ platforms – universities
have ‘authority’ to certify – but for how long?
• E-learning suits some kinds of knowledge
ecologies but not others. Changing roles of the
educator - curator, designer, collaborator, not
just ‘instructor’? New kinds of pedagogic
authority - beyond ‘the face at the front’
• wider communities, online sharing, wider
dissemination, potential for misrepresentation…
14. Futures?
• ‘Technologies of the self’
• Tools for future occupations/inventing the
future – becoming media literate
• Strategies that enable collaboration and
shared enquiry
• Maintaining offline space for
quiet, privacy, reflection,
• Not everything needs to be done in public