The document summarizes a study on using the social bookmarking tool Diigo in an online Master's course. 15 students bookmarked and commented on readings for their final essays. Student feedback was cautiously positive - they found it useful to read other perspectives but comments tended to be superficial. Student marks improved compared to the previous year. The researchers conclude it was a reasonably positive experiment worth repeating with some refinements to encourage deeper critical engagement.
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!
Presentation by Laurel Schenkoske and Yingfei Chen from University of Wisconsin - Milwaukee, at the Language Symposium 2012, hosted at the University of Illinois at Chicago (UIC).
Within the scope of the language classroom, learners cannot truly approach real-life application of their skills. So how can we keep our students motivated to practice outside the classroom? As we know, students send text messages, Facebook updates, and Tweets throughout the day. Why not give them the tools to do this in their new language? While social networking sites seem to be taking over our students lives, we as foreign language teachers can use that to our advantage! We will present the case studies of two different forms of social media at play in our own foreign language department: the Chinese programs Facebook , and the German programs Ning. We examine the similarities, differences, and benefits of both for use in L2 learning, and share some statistics that map their respective uses. We also examine whether task-based assignments achieve the best results on both platforms. Both sites allow for discussion postings, blogs, videos, and polls in which students can practice all four language skills, with a special emphasis on the interpersonal mode of communication. When social media is tied to language learning, it encourages students to play with new vocabulary and structures and helps to foster a community atmosphere. Both Facebook and Ning are well suited to accompany any foreign language classroom. Come see how we use each of them in our own foreign language classrooms, and get ideas to implement them in yours!
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
EATAW conference - Managing Boundaries by Dujardin and FarbeyFlorence Dujardin
This short paper reports on the evaluation of an induction module offered on a Master’s course offered exclusively as e-learning. The aim was to ascertain whether the module arrangements provided a bridge between the professional community that students belong to and the academic community. An evaluation tool was used heuristically to assess components of induction (Forrester et al. 2005). Findings suggest that the module was successful in helping students negotiate their entry into postgraduate study and e-learning, and that the components provided a valuable tool for module evaluation.
What is it about social media that is so attractive to students, and could the motivational drive of social media for connectivity be used for positive educational purposes?
Harnessing Technology for Social Work ScholarshipLaurel Hitchcock
This presentation was created by myself and Melanie Sage of the University at Buffalo for our visit with the College of Social Work at the Ohio State University in August 2017, where we talked about how social work faculty can harness technology for their social work scholarship.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
Presentation at the HEA-funded workshop 'Using technology-based media to engage and support students in the disciplines of Finance, Accounting and Economics'
The workshop presented a variety of innovative approaches, which use technology, to engage and support learning in business disciplines that students find particularly challenging. Delegates had the opportunity to share and evaluate good practice in implementing and developing online teaching resources and to reflect on how to develop their own teaching practice, using technologies available in most institutions.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1o1WfHU
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
EATAW conference - Managing Boundaries by Dujardin and FarbeyFlorence Dujardin
This short paper reports on the evaluation of an induction module offered on a Master’s course offered exclusively as e-learning. The aim was to ascertain whether the module arrangements provided a bridge between the professional community that students belong to and the academic community. An evaluation tool was used heuristically to assess components of induction (Forrester et al. 2005). Findings suggest that the module was successful in helping students negotiate their entry into postgraduate study and e-learning, and that the components provided a valuable tool for module evaluation.
What is it about social media that is so attractive to students, and could the motivational drive of social media for connectivity be used for positive educational purposes?
Harnessing Technology for Social Work ScholarshipLaurel Hitchcock
This presentation was created by myself and Melanie Sage of the University at Buffalo for our visit with the College of Social Work at the Ohio State University in August 2017, where we talked about how social work faculty can harness technology for their social work scholarship.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Using blogs as a core part of class activitySheila Webber
Presented at Sheffield University's Learning and Teaching Conference, January 2014 by Sheila Webber. I describe the use of team blogs as a core part of learning and teaching in a Masters-level module at the Information School, University of Sheffield.
SoTEL from the Start: Examining the Impact of Social Media on Community, Teac...Anita Zijdemans Boudreau
Presented at the International Society for the Scholarship of Teaching & Learning (ISSoTL) 2019
Faculty and students investigated the impact of social media on asynchronous and synchronous engagement in an online interprofessional PhD. The instructional design intentionally integrates the Scholarship of Technology Enhanced Learning (SoTEL) and Community of Inquiry (COI) framework. We evaluated community, teaching, and learning through course analytics; analysis of Social Presence in a SoTL-COI survey; and self-reported student perceptions. Partnering breaks down barriers between teachers and students. Results provide insights into teaching and learning within the virtual community. We present the instructional design framing the SoTEL inquiry, findings on asynchronous and synchronous engagement, and future directions.
These slides present some of my EdD research findings (Sept 2016). My research highlights the complexity of open online social networks for professional learning and online activities of higher education professionals.
Best Practice for Social Media in Teaching & Learning Contexts, slides accompanying a presentation by Nicola Osborne, EDINA Digital Education Manager, for Abertay University (Dundee). The hashtag for this event was #AbTLEJan2017.
Learning at a Distance: How does it work? (TEAM Conference 2015)RDC ZP
Educators: this is a 12-slide presentation with a brief overview of the session on learning at a distance based on the textbook by LearnerAssociates.net (Levine, 2005) presented at the 2015 TEAM Conference in Winnipeg, Manitoba (RZP – May 29, 2015). Her professors were from South Africa, South America, and North America ("South" Africa is missing - my apologies!).
ALD in HE 2012 conference workshop: design considerations in setting up a group blog to support reflection on practice in an online MA programme in professional communication
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
1. Student voice, intermediary genres, and social bookmarking WDHE conference, June 2010Florence Dujardin & Kirstie EdwardsSheffield Hallam University
2. Overview Context: pilot use of social bookmarking in an online Master’s course Social media and social bookmarking Methodology: action research Findings: cautiously positive Discussion: value of social bookmarking Action points
3. Context MA in Professional Communication Online course Student profile: mature learners – ‘digital immigrants’ (Prensky 2001) communication professionals – what counts as knowledge in their practice and how they present it differs from the practices of Communication Studies (notably reading and writing practices)
4. What is social media? And should we care? (Suter, Alexander, and Kaplan 2005)
5. What is social bookmarking? Mason & Rennie (2008): store internet resources online (not your PC) organise them using user-defined tags share them with people (or not) comment on them (or not) The ‘ecology’ view of social media: practices: reading, note-taking, ‘talk about texts’ value: ‘criticality’ people: students, tutor (and External Examiner)
7. Which application? Many different applications: Delicious, Connotea, CiteULike, Zotero, Diigo, etc. Why Diigo? It is designed for education: privacy (group accessible by invitation only) threaded discussion about bookmarks ‘topic’ facility extract entries made by individual students
8. Diigo task Preparing for the end-of-module essay Increase ‘criticality’ (Ridley 2004) towards readings Drafting ideas and develop a personal stance Share notes and get comments from peers Letting off steam about the literature Assessed (up to 10% of module mark) Content: minimum of 5 texts (up to 2%) Sociability: minimum of 5 comments on peers’ work (up to 2%) Quality: Summary and value of each text (up to 6%)
9. Research questions Literature Social bookmarking seems to help students engage with the literature Evidence is mostly about undergraduates doing campus-based courses – using Delicious What uses and benefits for an online MA? offer a type of informal learning with peers? support appropriation of disciplinary knowledge? enable a pedagogy inspired by ‘Academic Literacies’ (Lea, Street, Lillis, Ivanič, Barton)
10. Methodology Case study - loop 1 of a wider action research project on using social media with e-learners 15 Diigo ‘contributors’: 8 women 7 men (incl. 1 late contributor and a non-contributor) Online methods Questionnaire to find out about social media skills Interviews to capture experiences Observation / content analysis
11. Students’ bookmarking skills “I had not heard of social bookmarking before the diigo task. I had heard of Delicious but did not know what it was used for.” Only 3 students out of 12 use social bookmarking.
18. Student views (end of week 1) Students felt well prepared Some technical glitches Can’t link PDF files Problems with password-protected articles accessed via university library What does it feel to share? in the beginning I was worried I find it a bit strange I feel fairly comfortable a feeling of pressure as though I am in competition
19. Thoughts in reading peers’ posts? Useful to gain other perspectives Comments helped form opinions on what I have read “I was going to reject Harrison’s model but after reading peer comments I read it again and thought I could use it” The level of discusses [sic] stayed superficial It helped me assuage my fears A useful task? Interesting to get to know a social bookmarking tool Useful, especially when readings are consistently tagged It’s prompted me to think deeper about the texts
20. Student views (exit) Helpful for writing your essay? (mixed) I didn’t use the comments I or others made Interesting but I had already done a lot of reading It enable to read in a structured way and also to record my thoughts It focused my mind and sharing info enriched the learning process Reassurance that my ideas were on the right track Links with other pieces of research
21. Repeat the Diigo task? Yes (phew) Certainly good to repeat the task… better to have it assessed A good way to expose people to this sort of facility I must admit, I’m enjoying it. In fact, it’s sort of addictive It gives me a sense of achievement We didn’t all use Diigo to its full potential
22. Summary Reasonably positive feedback about the social bookmarking task and its assessment An informal learning space (a strong ‘social presence’: supportive, sharing) Some appropriation of academic texts(some ‘cognitive presence’: connections with practice and evaluation) Superficial (‘satisficing’: shorter comments, more descriptive – esp. male students)
26. Action points Repeat but embed in a core module Start early the module (Webb 2009) Support students before and during the task not just technical aspects encourage and support criticality more actively (e.g. through the ‘topic’ facility) Encourage and support social tagging Link to employability (and widening participation)
27. To conclude Interesting experiment with social bookmarking (Diigo) Reasonably positive student feedback Refinements needed Worth revisiting (loop 2) Potential to help mature e-learners to develop a personal stance towards academic literature
29. References Beaumont, C. (2010) Using Open Online Resources to Enhance Social Learning. Brighton: HEA Art Design Media Subject Centre. Available at <http://www.adm.heacademy.ac.uk/resources/case-studies/using-open-online-resources-to-enhance-social-learning>. [Last accessed February 2010] Garrison, D. R. and Anderson, T. (2003) E-learning in the 21st Century: A Framework for Research and Practice. London: RoutledgeFalmer. Hammond, T., Hannay, T., Lund, B. and Scott, J. (2005) 'Social bookmarking tools (I): a general review '. D-Lib Magazine. 11 (4). Available at <http://dlib.org/dlib/april05/hammond/04hammond.html>. [Last accessed January 2010] Lomas, C. P. (2005) Things You Should Know About Social Bookmarking. Boulder, CO: Educause. Available at <http://net.educause.edu/ir/library/pdf/ELI7001.pdf>. [Last accessed January 2010] Lund, B., Hammond, T., Flack, M. and Hannay, T. (2005) 'Social bookmarking tools (II): a case study - Connotea '. D-Lib Magazine. 11 (4). Available at <http://dlib.org/dlib/april05/lund/04lund.html>. [Last accessed January 2010] Mason, R. and Rennie, F. (2008) E-learning and Social Networking Handbook: Resources for Higher Education. Abingdon: Routledge. Prensky, M. (2001) 'Digital natives, digital immigrants - Part I'. On the Horizon,9 (5): 1-6. Ridley, D. (2004) 'Puzzling experiences in Higher Education: critical moments for conversation'. Studies in Higher Education, 29 (1): 92-107. Stolley, K. (2009 ) 'Integrating social media into existing work environments: the case of Delicious'. Journal of Business and Technical Communication 23 (3): 350-371. Suter, V., Alexander, B. and Kaplan, P. (2005a) 'Social software and the future of conferences - right now'. Educause Review, 40 (1): 46-59 The New Media Consortium and Educause Learning Initiative (2007) 2007 Horizon Report. Austin, TX: The New Media Consortium. http://net.educause.edu/ir/library/pdf/CSD4781.pdf Tinker, A., Byrne, G. and Cattermole, C. (2009) 'Creating learning communities: three open source tools'. 6th LDHEN Symposium. Bournemouth University, April 2009. Webb, E. (2009) 'Engaging students with engaging tools'. EDUCAUSE Quarterly. 32 (4). Available at <http://www.educause.edu/EDUCAUSE%2BQuarterly/EDUCAUSEQuarterlyMagazineVolum/EngagingStudentswithEngagingTo/192954>. [Last accessed February 2010]