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SPLASH Project Presentation Morning Session - User Owned Technology Demonstrators (uotd) JISC eLearning Programme Meeting - 3.3.09
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This document discusses using social media for ePortfolios in the Master of Distance Education & E-Learning program at University of Maryland University College. It defines ePortfolios and describes their use in the program to showcase students' skills and qualifications. Challenges with earlier technology-focused approaches are outlined. The impact of social media tools in making ePortfolios more open and under student control is examined through an example student portfolio. The document stresses the need for ongoing support through tutorials, orientations, and social media like wikis and blogs to help students develop reflective ePortfolios throughout the program.
Moving learning from face to-face to online
The document discusses considerations for moving training materials from face-to-face to distance learning. It identifies key roles like the project lead, instructor, and instructional designer. It also covers learner analysis, using a course management system, technologies to support online learning, and both advantages and disadvantages to the transition. The training manager is looking to make training modules and materials available online 24/7 to improve communication among trainees and trainers.
Innovative use of Web 2.0 for an inclusive life-long learning
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
Case Studies
This document summarizes the key findings from 24 case studies on using Web 2.0 technologies to promote inclusive lifelong learning. The case studies covered a range of learning settings, situations, needs, and target groups. Lessons learned include overcoming resistance to new methods, ensuring user needs are met, and promoting educational practices that challenge traditional learning paradigms. Recommendations focus on securing organizational support, using a blended approach, and driving community participation to help ensure project sustainability and impact.
My portfolio in educational technology
The document discusses various topics in educational technology including learning analytics, team-based learning assessment, learning management systems, open educational resources, WordPress, MOOCs, service design, gamification, open textbooks, learning commons, iPad applications, and online media editing tools. The student explains how their educational technology course helped them better understand the importance of technology in teaching and developed skills like collaboration, assessment, research, and understanding. They feel more confident using technology instead of old ways and are aware of the evolution of technology.
My portfolio in educational technology
The document discusses various topics in educational technology including learning analytics, team-based learning assessment, learning management systems, open educational resources, WordPress, MOOCs, service design, gamification, open textbooks, learning commons, iPad applications, and online media editing tools. It also discusses the author's experiences in an educational technology course, highlighting how it helped them better understand technology uses in teaching and developed skills like collaboration, assessment, research, and ownership of learning.
JCCS Online Survey Results
The survey results showed that most JCCS staff believe students could benefit from online/blended learning courses. However, teachers expressed concerns about equitable access given students' limited internet access in facilities. Teachers were also concerned about supporting students who lack self-discipline to work independently online. The results will help JCCS research effective online/blended learning models and address issues of student access, preparation, and monitoring to create opportunities for all students while ensuring educational quality and equity.
Challenges faced by administrators, faculty and learners in E-Learning
This is of interest to educators, administrators, students, and community members who value the importance of integrating technology into the curriculum to improve instruction and learning. Online learning involves various skills on the part of the instructor and learner. These include social and communication skills, social networking, independent learning strategies, critical and higher order thinking skills, creativity, and effective online and face-to-face facilitation. In addition, there are may challenges that the educators, administrators, students, and community members face. (..CO11)
Student Needs Project
The Student Needs Project aims to employ a blended learning environment to meet several learning goals: developing a growth mindset, digital literacy skills, collaboration abilities, and opportunities to give "Bridges out of Poverty." It plans to build a website cataloguing community-created "how-to" lessons not taught in school but important for future success. The project framework uses the Simcoe County D2L environment and various web 2.0 tools to enhance learning and develop digital proficiency, employing a business startup model to create a complex website and brand.
T player emerging technology
This document discusses LectureTools, an interactive presentation and assessment tool that allows teachers to create PowerPoint lessons with embedded formative assessments. Students can view and interact with presentations, providing real-time feedback to teachers. Research shows that when web applications encourage participation, technology can increase student engagement rather than serve as a distraction. LectureTools supports educational goals like differentiated instruction, communication, and monitoring of student understanding.
EDUCAUSE 08
This document summarizes a seminar on integrating Web 2.0 tools into instruction. It discusses models of technology adoption and diffusion as well as delivery models for online and blended learning. The document also examines understanding faculty and learner needs, including disciplinary focuses and learning styles. Finally, it addresses considerations for using Web 2.0 tools related to content, pedagogy, assessment and support issues.
Valerie shapko resume_id_2020
Valerie Shapko is seeking an online instructional designer position. She has over 15 years of experience in instructional design, online course development, and training. She holds advanced degrees in communication and instructional technology. Currently she is a senior instructional designer at Texas Woman's University, where she designs and develops online training programs and courses using the ADDIE model. She is proficient in various learning management systems and has received several instructional design certifications.
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Delivering online learning: are you ready?
The document announces a demonstration session on delivering online learning that will take place from 2.15-3pm. It promotes Jisc guides on scaling up online learning which cover decisions, processes, curriculum design, and tools. An online learning readiness tool is also described that helps users identify their personal readiness for online learning through key questions and provides resources based on results. Contact information is provided for the project website, blog, and presenters.
Finding solutions to scaling up online learning: a collaborative approach
The document discusses a project aimed at scaling up online learning. It is focusing on accredited online courses in the UK and working with the academic community. The project is using a co-design approach to identify barriers, gather ideas from experts, and pursue promising solutions. Three initial priority areas are developing an online learning toolkit, a staff skills course for online learning, and improving the visibility of UK online courses. The project is currently working on diagnostic tools, a course directory, and disseminating results.
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Presentation given to the Jisc Learning and teaching practice experts group in Birmingham on 22/4/15.
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This document summarizes projects from the Joint Information Systems Committee (JISC) related to mobile technologies, social software, and immersive worlds for supporting education. It describes several completed and ongoing projects exploring the use of augmented reality, mobile devices like Nintendo DSi, virtual sound technologies, QR codes, Twitter, virtual learning environments, and virtual worlds like Second Life in educational contexts. It also lists related JISC programs and resources for learning more about these topics.
Ltig new projects_aug2010
The document discusses the Learning & Teaching Innovation Grants program which provides funding for new and innovative educational projects. It notes that the program aims to support projects that may not fit within traditional funding calls. The program has provided over £1 million in funding across 5 rounds to date. Funded projects must submit initial and interim reports on progress, a final report, and completion report following the project. The document provides guidance on effective reporting and maintaining project websites to share results.
Cascade support
This document outlines a program to increase sustainable open educational resource (OER) release through expertise sharing. It aims to 1) share existing OER teams' processes with new institutions, 2) increase the sector's OER release capacity, and 3) encourage customization and adaptation of open resources. Projects will support partners in OER release and promotion tracking to increase the number of participating organizations and overall OER expertise. Up to £75,000 will fund 7 projects to disseminate effective OER models across different settings.
Institutional Strand Mini Showcase
The agenda for the Institutional Strand Get Together on February 12, 2010 included an OER showcase in the morning, followed by presentations on reward and recognition, developing sustainable OER release models, making resources discoverable, and copyright clearance. The afternoon included an open floor session for all projects to discuss their work, followed by a wrap up.
Andy Beggan - Making Resources Discoverable
This document discusses making open educational resources more discoverable at the University of Nottingham. It provides background on U-Now, an open courseware portal, and the BERLiN project. It then discusses prioritizing the most common and important resources for users. Next, it examines using RSS feeds from resources in WebCT and Equella to make them more externally discoverable. Finally, it discusses challenges and benefits of using RSS feeds, as well as raising awareness of open resources.
Tom Browne - OER Copyright Clearance
Despite efforts to address intellectual property rights and copyright over the past decade, attitudes remain an inhibiting factor in adopting innovative teaching and research strategies. The importance of intellectual property rights in the digital environment has exacerbated this, requiring more than superficial acknowledgement of legal compliance. One academic found that reviewing material for a course left little remaining due to copyright sensitive images, and that meeting intellectual property requirements meant drastic changes losing academic credibility. There is currently a failure to adequately train academics and staff on intellectual property rights through staff development processes.
Rowan Wilson - Developing Sustainable OER Release Models
The document summarizes the development of open educational resources (OER) at Oxford University, including over 150 media items currently available covering various subject areas. It discusses using an existing content production workflow to release OER with low effort, and challenges navigating institutional power structures and integrating OER training. It asks what factors could create sustainable OER models, such as hosting within other activities, demonstrating public impact, or developing an OER community.
Oer Project Posters 20.10.09 Compress2
This document summarizes an open educational resources (OER) project related to art, design, and media higher education. The project aims to review policies around digital learning resources, establish guidelines for open access resources, and make existing learning resources freely available through institutional repositories and JISC Jorum Open.
RePRODUCE: an overview
This presentation was given as part of the Content in Education Strand on day one of the JISC Digitisation Conference (http://www.jisc.ac.uk/jdcc09). The audio for this presentation can be found here: http://www.jisc.ac.uk/media/avfiles/events/2009/06/contentineducation1.mp3 (10mins & 30secs into the audio).
OER Institutional Strand Meeting 9.6.09
Slides from the OER Institutional Strand Meeting which took place during the OER Programme Start-Up Meeting on 9 June.
Me Aggregator Project Overview
MeAggregator is a user-owned technology demonstrator that aims to make it easier for learners to manage their digital content and identity using a distributed file system and trust network, with an open source and service-oriented architecture. Initial findings found that loosely coupled components can be robust but hard to debug, users had creative uses for the tool, and it is important to build community from the start which requires resources. The key takeaway is to re-evaluate the approach and not be afraid to change course if needed.
Effective use of Social Software Study
The document summarizes a study on the effective use of social software in higher and further education. The study used case study methodology including interviews, focus groups, and analysis of reports to investigate the use of social media like wikis, blogs, Flickr, and Facebook. The study aimed to derive recommendations for educators and institutions on using social software and delivered results and recommendations available online. It discusses benefits and challenges of social software for institutions, educators, and students and the role of educators in effectively integrating social media.
Tele Mar09
Technology enhanced learning environments (TELE) projects were presented at a round table. Attendees then discussed in groups the key achievements, lessons learned, and next steps for TELE projects. They wrote each on a post-it note and ensured they covered achievements, lessons, and next steps for improving TELE projects.
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This document summarizes key achievements, lessons learned, and next steps regarding technology enhanced learning environments (TELE). It highlights starting to give learners more choice, upskilling communities, and changing institutional policies as achievements. Lessons learned include the importance of people, debunking assumptions about digital natives, and the value of partnerships. Next steps center on mainstreaming TELE, sustainability planning, bridging institutional systems, and identity management.
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