Here is the presentation that I did for the new MERLOT 3D project called the Center for Learning in Virtual Environments (CLIVE) at the Sun Microsystems Worldwide Education and Research Conference in February 2008
The document discusses new media and convergence culture in education. It defines convergence culture as classroom activities that engage students as participants through discovery and application of information using new media. Some examples of how teachers can use new media include digital storytelling, wikis, webquests, blogs, podcasts, and voicethreads. A specific example is provided of a second grade digital story that fits convergence culture because it uses vibrant pictures, age-appropriate music and narration, and supports student ownership and higher-level thinking in analyzing and synthesizing information. Helpful resources for digital storytelling and other web 2.0 tools are also provided.
This document summarizes an Australian example of using an open online course to connect Box'Tag coaches. It discusses a small open online course held in February 2013 that used an OpenLearning platform. The summary outlines how the course progressed from conceptualization to post-evaluation, and how open learning approaches can connect coaches through both synchronous and asynchronous opportunities. It also addresses how such open learning opportunities can transform coaches' personal learning and continuing professional development.
This document provides guidance for moderating successful eTwinning groups. It discusses that teachers best acquire new knowledge through a community approach that encourages learning from peers and mentors by viewing model practices, trying new approaches, and reflecting on experiences. Successful moderation involves setting goals and expectations, facilitating dialogue, encouraging participation, and leading by example to develop new knowledge. Moderators should plan interactions carefully, keep the environment friendly and safe, and give members reasons to return to encourage ongoing interaction and participation.
Wikis: Collaborating with Academic AdvisorsLaura Pasquini
Why wiki? Because learning is social. Wikis encourage collaboration, learning from each other, and allow for quick information sharing. This session will emphasize the importance of how collaborative learning works and expectations for those who engage in wiki group learning and staff development. By demonstrating the ease of a wiki and sharing current examples of wikis in advising practice, participants will gain resources and ideas to bring back to their campus. If you are thinking about collaborative advising & learning with your students and/or staff, you may want to further explore the wonderful world of wikis.
NACADA Region 3 - Technology Seminar
May 15, 2010
The document introduces the TRIAS wiki, which was created as a collaborative knowledge environment to support the TRIAS Telematica Leonardo da Vinci pilot project. The wiki aims to provide a structured yet flexible repository of content on e-government topics to support various educational activities. It contains encyclopedia pages, case studies, educational materials, user guides, and pages on e-government challenges, solutions, and design principles. The document discusses using the wiki to structure knowledge in a domain like e-government while maintaining flexibility, accessibility, and quality of content.
The document discusses the differences between Web 1.0 and Web 2.0 technologies. It notes that Web 1.0 focused on one-way communication through static websites, while Web 2.0 enables two-way communication and collaboration through social media and user-generated content. The document also provides a table that lists examples of communicative, collaborative, documentative, and generative Web 2.0 tools and how they can be used.
The document summarizes the history and development of MIT Open Education, including OpenCourseWare (OCW) and MITx. It describes how OCW was established 15 years ago to publish openly licensed course materials from MIT's curriculum. MITx was later created to offer online courses with assessment and certificates. While there were initial hopes for collaboration, OCW and MITx have operated more separately due to different goals, platforms, and IP policies. Both have focused on high volume production and are now reconsidering strategies to provide greatest value to users in a changing online learning environment.
This document discusses the shift towards using mobile tools and online collaboration in education. It notes that collaboration webs saw adoption within 1 year, while mobile tools were predicted to see adoption within 2-3 years. The current problem is that schools do not have enough computers or reliable infrastructure. A possible solution presented is facilitating a shift to students using their own mobile devices and accessing the internet during class, along with providing mobile tools, improving infrastructure, and offering teacher professional development. This could help schools explore new ways of learning through e-learning, such as connecting students across barriers, facilitating shared learning communities, and enhancing learning opportunities.
The document discusses new media and convergence culture in education. It defines convergence culture as classroom activities that engage students as participants through discovery and application of information using new media. Some examples of how teachers can use new media include digital storytelling, wikis, webquests, blogs, podcasts, and voicethreads. A specific example is provided of a second grade digital story that fits convergence culture because it uses vibrant pictures, age-appropriate music and narration, and supports student ownership and higher-level thinking in analyzing and synthesizing information. Helpful resources for digital storytelling and other web 2.0 tools are also provided.
This document summarizes an Australian example of using an open online course to connect Box'Tag coaches. It discusses a small open online course held in February 2013 that used an OpenLearning platform. The summary outlines how the course progressed from conceptualization to post-evaluation, and how open learning approaches can connect coaches through both synchronous and asynchronous opportunities. It also addresses how such open learning opportunities can transform coaches' personal learning and continuing professional development.
This document provides guidance for moderating successful eTwinning groups. It discusses that teachers best acquire new knowledge through a community approach that encourages learning from peers and mentors by viewing model practices, trying new approaches, and reflecting on experiences. Successful moderation involves setting goals and expectations, facilitating dialogue, encouraging participation, and leading by example to develop new knowledge. Moderators should plan interactions carefully, keep the environment friendly and safe, and give members reasons to return to encourage ongoing interaction and participation.
Wikis: Collaborating with Academic AdvisorsLaura Pasquini
Why wiki? Because learning is social. Wikis encourage collaboration, learning from each other, and allow for quick information sharing. This session will emphasize the importance of how collaborative learning works and expectations for those who engage in wiki group learning and staff development. By demonstrating the ease of a wiki and sharing current examples of wikis in advising practice, participants will gain resources and ideas to bring back to their campus. If you are thinking about collaborative advising & learning with your students and/or staff, you may want to further explore the wonderful world of wikis.
NACADA Region 3 - Technology Seminar
May 15, 2010
The document introduces the TRIAS wiki, which was created as a collaborative knowledge environment to support the TRIAS Telematica Leonardo da Vinci pilot project. The wiki aims to provide a structured yet flexible repository of content on e-government topics to support various educational activities. It contains encyclopedia pages, case studies, educational materials, user guides, and pages on e-government challenges, solutions, and design principles. The document discusses using the wiki to structure knowledge in a domain like e-government while maintaining flexibility, accessibility, and quality of content.
The document discusses the differences between Web 1.0 and Web 2.0 technologies. It notes that Web 1.0 focused on one-way communication through static websites, while Web 2.0 enables two-way communication and collaboration through social media and user-generated content. The document also provides a table that lists examples of communicative, collaborative, documentative, and generative Web 2.0 tools and how they can be used.
The document summarizes the history and development of MIT Open Education, including OpenCourseWare (OCW) and MITx. It describes how OCW was established 15 years ago to publish openly licensed course materials from MIT's curriculum. MITx was later created to offer online courses with assessment and certificates. While there were initial hopes for collaboration, OCW and MITx have operated more separately due to different goals, platforms, and IP policies. Both have focused on high volume production and are now reconsidering strategies to provide greatest value to users in a changing online learning environment.
This document discusses the shift towards using mobile tools and online collaboration in education. It notes that collaboration webs saw adoption within 1 year, while mobile tools were predicted to see adoption within 2-3 years. The current problem is that schools do not have enough computers or reliable infrastructure. A possible solution presented is facilitating a shift to students using their own mobile devices and accessing the internet during class, along with providing mobile tools, improving infrastructure, and offering teacher professional development. This could help schools explore new ways of learning through e-learning, such as connecting students across barriers, facilitating shared learning communities, and enhancing learning opportunities.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría la importación de petróleo ruso a la UE y también prohibiría a los buques europeos transportar petróleo ruso a otros lugares. Sin embargo, Hungría se opone al embargo al petróleo, lo que podría retrasar la aprobación del paquete de sanciones de la UE.
Explants are pieces of tissue placed in culture. Callus is an unorganized mass of cells that forms from explants. There are three stages of callus culture: induction, proliferation, and differentiation. Cell suspension cultures can be initiated from callus and involve transferring callus pieces into liquid medium with agitation to break up cell aggregates. Organogenesis is the formation of organs like leaves and roots on explants, which can occur directly or indirectly through a callus stage. Somatic embryogenesis involves the formation of embryos from somatic cells and follows a similar development process to zygotic embryogenesis.
The document discusses trends in online and virtual education. It notes that online enrollment is growing rapidly in K-12 and higher education. Various technologies used in online learning are mentioned, including learning management systems, video conferencing, videos, blogs, wikis, virtual worlds, and mobile learning. Research shows that online learning can be as effective as face-to-face learning when certain factors are implemented, such as learning time, curriculum, pedagogy, and opportunities for collaboration. The document advocates giving learners control over their interactions with media and opportunities for reflection.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow educational interactions and foster student engagement outside the traditional classroom. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Theories that support VLEs include engagement theory and involvement theory. While VLEs increase access and interaction, challenges include costs, training, technology support, and security issues.
The document discusses MERLOT and the Center for Learning in Virtual Environments' (CLIVE) efforts to catalog educational content and experiences within virtual environments. CLIVE works with MERLOT to review and add virtual learning materials to their database and taxonomy. CLIVE also leads "Virtual Safaris" where educators explore virtual worlds and document learning potentials to showcase best practices. The goal is to build an evidence base of effective teaching and learning strategies using virtual and blended environments.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services such as access and identity management as well as license negotiation. Eduserv also funds research grants and sponsors activities related to teaching and learning in virtual worlds like Second Life. Some of the projects it has funded include researching learning in online social worlds like Second Life and World of Warcraft, developing computer modeling tools and online communities, and creating an open source platform called Sloodle that combines Moodle and Second Life.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services like access and identity management as well as license negotiation. Eduserv also funds research grants and has a presence in Second Life through major grants, an annual symposium, and an island community space.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
Integrating library services and oer into distance learningchrisokiki69
This document discusses integrating library services and resources into open and distance learning platforms. It outlines the need to provide equal access to library materials for online students. Two models of integration are described: macro-level integration of generic library tools across all courses, and micro-level customization for individual courses. Steps for integration include working with administrators, brainstorming content, and networking with faculty. The document also discusses procuring databases, curating open educational resources, and providing services like document delivery for distance learners.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
These are the slides for a presentation to the Digital Humanities in Asia Workshop In Hong Kong co-sponsored by the United Board. The presentation was delivered using Multipoint Interactive Videoconferencing (MIV).
The document discusses using virtual worlds like Second Life for education. It outlines various educational activities that can be done, such as lectures, discussions, simulations and building. Challenges of using virtual worlds like content and technical issues are also mentioned. Guidelines for getting started in Second Life as an educator are provided, including learning the interface, taking classes, and carefully planning educational projects for students.
Adolfo Ruiz Calleja "Using social and semantic tech"ifi8106tlu
This document outlines a social-semantic infrastructure called SEEK-AT-WD to help educators discover and select ICT tools. It proposes using semantic technologies to publish descriptions of educational ICT tools as linked open data. This would allow tool descriptions to be obtained from multiple sources on the web of data and enriched by both educators and the web community. An ontology called SEEK Ontology is developed to provide semantic structure to the tool descriptions. The SEEK-AT-WD infrastructure implements approaches like crawling other datasets, automatically mapping data to the ontology, and building a semantic knowledge base to store and publish the linked data.
This document summarizes an event called the Oregon Immersive Education Days Collaboration Center that took place from October 14-16, 2010. The event was sponsored by the University of Oregon's Information Services and the Center for Learning in Virtual Environments. It brought together educational institutions and affiliates to share trends, ideas, and strategies around creating and using virtual learning environments like video games, virtual worlds, and augmented reality for education. The event included presentations, collaboration, and discussion around integrating virtual learning into Oregon contexts and building a statewide community around immersive education.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Curriki and XWiki are working together to improve global education through open technology. By leveraging each other's platforms and communities, they aim to (1) redefine how, when, and where learning takes place, (2) give more people access to participate in education, and (3) deliver world-class education to everyone through open resources and connectivity. Curriki provides a global community for creating and sharing open educational resources, while XWiki develops open-source collaboration software to help organize information. Their partnership combines Curriki's educational content and community with XWiki's technical platform to improve educational access and effectiveness worldwide.
The document discusses simulations as open educational resources (OER). It defines simulations and outlines three types: institutional initiatives like MIT OpenCourseWare, disciplinary initiatives like HumBox, and pedagogical initiatives like simSHARE. simSHARE aims to collate simulation resources, create guidelines for publishing simulations as OER, and help staff use simulations more widely through staff development. The project involves several UK universities and is funded by JISC and HEA to make simulations openly available as educational resources.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo. El embargo prohibiría la importación de petróleo ruso a la UE y también prohibiría a los buques europeos transportar petróleo ruso a otros lugares. Sin embargo, Hungría se opone al embargo al petróleo, lo que podría retrasar la aprobación del paquete de sanciones de la UE.
Explants are pieces of tissue placed in culture. Callus is an unorganized mass of cells that forms from explants. There are three stages of callus culture: induction, proliferation, and differentiation. Cell suspension cultures can be initiated from callus and involve transferring callus pieces into liquid medium with agitation to break up cell aggregates. Organogenesis is the formation of organs like leaves and roots on explants, which can occur directly or indirectly through a callus stage. Somatic embryogenesis involves the formation of embryos from somatic cells and follows a similar development process to zygotic embryogenesis.
The document discusses trends in online and virtual education. It notes that online enrollment is growing rapidly in K-12 and higher education. Various technologies used in online learning are mentioned, including learning management systems, video conferencing, videos, blogs, wikis, virtual worlds, and mobile learning. Research shows that online learning can be as effective as face-to-face learning when certain factors are implemented, such as learning time, curriculum, pedagogy, and opportunities for collaboration. The document advocates giving learners control over their interactions with media and opportunities for reflection.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow educational interactions and foster student engagement outside the traditional classroom. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Theories that support VLEs include engagement theory and involvement theory. While VLEs increase access and interaction, challenges include costs, training, technology support, and security issues.
The document discusses MERLOT and the Center for Learning in Virtual Environments' (CLIVE) efforts to catalog educational content and experiences within virtual environments. CLIVE works with MERLOT to review and add virtual learning materials to their database and taxonomy. CLIVE also leads "Virtual Safaris" where educators explore virtual worlds and document learning potentials to showcase best practices. The goal is to build an evidence base of effective teaching and learning strategies using virtual and blended environments.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services such as access and identity management as well as license negotiation. Eduserv also funds research grants and sponsors activities related to teaching and learning in virtual worlds like Second Life. Some of the projects it has funded include researching learning in online social worlds like Second Life and World of Warcraft, developing computer modeling tools and online communities, and creating an open source platform called Sloodle that combines Moodle and Second Life.
Eduserv is a not-for-profit professional IT services group that aims to realize the benefits of ICT for learners and researchers. It provides services like access and identity management as well as license negotiation. Eduserv also funds research grants and has a presence in Second Life through major grants, an annual symposium, and an island community space.
The document discusses virtual learning environments (VLEs), which are computer-based systems that facilitate online learning. VLEs allow for educational interactions and help turn online spaces into places for learning. They have emerged alongside increased student use of social media and can provide interactive learning similar to in-person classes. Examples of popular VLEs mentioned include Moodle, Second Life, and Sloodle. Research suggests that VLEs increase engagement and involvement through collaboration, which can help improve student learning outcomes. However, VLEs also present challenges such as costs, training needs, and technical support requirements.
This document summarizes trends in virtual and online education. It discusses the growth of K-12 online learning and the variety of online education models available. It also outlines emerging technologies being used in online learning like learning management systems, video conferencing, videos, blogs, wikis, virtual worlds and mobile learning. Research shows that online learning can be as effective as face-to-face learning when there is adequate learning time, engaging curriculum, collaborative opportunities and pedagogical support. The document advocates giving learners control over their interactions with media and opportunities for reflection to enhance online learning.
Integrating library services and oer into distance learningchrisokiki69
This document discusses integrating library services and resources into open and distance learning platforms. It outlines the need to provide equal access to library materials for online students. Two models of integration are described: macro-level integration of generic library tools across all courses, and micro-level customization for individual courses. Steps for integration include working with administrators, brainstorming content, and networking with faculty. The document also discusses procuring databases, curating open educational resources, and providing services like document delivery for distance learners.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
These are the slides for a presentation to the Digital Humanities in Asia Workshop In Hong Kong co-sponsored by the United Board. The presentation was delivered using Multipoint Interactive Videoconferencing (MIV).
The document discusses using virtual worlds like Second Life for education. It outlines various educational activities that can be done, such as lectures, discussions, simulations and building. Challenges of using virtual worlds like content and technical issues are also mentioned. Guidelines for getting started in Second Life as an educator are provided, including learning the interface, taking classes, and carefully planning educational projects for students.
Adolfo Ruiz Calleja "Using social and semantic tech"ifi8106tlu
This document outlines a social-semantic infrastructure called SEEK-AT-WD to help educators discover and select ICT tools. It proposes using semantic technologies to publish descriptions of educational ICT tools as linked open data. This would allow tool descriptions to be obtained from multiple sources on the web of data and enriched by both educators and the web community. An ontology called SEEK Ontology is developed to provide semantic structure to the tool descriptions. The SEEK-AT-WD infrastructure implements approaches like crawling other datasets, automatically mapping data to the ontology, and building a semantic knowledge base to store and publish the linked data.
This document summarizes an event called the Oregon Immersive Education Days Collaboration Center that took place from October 14-16, 2010. The event was sponsored by the University of Oregon's Information Services and the Center for Learning in Virtual Environments. It brought together educational institutions and affiliates to share trends, ideas, and strategies around creating and using virtual learning environments like video games, virtual worlds, and augmented reality for education. The event included presentations, collaboration, and discussion around integrating virtual learning into Oregon contexts and building a statewide community around immersive education.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
Curriki and XWiki are working together to improve global education through open technology. By leveraging each other's platforms and communities, they aim to (1) redefine how, when, and where learning takes place, (2) give more people access to participate in education, and (3) deliver world-class education to everyone through open resources and connectivity. Curriki provides a global community for creating and sharing open educational resources, while XWiki develops open-source collaboration software to help organize information. Their partnership combines Curriki's educational content and community with XWiki's technical platform to improve educational access and effectiveness worldwide.
The document discusses simulations as open educational resources (OER). It defines simulations and outlines three types: institutional initiatives like MIT OpenCourseWare, disciplinary initiatives like HumBox, and pedagogical initiatives like simSHARE. simSHARE aims to collate simulation resources, create guidelines for publishing simulations as OER, and help staff use simulations more widely through staff development. The project involves several UK universities and is funded by JISC and HEA to make simulations openly available as educational resources.
Web 2.0 is a webtechnology that facilitates interactive information sharing, interoperability, user-centered design and collaboration on the World Wide Web.
Information architecture for science gatewaysNoreen Whysel
Shared recent poster presentation at Gateways 2020 on information architecture and accessibility of life sciences gateways and resources available through the Science Gateways Community Institute for people working in high performance computing.
Darren Peacock, Stuart Tait and Corey Timpson, Reaching School-based users wi...museums and the web
School-based users, both students and educators, have always been a primary target audience for museum on-line content. Museums and other cultural organisations have made significant investments in developing and disseminating content on-line to reach and engage these users. Yet despite the obvious logic of this connection, in practice it has proven difficult to build effective permanent bridges between the wealth of museum digital content and the classroom environment. While many individual institutions host outstanding educational content on their individual Web sites, this material may remain inaccessible or under utilised in a classroom environment due to technology and security constraints, or simply through lack of awareness or discoverability. We are yet to develop effective and sustainable supply chains of museum digital content from multiple institutions for use in classroom environments. In Australia and Canada two new national approaches to solving the supply chain problem have been developed by two agencies working with museum organisations to facilitate the flow of content into classroom environments. This paper examines the imperatives driving these initiatives and the lessons learned in creating an integrated national approach to developing digital supply chains for school-based users of museum content.
Faculty, Visuals, and Values: Shaping a Learning Technology EcosystemMichael Greene
This document discusses shaping Duke University's learning technology ecosystem. It begins by mapping the current ecosystem, categorizing technologies by access levels and visualizing how they are used. It then discusses projects to test platforms and fit technologies to faculty needs through surveys, testing, and pilots. The goal is to design an intuitive ecosystem that feels like Duke, is usable everywhere, and breaks down barriers to learning through open standards. Moving forward, the document recommends involving faculty earlier, understanding technology use, and using analytics to compare services across the ecosystem.
This document provides an overview of perspectives on learning technologies. It discusses how education is shaped by visions of the future and how cultural adoption of technologies lags behind innovations. Emerging technologies are making the world increasingly fast-paced, interconnected, and complex. The document advocates developing future-focused learning by extending students' time horizons, helping them set cohesive goals, populating their goal horizons, giving them agency, and reasons to feel good about their futures. This will cultivate a high achievement orientation.
This document summarizes Jonathon Richter's presentation at the Emerging Learning Design Conference on emerging strategic innovations in educational leadership. Richter discussed how the world is becoming increasingly fast-paced, interconnected, and complex. He outlined different dimensions of future time perspective and highlighted emerging technologies that could impact education, such as electronic books, augmented reality, and learning analytics. Richter argued that educational leaders need to help students develop a strong future time perspective in order to thrive in this changing environment.
With a new Virtual Learning Environments taxonomy in the MERLOT.org learning objects database, The Center for Learning in Virtual Environments
(CLIVE) is leading teams of designers, teachers, and researchers on expeditions into the virtual wilderness to discover great examples of 3D learning, document what they find, and put it into the searchable database for the SLED community and others to find and discuss the emerging evidence for what works in 3D teaching and learning.
Slides from my keynote presentation for The League for Innovation's Conference for Information Technology 2009 http://www.league.org/2/conferences/cit/2009/index.cfm
An ePortfolio is a digital collection of work that shows a student's efforts, progress and achievements over time. It allows students to organize artifacts in various media types and link them to learning outcomes using technology. There are five stages to developing an ePortfolio: defining goals and context, building a working portfolio, adding reflections, connecting artifacts and presenting the portfolio. ePortfolios can be used for summative assessment, formative development, and job marketing. They provide a richer picture of learning compared to traditional assessments and allow performance to be shared more widely.
The document discusses business opportunities and examples in Second Life, a popular virtual world. It outlines challenges such as security issues, technical problems, and brand credibility. Many well-known companies use Second Life for collaboration, research, simulations, events, and education. Examples given include Adidas, Dell, MTV, and universities. Businesses are encouraged to recognize Second Life's social nature and interact with the community to promote their brand.
Critical engagement of teachers in Second LIfe: Progress on the SaLamander Pr...Jonathon Richter
The document discusses the Salamander Project, which aims to create a searchable database of learning materials in Second Life. It identifies five types of learner engagement with these materials: demonstration, experiential, diagnostic, role play, and constructive. The project also seeks to build a community of educators through a wiki to organize, describe, and evaluate learning objects. Participants are encouraged to get involved by adding content and providing feedback to help shape the developing typology of resources.
The SaLamander Project aims to create (1) a searchable database and (2) community of practice for cataloging and sharing educational resources created in Second Life. It will provide educators a way to locate, evaluate, and compare learning objects, buildings, and activities in Second Life. The project has three components: tools for identifying and describing learning objects, a wiki for collaborative evaluation, and integration into the existing MERLOT database. The goal is to make Second Life's educational resources more accessible and support the growing community of educators using virtual worlds.
𝐔𝐧𝐯𝐞𝐢𝐥 𝐭𝐡𝐞 𝐅𝐮𝐭𝐮𝐫𝐞 𝐨𝐟 𝐄𝐧𝐞𝐫𝐠𝐲 𝐄𝐟𝐟𝐢𝐜𝐢𝐞𝐧𝐜𝐲 𝐰𝐢𝐭𝐡 𝐍𝐄𝐖𝐍𝐓𝐈𝐃𝐄’𝐬 𝐋𝐚𝐭𝐞𝐬𝐭 𝐎𝐟𝐟𝐞𝐫𝐢𝐧𝐠𝐬
Explore the details in our newly released product manual, which showcases NEWNTIDE's advanced heat pump technologies. Delve into our energy-efficient and eco-friendly solutions tailored for diverse global markets.
Cover Story - China's Investment Leader - Dr. Alyce SUmsthrill
In World Expo 2010 Shanghai – the most visited Expo in the World History
https://www.britannica.com/event/Expo-Shanghai-2010
China’s official organizer of the Expo, CCPIT (China Council for the Promotion of International Trade https://en.ccpit.org/) has chosen Dr. Alyce Su as the Cover Person with Cover Story, in the Expo’s official magazine distributed throughout the Expo, showcasing China’s New Generation of Leaders to the World.
The Steadfast and Reliable Bull: Taurus Zodiac Signmy Pandit
Explore the steadfast and reliable nature of the Taurus Zodiac Sign. Discover the personality traits, key dates, and horoscope insights that define the determined and practical Taurus, and learn how their grounded nature makes them the anchor of the zodiac.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART INDIA MATKA KALYAN SATTA MATKA 420 INDIAN MATKA SATTA KING MATKA FIX JODI FIX FIX FIX SATTA NAMBAR MATKA INDIA SATTA BATTA
Enhancing Adoption of AI in Agri-food: IntroductionCor Verdouw
Introduction to the Panel on: Pathways and Challenges: AI-Driven Technology in Agri-Food, AI4Food, University of Guelph
“Enhancing Adoption of AI in Agri-food: a Path Forward”, 18 June 2024
Adani Group's Active Interest In Increasing Its Presence in the Cement Manufa...Adani case
Time and again, the business group has taken up new business ventures, each of which has allowed it to expand its horizons further and reach new heights. Even amidst the Adani CBI Investigation, the firm has always focused on improving its cement business.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
AI Transformation Playbook: Thinking AI-First for Your BusinessArijit Dutta
I dive into how businesses can stay competitive by integrating AI into their core processes. From identifying the right approach to building collaborative teams and recognizing common pitfalls, this guide has got you covered. AI transformation is a journey, and this playbook is here to help you navigate it successfully.
The Role of White Label Bookkeeping Services in Supporting the Growth and Sca...YourLegal Accounting
Effective financial management is important for expansion and scalability in the ever-changing US business environment. White Label Bookkeeping services is an innovative solution that is becoming more and more popular among businesses. These services provide a special method for managing financial duties effectively, freeing up companies to concentrate on their main operations and growth plans. We’ll look at how White Label Bookkeeping can help US firms expand and develop in this blog.
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
SATTA MATKA DPBOSS KALYAN MATKA RESULTS KALYAN CHART KALYAN MATKA MATKA RESULT KALYAN MATKA TIPS SATTA MATKA MATKA COM MATKA PANA JODI TODAY BATTA SATKA MATKA PATTI JODI NUMBER MATKA RESULTS MATKA CHART MATKA JODI SATTA COM INDIA SATTA MATKA MATKA TIPS MATKA WAPKA ALL MATKA RESULT LIVE ONLINE MATKA RESULT KALYAN MATKA RESULT DPBOSS MATKA 143 MAIN MATKA KALYAN MATKA RESULTS KALYAN CHART
3. The Center for Learning In Virtual Environments (CLIVE) Providing the web-based community and services to vet and catalogue 3D Virtual Learning Materials: hosts of CLIVE Coordinating the development of the community and leading research efforts: Managers of CLIVE Providing hardware, open source virtual software, and technical assistance for 3D MERLOT: Sponsors of CLIVE Integrating virtual worlds to create a common “education grid” for virtual teaching: Partners of CLIVE
4. Teaching and learning communities in unique 3D Virtual Worlds Web-based repository Project Wonderland
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7. Tags & descriptors Top-rated peer reviewed SL stuff Your fave SL tags page Enhanced SLED Community Peer reviewed stuff
8. InWorld Tools for tagging Learning Materials Center for Advanced Technology in Education, University of Oregon (2007).
9. Media Wiki Community of SL Educators to organize, describe, and vote on Learning Materials http://eduisland.net/salamanderwiki
10. MERLOT - http://merlot.org > 17,000 materials 50,000 members 3D + all other types of learning objects! Center for Advanced Technology in Education, University of Oregon (2007).