Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Academics should reclaim their voice in society, NOW!Inge de Waard
Slides inspired on a keynote given at EDEN2016 RW in Oldenburg, Germany.
I think we (all of us academics) should start reclaiming our place in society.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden. Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
Blazenka Divjak is the Vice Rector for Students and Studies at the University of Zagreb, Croatia
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Presentation shared by author at the 2017 EDEN Annual Conference "Diversity Matters!" held on 13-16 June 2017, in Jönköping, Sweden.
Find out more on #eden17 here: http://www.eden-online.org/2017_jonkoping/
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching adopts an approach that integrates learning, working and innovating as interconnected activities. Teachers collaborate both within and outside their institutions.
3) Creating open networks of practice allows teachers to jointly address real problems, develop solutions together, and share expertise in a transparent, accessible way. This supports a culture of open, networked learning.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Open to What? The future of European education in the digital revolutionAlan Bruce
The document discusses the challenges and opportunities facing education in a changing world. It notes that constant change, issues like migration, economic pressures, and technological advances are reshaping human relationships and expectations of education. Open educational resources have potential but also risks if not designed well and placed in a proper learning context. The role of the teacher remains critical amid these changes. Overall education must focus on inclusion, diversity, research, and preparing students for an uncertain future rather than just reacting to past models. It cannot have open classrooms but closed minds.
This document outlines Martin Weller's book on 25 years of ed tech history from 1994 to 2018. It summarizes each phase of ed tech development: the optimistic phase from 1995-1998 covered the rise of the web, constructivism, and wikis. The mainstreaming phase from 2002-2009 saw the rise of learning management systems, blogs, and social media like Twitter. The pessimistic phase from 2012-2018 questioned technologies like MOOCs and learning analytics and emphasized the need for critical perspectives on ed tech's potential downsides. Key themes included recurring ideas in ed tech, the role of humans, and understanding past successes and failures to inform current pandemic responses.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and seamless learning across formal and informal settings. However, the potential of technologies remains mostly unfulfilled due to issues like a lack of engagement from institutions and policy makers.
This document summarizes an international business and economics workshop with two parts: (1) a viewpoints workshop to develop curriculum through collaborative design approaches and consideration of pedagogical models, and (2) a Moodle workshop to learn about and be assessed on a historic event and consider implications for adopting new approaches. Key topics discussed include open educational resources, MOOCs, skills for informal learning, personalized learning data, changing educator roles, and challenges like digital literacy and new forms of scholarship.
Bringing Faculty into the Conversation about the Future of Liberal Education ...Julie Sievers
This document discusses the need for greater faculty involvement in conversations around new technologies and issues related to the future of liberal education. While discussions appear to be ongoing, faculty are not always fully participating in decision-making. It suggests ensuring those experienced in liberal education pedagogy have a meaningful role at the table. Questions are proposed for framing approaches to change in terms of liberal education values and learning outcomes. Resources on educational technologies and frameworks for effective practices are also provided to help guide the conversation.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
The document summarizes the development of a new curriculum for information literacy by researchers at the University of Sheffield. Over three years, 20 fellows explored how academic libraries can support information literacy in the digital age. Through literature reviews and expert consultations, they identified core attributes of the new curriculum, including being holistic, modular, embedded within disciplines, and active/assessed. The curriculum outlines several strands to guide students from secondary school through university, covering both functional skills and higher-level intellectual operations. Next steps involve providing tools to help other institutions implement the new curriculum framework.
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.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
The document discusses opportunities and challenges for online higher education. It notes that online education is growing and can help learners access education flexibly. However, learners and employers expect high-quality, engaging, career-relevant learning. Online programs need strong branding, mobile access, personalized learning, and community support. The document also provides strategies for institutions to develop online education, such as aligning with their mission, starting small, and incentivizing faculty involvement.
This document summarizes Gráinne Conole's presentation on teaching as a design science. It discusses how teaching can benefit from an evidence-based and creative design approach using learning design methodology. Conole outlines technological trends in education and challenges in teacher practice. She presents learning design as a way to promote reflection and encourage the sharing of teaching designs and resources. The presentation argues that disaggregation of education through open educational resources allows for more flexible learning pathways.
This document summarizes Dr. Alan Bruce Eden's presentation on schooling and education reform given at the Open Classroom Conference in Athens. It discusses the need to question assumptions about education systems, investigate issues of power and control, and assert the transformative potential of technology. It also examines challenges like the changing nature of work due to globalization and emphasizes the importance of innovation, creativity, collaboration, and leadership in education reform.
Presentation shared by authors at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Open to What? The future of European education in the digital revolutionAlan Bruce
The document discusses the challenges and opportunities facing education in a changing world. It notes that constant change, issues like migration, economic pressures, and technological advances are reshaping human relationships and expectations of education. Open educational resources have potential but also risks if not designed well and placed in a proper learning context. The role of the teacher remains critical amid these changes. Overall education must focus on inclusion, diversity, research, and preparing students for an uncertain future rather than just reacting to past models. It cannot have open classrooms but closed minds.
This document outlines Martin Weller's book on 25 years of ed tech history from 1994 to 2018. It summarizes each phase of ed tech development: the optimistic phase from 1995-1998 covered the rise of the web, constructivism, and wikis. The mainstreaming phase from 2002-2009 saw the rise of learning management systems, blogs, and social media like Twitter. The pessimistic phase from 2012-2018 questioned technologies like MOOCs and learning analytics and emphasized the need for critical perspectives on ed tech's potential downsides. Key themes included recurring ideas in ed tech, the role of humans, and understanding past successes and failures to inform current pandemic responses.
This presentation addresses student technology ownership patterns and preferences, hybrid learning models, as well as innovations/developments in microlearning, collaborative learning, and microcredentialing.
The document discusses the changing landscape of online learning and higher education. It notes that by 2025, global demand for higher education will double to 250 million students per year, mostly from emerging economies. MOOCs and online learning are becoming widely explored alternatives and supplements to traditional university courses. The workforce now demands skills acquired through informal learning over formal university education. Key challenges for institutions include unprecedented competition, developing digital media literacy among staff, and supporting personalized learning. The future of universities may depend on their ability to change, remove constraints, and challenge existing models.
The document discusses challenges in higher education and emerging technologies. It notes that while the use of technologies is increasing, they are seldom used to facilitate transformative teaching and learning. Examples of innovative practices mentioned include MOOCs, learning analytics, badges for accrediting learning, and seamless learning across formal and informal settings. However, the potential of technologies remains mostly unfulfilled due to issues like a lack of engagement from institutions and policy makers.
This document summarizes an international business and economics workshop with two parts: (1) a viewpoints workshop to develop curriculum through collaborative design approaches and consideration of pedagogical models, and (2) a Moodle workshop to learn about and be assessed on a historic event and consider implications for adopting new approaches. Key topics discussed include open educational resources, MOOCs, skills for informal learning, personalized learning data, changing educator roles, and challenges like digital literacy and new forms of scholarship.
Bringing Faculty into the Conversation about the Future of Liberal Education ...Julie Sievers
This document discusses the need for greater faculty involvement in conversations around new technologies and issues related to the future of liberal education. While discussions appear to be ongoing, faculty are not always fully participating in decision-making. It suggests ensuring those experienced in liberal education pedagogy have a meaningful role at the table. Questions are proposed for framing approaches to change in terms of liberal education values and learning outcomes. Resources on educational technologies and frameworks for effective practices are also provided to help guide the conversation.
Research through the Generations: Reflecting on the Past, Present and FutureGrainne Conole
The paper provides a reflection on the past and present of research on the use of digital technologies for learning, teaching and research, along with an extrapolation of the future of the field. It considers which technologies have been transformative in the last thirty years or so along with the nature of the transformation and the challenges. Research in the field is grouped into three types: pedagogical, technical and organizational. The emergence and nature of digital learning as a field is considered. Six facets of digital learning, and in particular digital technologies, as a research field are described: the good and the bad of digital technologies, the speed of change, the new forms of discourse and collaboration, the importance of understanding users, the new practices that have emerged, and finally a reflection on the wider impact.
Based on data form a range of ACODE Surveys over the last 12 months, and other industry data, there have been some distinct trends emerge that suggest that institutions are taking a fresh look at how they conduct teaching and assessment, longer term. Much of this has been predicated on what was necessary to deal with lock-down situations due to COVID-19, but more recently this has allowed institutions to consider the longer-term advantages in accommodating different forms of assessment, those that have traditionally fallen out of what was considered ‘normal’, most notably the ‘exam’. This shift in thinking has also extended to what institutions considering different forms of delivery of their core content, with there being a distinct shift away from what has been the mainstay for centuries, the ‘Lecture’. This shift has allowed for more authentic forms of delivery, ones based in more collaborative and active approaches. This presentation with provide a summary of some of the key data and share some examples of how some institutions are approaching the next few years, as uncertainty around the short-term future of in-person learning and teaching persists.
The document summarizes the development of a new curriculum for information literacy by researchers at the University of Sheffield. Over three years, 20 fellows explored how academic libraries can support information literacy in the digital age. Through literature reviews and expert consultations, they identified core attributes of the new curriculum, including being holistic, modular, embedded within disciplines, and active/assessed. The curriculum outlines several strands to guide students from secondary school through university, covering both functional skills and higher-level intellectual operations. Next steps involve providing tools to help other institutions implement the new curriculum framework.
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.
On 9 December 2013 we were very pleased to be able to welcome Professor Asha Kanwar (President & CEO of the Commonwealth of Learning) to Senate House to conduct a free lunchtime seminar “Old wine in new bottles? Exploring MOOCs”.
The special session was chaired by Professor Alan Tait (Open University, CDE Visiting Fellow), and was an opportunity to engage with one of the world’s leading advocates of learning for development.
MOOCs seem to be a natural progression in the different stages of the development of distance education. Starting with external degrees, correspondence courses, open and distance learning, and more recently OER, MOOCs are yet another phase of opening up access to education. But will MOOCs really make a difference to democratizing education? Will they transform pedagogy and positively impact learning outcomes? How will they negotiate the digital divide? Or are MOOCs simply old wine in new bottles? This presentation will address these questions and explore the ways in which MOOCs can play a positive role in transforming education.
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 9th EDEN Research Workshop "Forging new pathways of research and innovation in open and distance learning: Reaching from the roots" held on 4-6 October 2016, in Oldenburg, Germany.
Find out more on #EDENRW9 here: http://www.eden-online.org/2016_oldenburg/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
This document discusses MOOCs and their potential impact on higher education. It begins by defining MOOCs as massive open online courses with large enrollments that provide course materials for free. While MOOCs have generated hype around disrupting traditional universities, the document notes they are on the Gartner Hype Cycle and it remains unclear what long term impact they will have. The rest of the document outlines TU Delft's experience with MOOCs, online education programs, and how they are exploring blended models to make the best use of open, online and campus-based education.
The document discusses paradigms of traditional education and potential disruptions. Traditional education is viewed as hard work from 9-5 in school buildings for 190 days a year, with the teacher as the sole expert. It is structured, controlled, and based on standardized curricula and testing. A potential disruption is described as personal, never-ending, collaborative, unexpected, productive, and social learning that is not confined to traditional school models. The author provides their contact information at the end.
Presentation shared by author at the 2016 EDEN Annual Conference "Re-Imagining Learning Environments" held on 14-17 June 2016, in Budapest, Hungary.
Find out more on #eden16 here: http://www.eden-online.org/2016_budapest/
1) New approaches to learning focus on dealing with change, uncertainty, and learning from a variety of sources rather than just teachers. This involves lifelong learning through formal and informal means.
2) Effective teaching requires collaboration, networking within and outside of schools, and continuous learning through daily practice. Teachers must become "learning professionals."
3) Open practices that facilitate networked learning involve creating open networks of practice to collaboratively address real educational problems through open innovation. This helps transform organizational culture and leadership to better support informal learning networks.
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Alan Tait is the Director of International Development and Teacher Education at The Open University in United Kingdom. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Xavier Prats- Monne is Director-General for Education and Culture of the European Commission. See his presentation at the #EDEN15 Annual Conference here. His talk is captured on video and will be published on EDEN's Youtube channel soon. Read about EDEN: http://www.eden-online.org
Audrey Watters is a Journalist specializing in Education Technology News and Analysis in the USA. See her slides for her presentation at the #EDEN15 Annual Conference in Barcelona here. Audrey also posted her comments to the presentation here: Learning Networks, Not Teaching Machines http://ow.ly/OakF0 Her talk is captured on video and will be published on the EDEN Youtube channel soon. Read about EDEN: http://www.eden-online.org
Jim Groom is Director of the Division of Teaching and Learning Technologies and adjunct professor at the University of Mary Washington, USA. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel. Read about EDEN: http://www.eden-online.org
Martin Weller is Professor of Educational Technology at The Open University, UK. His keynote at the #EDEN2015 Annual Conference is captured on video and will be published on on EDEN's Youtube channel. Read about EDEN: http://www.eden-online.org
Albert Sangra is UNESCO Chair and Faculty Member at the eLearn Center at Universitat Oberta de Catalunya, Spain. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
Stavros Panagiotis Xanthopoylos is the Vice-President of the Brazilian Association for Distance Education - ABED, Professor, Fundação Getulio Vargas (FGV-EAESP) in Brazil. See his presentation at the #EDEN2015 Annual Conference here. His talk is captured on video and will be published on the EDEN Youtube channel.
Read about EDEN: http://www.eden-online.org
A Project-Based Learning activity on Astronomy at GIFT-EGUjdomen44
Poster presented at GIFT-EGU2016 Conference.
Mission to Stars: An Inquiry Project-Based Learning on Universe and astronomic research. Geophysical Research Abstracts, vol 18, EGU-2016. Domènech-Casal, J., Ruiz, N.
This didactic activity proposes students to design a Spatial Research Mission. As a part of their Mission, they choose the research goals, design experiments, select targets (different kinds of celestial bodies) and calculate astronomic distances. For their mission, students construct a 3D model of an Orbital Telescope, selecting the necessary detectors, programming by Scratch its informatic routines and calculating the budget. The activity aims to develop scientific skills and attitudes, make students understand how astronomic research is developed, and to know the main elements (Exoplanets, Galaxies, Supernovas...), and the basic geography of the known Universe beyond the Kuipper Belt.
Designing Teaching to Enhance Learning in CrossActionSpaces (Informal-In-Form...Isa Jahnke
As web-enabled mobile technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. The term provides a view on learning from the perspective of social sciences while emphasizing a change of human action: from inter-action into cross-action. Under these new conditions the questions are: how to design for learning, how can teaching enhance learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be applied to study, evaluate and reflect on educational practices toward deep and meaningful learning expeditions.
As emergent technologies become increasingly integrated into formal learning environments, a new kind of classroom emerge: CrossActionSpaces. These spaces can be characterized as informal-in-formal spaces in which learning takes place across traditional boundaries. In this keynote, Isa Jahnke will present meaningful learning with technologies versus learning from technologies and the framework of Digital Didaktik Designs (DDD). DDD can be applied to design, develop and evaluate online, blended or mobile learning practices. Examples of real classrooms will be illustrated. Just a side note: Didactics in the North American discourse and Didaktik as evolved in Europe have completely different meanings.
Active-Meaningful Learning with Technologies Isa Jahnke
Bei der Anwendung von Internet-fähigen Technologien in der Weiterbildung, beim Online-Lernen und mit zunehmender Integration von mobilen Endgeräten im Alltag entstehen neue Lehr- und Lernräume: CrossActionSpaces. Dies sind dynamische, flexible Informations- und Kommunikationsräume, in denen Lernende die richtigen Antworten online suchen oder diskutieren können. Herausforderungen sind, um einige zu nennen, die Vielzahl falscher Informationen und fehlendes kritisches oder systemisches Denken. Hier kann das Digitale Didaktische Design (DDD) als Lehr-/Lernstrategie helfen. DDD fördert die Gestaltung von Lernen mit Technologien anstelle des Lernens durch Technologien. DDD es ist ein aktivitäts-basiertes Didaktik-Modell, das von der der Grundannahme ausgeht, dass Lernende nicht aufgrund der Aktivitäten der Lehrenden lernen, sondern durch eigene Aktivitäten. Zentrales Element des DDD ist, dass Lernende Artefakte in einem iterativen Prozess erstellen, kritisch reflektieren und verbessern. In der Keynote wird das DDD und Beispiele für meaningful learning with technologies in Weiterbildung und Fernstudium vorgestellt.
Professor Isa Jahnke gave a presentation on digital didactical designs in higher education at the University of Bolzano. She discussed how physical classrooms are merging with digital spaces through student use of mobile devices, creating new "crossaction spaces." She outlined characteristics of learning in this digital age, including students connecting resources, asking online networks questions, and creating and sharing work. She presented examples of didactical designs centered around student production, cooperation, and reflection to support meaningful learning goals. These examples engaged students in research processes, online knowledge sharing, and generating educational content.
This document provides an overview of a workshop on integrating Chromebooks into classroom teaching and learning practices. The workshop goals are to help participants understand how digital devices can support meaningful learning, identify appropriate apps, discuss challenges, and develop web-based learning activities. The agenda includes introductions, presentations on how technology changes classrooms, examples from tablet schools, and small group work for participants to assess their own classes and identify improvements. The document also shares insights and examples from schools that have integrated tablets successfully to support various subjects like science, language arts, and history in ways that foster collaboration, reflection, and deeper learning.
This document summarizes a presentation on digital didactical designs in practice. The presentation discusses research conducted in Danish schools that have implemented a 1:1 tablet program. The research examined how teachers designed learning activities to support tablet-mediated learning and students' perspectives on learning. Key findings included teachers designing more open-ended, process-oriented "learning expeditions" that blended traditional and digital resources and brought real-world contexts into the classroom. The presentation concludes by discussing implications for supporting varied digital didactical designs and reflection on changing teacher and student roles with tablet integration.
The document discusses four types of IT-based projects that can engage students in higher-order thinking: (1) resource-based projects where students research a topic and organize information to answer problems/questions; (2) traditional vs resource-based learning models where the latter emphasizes process, inquiry, and qualitative assessment; and (3) developing software/multimedia projects using tools like presentations, videos, or websites to communicate ideas.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
The Six Learning Spaces - Chelsea McGrath - EDFD459Chelsea McGrath
This document discusses six learning spaces that are important for 21st century learners: the personal space, e-space, group/collaborative space, classroom/school space, beyond the classroom space, and liminal space. For each space, the document outlines strengths and challenges, provides examples, and suggests approaches and strategies for teachers to consider when incorporating these spaces into learning. The goal is to help students gain the best education and learning experience possible by adapting to changes in students, education, and the world.
This document discusses six learning spaces that are important for 21st century learners: the personal space, e-space, group/collaborative space, classroom/school space, beyond the classroom space, and liminal space. For each space, the document outlines strengths and challenges, provides examples, and suggests approaches and strategies for teachers to consider when incorporating these spaces into learning. The goal is to understand how to best adapt education to changing students, technologies, and environments.
This document summarizes research on using a social network site to support blended learning in an English GCSE resit program. Data was collected over two years from four student groups using the site to supplement classroom activities. The summary describes:
1) How the teacher mediated tools and discussions to guide students' learning and development.
2) How students' engagement and participation increased over time as informal uses of the site built a supportive community and students gained confidence in sharing work.
3) Suggestions for future uses of networks to organize student work, integrate refugee students, and facilitate collaboration between educational institutions.
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
Sponsored by SJSU's ECampus, Katherine D. Harris (Professor, English) presents a workshop for all faculty to dive into or upgrade their use of digital methods, skills, and tools in their courses. For definitions within this slide deck, please cite:
Frost Davis, Gold, Harris, DRAFT - Introduction, *Digital Pedagogy in the Humanities,* MLA (forthcoming 2019). Accessed April 9, 2019.
The document discusses how schools need to shift from a teaching focus to a learning focus and prepare students for the 21st century by redefining themselves. It introduces project-based learning as a framework that engages students through hands-on exploration of real-world problems and fosters collaboration. Guidelines are provided for planning and implementing project-based learning units that integrate content areas and involve defining essential questions, planning learning experiences, organizing the environment, and conducting authentic assessments.
Innovative teaching aims to explore practices that best support student learning and development. Learning is an active social process where students construct meanings within their zone of proximal development, the gap between their current knowledge and what they can learn with guidance. Innovative teaching supports diverse learners by adapting to their capacities and communicating in multiple ways. It also aims to develop independent learners through goal setting, planning, attention control, use of learning strategies, self-motivation, self-evaluation and challenging tasks using technology.
This document discusses how early childhood learning spaces should be designed and utilized. It advocates for a child-centered approach with distinct areas for different types of learning, including quiet and loud spaces, individual and group work, and indoor and outdoor exploration. Excursions beyond the classroom can further learning when they relate to current topics, extend projects, and provide new experiences. Technology like iPads and interactive whiteboards is suggested for educational use as a class, not just to occupy students. Active learning principles from theorists like Piaget, Vygotsky, and Dewey emphasize student interests and collaborative projects. The teacher's role is to organize engaging environments, record student work, and see each child as curious, capable, and a co
This document provides a final design case for Guidely, a portfolio platform to support project-based learning. It summarizes research conducted with educators on challenges of documenting student work and need for collaboration. An ideation process led to prototypes tested with teachers to gather feedback. Key values of the design include providing scaffolding for documentation, tracking student progress, and facilitating sharing between teachers, students, and schools. The platform aims to support an ecosystem of education focused on competencies over standards. Future directions may include integration with other platforms, improved tagging, reflection features, and group work capabilities.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
6. @isaja
Web-enabled technologies (tablets, wearables…)
change ways and conditions for human/social interaction***:
how we communicate, share, receive information, collaborate,
network, ...
7. @isaja
Human interaction -> crossaction
(I look at interaction as a form of communication – N. Luhmann)
Crossaction
• The example of conferences
when participants use Twitter
• Humans connect to each other’s resources,
• no clear difference between offline and online,
• ’in’ different places at same time (Instagram, Twitter, …).
Photo: Ralf Jahnke-Wachholz
Floridi, 2014
Jahnke, 2016
8. @isaja
Classroom
/ School
Classroom
/ School
Digital classroom:
Spaces Merging
We go to school
because of
getting access to learning processes
Twitter, FB,
GroupApps, …
Interactive/Live
Broadcasting, …
Websites,
Blogs, …
and
more
Traditional classroom:
Separation
We went to school
because of
getting access to information
View 1: Classroom perspective CrossActionSpaces
9. @isaja
Online
Course
(Canvas,
Moodle,…)
Online
Course
(Canvas,
Moodle,…)
Spaces Are
Merging
Learners apply classroom themes to the
material world (communities)
in which they are living
Twitter, FB,
GroupApps, …
Interactive/Live
Broadcasting, …
Websites,
Blogs, …
and
more
Traditional:
Separation
Online vs. material world around the
learners
View 2: Online classroom perspective
Material
world
Material
world
CrossActionSpaces
10. @isaja
What ‘is’ learning (cognitive, but socially framed)
in crossactionspaces?
Photo: Ralf Jahnke-Wachholz
Reflections = people interact, make choices
and decisions and can explain why they are
doing it what they are doing, and why this is
useful for their learning progress
• reflective doing of multiply crossactions
• reflective performance of crossactions
• reflective communication
Jahnke, 2016
11. @isaja
Learning Expeditions
How to design for Learning in
CrossActionSpaces?
Learners use classroom themes and connect them
to the (socio-)material world in which they are living:
Design for Learning Expeditions (Ringbauer et al.,
2016; Jahnke & Norberg, 2013), Sociomateriality
(Tessy Ceratto-Pargman et al., 2015)
12. @isaja
What kinds of ‘designs for learning’ are
applied/supported in the practice of online classes
and in crossactionspaces?
Surface/shallow learning (focus on remembering)?
Deeper Learning?
Meaningful learning?
Creative learning?
…
The Research View
13. @isaja
Theoretical lens
Design is the act of giving a form to something
Teaching is the ’design act’ of creating conditions for
learning; more specific, it is the act of modelling
sociotechnical-pedagogical
processes/’workflows’ to enable student learning
Designs for Learning
Bonderup-Dohn & Hansen, 2014
Jahnke, Norqvist, & Olsson, 2014
14. @isaja
Digital
Didactical
Design
3 layers
affect each
other
ICT ICT
ICT
ICT
Student
Teacher
Content
Teaching
objectives
Pro.-
Assessment/Feedback
Learning
activities
Academic staff
development
Curriculum (+exams)
development
Institutional strategies
1 Didactical
Interactions
2 Digital
Didactical Design
3 Didactical
Conditions
16. @isaja 1
DDD component Description of Coding scheme
Character of
Teaching goals and
intended/expected learning
outcomes (Intended Learning
Outcomes): clear and visible?
TA/ILO
1= Not clear, not visible, no communication about teaching aims or learning intentions; focus on content
2=
3= Oral communication
4=
5= Teaching aims are clear and visible for students; intended learning outcomes in forms of development of skills; a source is
available where the students can go and read aims and objectives; at best, co-aims of students are included, students know the
criteria for learning progress (available right form the start).
Character of
Learning activities: towards
producing in engaged,
authentic, deep, open settings?
LA
1= Students hear what teachers read from the textbook (surface learning only; e.g. remembering/ repetition of facts); theoretical
problems without connecting it to a real world problem
2=
3= In-between (…) – signs are: students are not so engaged, too much time for doing other things (e.g. playing cards instead)
4=
5= Learning activities have a range from surface to deep learning: students produce something, engaged classrooms, collaboration
with peers; the activities are connected to the students world and include a real-world problem (e.g. everyday experience); a real
audience, students critically reflect on existing content (e.g. evaluating/creating/making), relate knowledge to new knowledge;
“organize and structure content into coherent whole” (Marten & Säljö, 1979), students are engaged in producing, using the
Internet or other sources beyond the physical school walls (signs of crossactions)
Character of assessment:
process-based?
ASM
1 = Feedback only at the end (summative feedback); character of the feedback is rather summative, not formative
2=
3= Feedback during the class (not only technical help) by coincidence; teacher only gives feedback when they ask for support;
passive support
4=
5= Criteria for a learning progress are visible for students from the beginning of the learning process; Feedback/feed-forward at
the end but mainly process-based assessment for learner’s development; a plan exists for how the teacher creates pro-assessment
(formative evaluation); a range of forms such as self-assessment; peer-reflective learning and feedback by the teacher, e.g. students
document learning (electronically; a map or text, etc.), the teacher asks them to go back and reflect.
Character of
Social relations: multiple
roles (not only consumers?)?
RO
1= Teacher is in the traditional role of the expert only; students are only seen as consumers (of solving closed questions and tasks
where only one correct answer is possible)
2=
3= Teacher is in 1-2 roles but spends majority of time as expert; teacher does not support student engagement to be active
4=
5= TEACHER plays different roles, e.g., expert, process mentor, learning-companion, coach, she fosters students to be in different
roles such as consumers, producers, collaborators, critical reflectors, etc.; teacher engages students; teacher activates the students
to change their roles; STUDENTS are in several roles, e.g. teachers for their peers, finding own learning aims, creating own
learning tasks, etc., teacher supports student reflection of roles and development of new roles.
Character of Web-enabled
technology/ tablets for cross-
actions?
TAB
1= Low extent, drill and practice; students work primarily alone when using technology, not related to the real world (e.g.,
technology is substitute for pen and paper)
2=
3= Medium extent (e.g., new technology is substitute for existing media; for example, tablet substitutes a laptop)
4=
5= High extent, multimodal, beyond writing texts, camera app, digital paintings, apps for collaborative creation; students
construct, share, create, publish their knowledge (to a real audience); students use online resources, actively select topics beyond
the limitations of even the best school library, signs of crossaction (using online world to solve a learning activity).
17. @isaja
Social Relations,
Multiple Roles:
From 1 to many &
Student is agent
Learning
activities:
(From shallow to
deep learning)
Teaching goals:
From non-clear to
clear and visible
Outer circle=5
Inner circle=1
From teacher-led classrooms (inner circle)
to
meaningful learner-centered practice (outer circle)
Mobile Technology
Integration:
From substitution to
multimodal
Process-based
Assessment:
From summative to formative
19. @isaja
ID 12 creating a digital pres
(geography)
Learning
activities
Process-based
Assessment
iPad
integration
Social Relations,
Roles
Teaching
goals
20. @isaja
ID 19 creating a timeline
Learning
activities
Process-based
Assessment
iPad
integration
Social Relations,
Roles
Teaching
goals
21. @isaja
Cluster A (23 in total) new teaching practice toward
meaningful learning by crossaction; new instructional
designs
Cluster B (21 cases) on the way but sticky
Cluster C (20 in total) conflicting, trapped in traditional
designs
3 clusters...
22. @isaja
2
… and 2 Patterns across clusters
Pattern A: 40 cl.
across all layers/clusters
(focus on TAB and LA
Pattern B: 3 cl.
(focus on ASM and TAB)
23. @isaja
The university of the future…
is made of crossactionspaces, in which
teaching is organized in project teacher teams
across existing disciplines
(Eva Mårell’s GoogleGlas project: involving 3 different study programs)
teacher teams from different departments work together and
design a Learning expedition – and the students develop learning expeditions
- learning by topic / not by subject
24. @isaja
Dr. Isa Jahnke, Associate Professor and
Director of Research for the Information Experience Lab
at the iSchool
Email
jahnkei@missouri.edu
Website
http://www.isa-jahnke.com
My book
Routledge, 2016
Editor's Notes
As web-enabled mobile technologies become increasingly integrated into formal learning environments, they are merging to create a new kind of classroom: CrossActionSpaces (informal-in-formal spaces) in which communicative learning takes place across traditional boundaries. The term offers a view from social sciences, emphasizes a change of human action: from pure inter-action into cross-action. Under these new conditions the question are: how to conceptualize and design for learning, how can teaching helps learning? In this keynote, Isa Jahnke presents the framework of Digital Didactical Designs (DDD) which can be used to study and to reflect on educational practices toward deeper learning expeditions.
Thank you very much for the nice introduction. Hello, good morning. Welcome to my presentation. My name is Isa and I am going to present a research framework what I call DDD.
I moved to the Univ of Missouri in Aug 2015. The iSchool at Mizzou is famous for EdTech, awards in 2012
And the iSchool is also famous for its research around “Meaningful Learning with Technologies”. You probably have heard one of the authors’names. These are my colleagues.
I have a interdisciplinary and intercultural background. I studied Social Sciences, was PhD student in Computer Science, my first professor job was in Didaktik and Learning Technologies at TU Dortmund univ. , then I was 5 years professor in Sweden at Umea University, and now I am professor in the United States. Here are some of my projects.
So, when you use all the devices here, which is great, then you see my point that ICT is not just a tool. It changes the way we interact with each other. When interaction changes, our ways of communication are changing , too . This affects the way we learn.
Interaction from my view of Sociology is a form of communication. The smallest entity in social systems (Interaction) is communication.
However, that kind of inter-action is changing in the digital age. As you can see here , at the EDEN conference, adding Twitter to the conversations opens up for new audiences. A) A discussion among you without me when you tweet right now B) Readers that are your followers and contribute somehow but they are not in the room C) Some of the questions might come up after my presentation at the coffee break. And so forth. This is what I call a form of a cross-action! Listening and engaging in what we hear even with others that are nor reachable otherwise. It is more than inter-action closed in a room. It is a crossing action. And creates new spaces, crossactionspaces.
This slide makes the crossaction and the concept of crossactionspaces clearer, hopefully.
Now, here is the same slide from the view of Online Distance Classroom …
Now we have a bew questions to answer: What is learning in crossactionspaces?
I cannot go into detail, here. In the LEX project, we applied design principles from
a) game based learning and b) Meaningful Learning with Technologies By Howland et al.
We connect student classroom knowledge and their themes with the Sociomaterial world.
Now, this is a research conference and so the research view is kind of important here.
What kinds of designs for learning are applied? And, How can we study this?
Our theoretical lens is the Design view in combination with the Sociotechnical
The challenge is that the designs for learning are influenced by the conditions and situated context .
The more the DDD is on the outer layer the more comprehensive is the enablement for deeper learning in crossactionspces.
Definitions
Surface learning: remembering, recalling, understanding the problem
Deeper learning: using the knowledge to solve a problem using exsting sources such as the Internet (crossactionspaces), evaluating, creating new knowledge, competencies,…
MD = Media-tablet-Didactics (7-8)DD = Digital Didactics (5-6)BT = Benefit of Tablet integration (special case, 4) PD = Potential for a digital didactical design (3-4) RE = RE-alignment required (1-2)
P a)
7 classrooms in layer 5 (while all other elements got the same attention)
14 classrooms in layer 4 (LA and TAB are stronger emphasized than the other elements)
9 classrooms in layer 3
additional 4 in layer 3, same patterns but on a lower level
3 classrooms in layer 2
3 classrooms in layer 1 (all show same pattern but on a lower level)
I could talk for hours about all my research and the results. But I have to come to an end after 30 mins. To wrap it up: The university of the future is made of crossactionspaces and learning expeditions.