This document summarizes a presentation on professional networked learning. It discusses how knowledge workers require new learning styles using networks of peers and experts. Tools like social networking sites, collaborative filtering, and awareness support can help learners find the right peers to solve complex problems. While social networking platforms and social virtual learning environments work for novices, experts rely more on personal learning networks across different tools and sites.
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
The document summarizes a workshop on lifelong learning and the role of online networks. It discusses the necessity of lifelong learning in today's knowledge society. It also examines the role of formal and informal learning and how educational institutions need to adapt. Specifically, it argues that lifelong learning is best done in learning networks, and discusses how to build such networks through connective technologies and peer support structures.
The document discusses networked lifelong learning. It describes knowledge workers and their role in today's workforce as individuals who solve non-routine problems using creative and critical thinking. It also outlines the demands that lifelong learners place on education, including flexibility in location, content, instruction mode, and support for disadvantaged learners. The document proposes a networked learning approach to meet these demands and discusses models of centralized versus distributed control of educational resources and content.
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
MOOCs are arguable a revolutionary innovation in education. But are they really that new? Do we need to stick to a course format? Do they have to be online or is blending also acceptable? How open are they really? Should they be massive and what is massive anyway? Do the democratise education, as is often claimed?
keynote at the European Conference on Educational Research in Cádiz, pre-conference on emerging researchers. About networked learning for lifelong learning for all
The document summarizes a workshop on lifelong learning and the role of online networks. It discusses the necessity of lifelong learning in today's knowledge society. It also examines the role of formal and informal learning and how educational institutions need to adapt. Specifically, it argues that lifelong learning is best done in learning networks, and discusses how to build such networks through connective technologies and peer support structures.
The document discusses networked lifelong learning. It describes knowledge workers and their role in today's workforce as individuals who solve non-routine problems using creative and critical thinking. It also outlines the demands that lifelong learners place on education, including flexibility in location, content, instruction mode, and support for disadvantaged learners. The document proposes a networked learning approach to meet these demands and discusses models of centralized versus distributed control of educational resources and content.
A brief presentation for the Koninklijke Vaamse Academie van België voor Wetenschappen en Kunsten (kvab.nl) and the Universitaire Stichting (fondationuniversitaire.be) at Brussels about MOOCs, their promises and challenges, also from an ethical perspective. The OpenupEd initiative as a collaborative approach to MOOCs was presented and discussed.
This document discusses theoretical models used in ordinary research to understand phenomena, and artefactual models used in design research to develop artifacts that control targeted outcomes. Theoretical models use vocabulary, rules, and generalizations to describe and predict behaviors, which are tested against real-world observations. Artefactual models describe how artifacts will behave based on relevant theoretical models and untested assumptions, and are tested through simulations and empirical tests. Both aim to improve models and control the world, with design research focusing on developing useful artifacts.
My slides of a presentation about what would be suitable learning designs for an open college and what considerations go into the decision for those models (content in Dutch)
The document discusses MOOCs (massive open online courses) and their potential role in online learning in higher education. It covers the history and characteristics of MOOCs, current issues regarding their pedagogy and business models, and ethical concerns about commercializing education. While MOOCs increase access to free high-quality content, they have a long way to go to address principles of online learning established by open universities. There are also concerns they could undermine public education and amount to cultural imperialism if exported globally without consideration of local needs.
The document discusses the past, present, and future of the IMS Learning Design (LD) specification. It describes how LD was developed to formalize instructional design and enable reuse of learning designs. However, LD also faces weaknesses like complexity and lack of adoption. While threats include resistance to change and competition, opportunities exist in applying LD to new contexts like serious gaming and learning networks. The future of LD remains complex and dependent on adoption through innovation diffusion strategies.
De presentatie geeft argumenten voor de geschiktheid van leernetwerken voor post-initieel, non-formeel leren, en beschrijft de belangrijkste elementen van zo'n leernetwerk.
GT - Anti-money laundering compliance in the money services business industry Grant Thornton
A Grant Thornton report that assists you with understanding today’s compliance benchmark, the goals for tomorrow and in the ongoing fight against money laundering and terrorist financing.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
4, c, mary kay polly, i pads minecraft gr 5 classrmmkpolly
This document discusses how iPads and the game Minecraft were used in a Grade 5 classroom at Raha International School in Abu Dhabi. The teacher conducted an iPad pilot program with two Grade 5 classes where students used iPads daily. Students used apps like Socrative, Edmodo, and Book Creator for collaboration, reflection, and creativity. Students also worked in teams to recreate settings from the novel The Phantom Tollbooth using Minecraft as their summative assessment for a unit of inquiry. The teacher argues that using these technologies helps students develop 21st century skills needed for the information age like collaboration, problem solving, and digital literacy.
Social constructivism is a theory of learning that says knowledge is constructed through social interaction and collaboration. It emphasizes active learning where students work together to solve problems. According to this theory, knowledge arises through discourse, negotiation, and shared understanding between learners interacting within a community. The document then provides examples of how social constructivist principles can be implemented through tools like gaming modules, social media, and simulations to create collaborative learning environments.
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
This document discusses using iPads and the game Minecraft in a 5th grade classroom at Raha International School in Abu Dhabi. It describes a 2012 iPad pilot program that provided iPads to 4th and 5th grade classes and discusses apps used for creativity, collaboration, and reflection. It also explains how students used Minecraft to build structures related to their unit of inquiry on transportation and worked collaboratively on a summative assessment task recreating a setting from the novel "The Phantom Tollbooth" in Minecraft. The document emphasizes the importance of 21st century skills like collaboration, problem solving, and digital literacy.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
On Social Learning, Sensemaking Capacity, and Collective IntelligenceSimon Buckingham Shum
This document summarizes a web seminar on social learning, sensemaking capacity, and collective intelligence given by Simon Buckingham Shum. It discusses concepts like wicked problems, collective intelligence, and sensemaking. It also covers computer-supported approaches to participatory inquiry, dialogue, deliberation and argumentation. Transitional thinkers from the past like Makiguchi, Steiner, Montessori and Dewey are discussed as being needed for times of transition. The importance of developing skills like critical thinking, problem solving, collaboration and learning to learn are emphasized. Citizenship education, social learning technologies, and tools to support sensemaking like annotation, argument mapping and visualizations are presented.
The document discusses using YouTube to capture student reflections at Sheffield Hallam University. Workshops introduced reflective thinking and using the YouTube Capture app to record weekly peer reflections. Initially, students were hesitant to record their thoughts but later recognized the benefits of listening back and gaining control over their learning. Technical issues prevented some recordings. Next year, tutorials will focus more on why and how reflection is valuable for critical thinking. Overall, while the technology was easily used, students did not fully understand their role as reflective learners until completing final assignments. Success requires fostering students' sense of belonging and purpose.
Universal Design for Learning: An Introductiondaniellebrandt
This document provides an introduction to Universal Design for Learning (UDL). UDL is an approach to teaching that focuses on providing multiple means of representation, expression, and engagement to give all students equal opportunities to learn. It advocates for flexibility in curriculum design based on principles of providing options for perception, physical action, and engaging the affective networks of the brain. Examples of how UDL has been applied in architecture, television, and technology are given. The three principles of UDL and how they relate to presentation, expression, and engagement are then expanded upon with guidelines for incorporating UDL into lesson planning and resources for teachers.
This document discusses theoretical models used in ordinary research to understand phenomena, and artefactual models used in design research to develop artifacts that control targeted outcomes. Theoretical models use vocabulary, rules, and generalizations to describe and predict behaviors, which are tested against real-world observations. Artefactual models describe how artifacts will behave based on relevant theoretical models and untested assumptions, and are tested through simulations and empirical tests. Both aim to improve models and control the world, with design research focusing on developing useful artifacts.
My slides of a presentation about what would be suitable learning designs for an open college and what considerations go into the decision for those models (content in Dutch)
The document discusses MOOCs (massive open online courses) and their potential role in online learning in higher education. It covers the history and characteristics of MOOCs, current issues regarding their pedagogy and business models, and ethical concerns about commercializing education. While MOOCs increase access to free high-quality content, they have a long way to go to address principles of online learning established by open universities. There are also concerns they could undermine public education and amount to cultural imperialism if exported globally without consideration of local needs.
The document discusses the past, present, and future of the IMS Learning Design (LD) specification. It describes how LD was developed to formalize instructional design and enable reuse of learning designs. However, LD also faces weaknesses like complexity and lack of adoption. While threats include resistance to change and competition, opportunities exist in applying LD to new contexts like serious gaming and learning networks. The future of LD remains complex and dependent on adoption through innovation diffusion strategies.
De presentatie geeft argumenten voor de geschiktheid van leernetwerken voor post-initieel, non-formeel leren, en beschrijft de belangrijkste elementen van zo'n leernetwerk.
GT - Anti-money laundering compliance in the money services business industry Grant Thornton
A Grant Thornton report that assists you with understanding today’s compliance benchmark, the goals for tomorrow and in the ongoing fight against money laundering and terrorist financing.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
4, c, mary kay polly, i pads minecraft gr 5 classrmmkpolly
This document discusses how iPads and the game Minecraft were used in a Grade 5 classroom at Raha International School in Abu Dhabi. The teacher conducted an iPad pilot program with two Grade 5 classes where students used iPads daily. Students used apps like Socrative, Edmodo, and Book Creator for collaboration, reflection, and creativity. Students also worked in teams to recreate settings from the novel The Phantom Tollbooth using Minecraft as their summative assessment for a unit of inquiry. The teacher argues that using these technologies helps students develop 21st century skills needed for the information age like collaboration, problem solving, and digital literacy.
Social constructivism is a theory of learning that says knowledge is constructed through social interaction and collaboration. It emphasizes active learning where students work together to solve problems. According to this theory, knowledge arises through discourse, negotiation, and shared understanding between learners interacting within a community. The document then provides examples of how social constructivist principles can be implemented through tools like gaming modules, social media, and simulations to create collaborative learning environments.
In the age of Web 2.0 and social media, a constantly ubiquitous online presence is available - the ubiquitous access to information is quickly and easily. The teachers present theories, models and results, and some students "google" at the same time whether that is true what is being said. For the"Homo Interneticus" it is normal to search for facts. Discussions and learning cultures are changing.
What are appropriate didactical teaching-learning scenarios nowadays?
To what extent can Educational Apps/Technology be integrated to strengthen active learning (student engagement) and collaborative learning?
((What are the right conditions?))
The talk gives answers in form of case studies and theses which illustrate changes towards digital didactical designs in universities and schools.
Digital media enable learning in unexpected places online through established boundaries. If this is the case, then we face the challenge to understand teaching, learning and didactics in a new way – instead of a ‘text book learning’ only, that represents receptive, consumer-oriented teaching, we need creativity-focused didactical designs to enhance a meaningful learning experience.
Online resources can be used to create, curate, and collaborate in the classroom. Twenty-five tools are listed that allow students to create content, curate information from the web, and collaborate with others. Popular free tools include Google Apps, Prezi, Storybird, and Piktochart which enable creation of documents, presentations, stories, and infographics. These tools are appropriate for a range of ICT skill levels and can be integrated at different stages of the teaching and learning process.
This document discusses using iPads and the game Minecraft in a 5th grade classroom at Raha International School in Abu Dhabi. It describes a 2012 iPad pilot program that provided iPads to 4th and 5th grade classes and discusses apps used for creativity, collaboration, and reflection. It also explains how students used Minecraft to build structures related to their unit of inquiry on transportation and worked collaboratively on a summative assessment task recreating a setting from the novel "The Phantom Tollbooth" in Minecraft. The document emphasizes the importance of 21st century skills like collaboration, problem solving, and digital literacy.
This conceptual paper describes challenges in the field of Interactive Media and Learning (IML), striving towards a research and teaching field for mobile learning. The theoretical background is provided and arguments are listed, specifically what challenges researchers, practitioners (e.g., teachers, employers, employees) and designers face today on the way to mobile learning. This will be done from an educational perspective, in particular from Educational Technology from a Scandinavian community. The leading issue is how to educate the Homo Interneticus? Is learning supported by mobile devices one option? Is there a need to rethink the learning spaces of today? The paper provides answers by illustrating challenges in research and teaching with regard to mobile learning.
On Social Learning, Sensemaking Capacity, and Collective IntelligenceSimon Buckingham Shum
This document summarizes a web seminar on social learning, sensemaking capacity, and collective intelligence given by Simon Buckingham Shum. It discusses concepts like wicked problems, collective intelligence, and sensemaking. It also covers computer-supported approaches to participatory inquiry, dialogue, deliberation and argumentation. Transitional thinkers from the past like Makiguchi, Steiner, Montessori and Dewey are discussed as being needed for times of transition. The importance of developing skills like critical thinking, problem solving, collaboration and learning to learn are emphasized. Citizenship education, social learning technologies, and tools to support sensemaking like annotation, argument mapping and visualizations are presented.
The document discusses using YouTube to capture student reflections at Sheffield Hallam University. Workshops introduced reflective thinking and using the YouTube Capture app to record weekly peer reflections. Initially, students were hesitant to record their thoughts but later recognized the benefits of listening back and gaining control over their learning. Technical issues prevented some recordings. Next year, tutorials will focus more on why and how reflection is valuable for critical thinking. Overall, while the technology was easily used, students did not fully understand their role as reflective learners until completing final assignments. Success requires fostering students' sense of belonging and purpose.
Universal Design for Learning: An Introductiondaniellebrandt
This document provides an introduction to Universal Design for Learning (UDL). UDL is an approach to teaching that focuses on providing multiple means of representation, expression, and engagement to give all students equal opportunities to learn. It advocates for flexibility in curriculum design based on principles of providing options for perception, physical action, and engaging the affective networks of the brain. Examples of how UDL has been applied in architecture, television, and technology are given. The three principles of UDL and how they relate to presentation, expression, and engagement are then expanded upon with guidelines for incorporating UDL into lesson planning and resources for teachers.
The document discusses the ICT Competency Framework for Teachers, which was created through a partnership between several international organizations to help countries develop policies and standards around teacher ICT competencies. The Framework addresses how teachers can help students become collaborative, problem-solving learners through the effective use of technology. It crosses three approaches to teaching (technology literacy, knowledge deepening, knowledge creation) with six aspects of a teacher's work to create 18 modules. The Framework is aimed at helping countries conduct self-audits, develop professional learning tasks for selected modules, and support implementation in teaching.
Empowering teachers to meet the digital native learnersMarko Teräs
This document discusses how teachers need to adapt to the changing skills of "digital native" students. It notes that classrooms still look the same while the world of work has changed, requiring new skills like collaboration, creativity, and social/cultural awareness. It describes digital natives as global thinkers who appreciate freedom of choice and are natural collaborators. The document outlines a social media-assisted teacher education program to help empower teachers to meet the needs of digital native learners through authentic, collaborative learning experiences.
The document discusses using YouTube to capture student reflections at Sheffield Hallam University. Students created weekly reflective notes in pairs and an individual reflective report. Workshops introduced reflective thinking and using the YouTube Capture app to record spoken reflections in a peer-supported, public format. Students initially found recording reflections daunting but later realized it increased confidence and retention. Technical issues prevented some in-class recordings. While students used the familiar technology easily, some lacked motivation and metaphysical engagement to see the value until writing final assignments. Future efforts will focus more on introducing reflective thinking and its purpose earlier.
This document discusses AeCTS, a methodology for teaching with technology that focuses on solving authentic problems. AeCTS stands for Authentic problem, Exit strategy, Clear outcome, Thinking skills, and Software skills. It provides examples of lessons planned according to the AeCTS framework, including developing a social service announcement video and creating a podcast about monuments. The document emphasizes that AeCTS lessons engage students by focusing on meaningful, real-world problems and using technology tools to develop higher-order thinking skills.
This document presents a framework for designing student learning environments called "spaces for knowledge generation." It discusses trends like the expectation of seamless learning anywhere and anytime, and challenges like developing digital literacies. The framework includes distributed learning spaces that can be physical, blended, or virtual. It also emphasizes seamless learning across different spaces and technologies. The framework is based on seven design principles for learning spaces including comfort, aesthetics, and allowing for multiple uses of a space. Examples are given of how these principles have been applied in various learning environments.
Judith Seipold: Mobile Learning – potential, controversies and implications f...Klaus Rummler
This document discusses mobile learning and collaborative learning. It provides examples of mobile learning projects where students used mobile devices to collect, store, and share data both individually and collaboratively. It analyzes the scientific discussion around mobile learning and identifies key concepts discussed, such as personalized, collaborative, and contextualized learning. It also analyzes how mobile learning practice has demonstrated different models of instruction, such as peer-to-peer, teacher-centered, and collaborative learning. The document concludes that mobile technologies can enable more open, democratic, and learner-centered education systems by allowing students to generate, distribute, and build knowledge through collaboration with other learners.
Education Advisors Ltd - English Out There partnership 2012
Education Advisors is a free education consultancy operating in Italy for universities, language schools and professional training centres
Designing engaging learning for digital learningJune Wall
This document discusses designing engaging digital learning. It defines digital learning as learning that cannot be easily done in a classroom and includes interactivity and immediate feedback focused more on learning processes than content. The document outlines that engagement comes from embeddedness and interactivity, including challenge, choices, feedback, and novel information. It recommends designing learning through backward design starting with the desired outcome and considering how to make learning fun, real, and game-like. Visual learning design and resources on the topic are also referenced.
When creating MOOCs, one needs to take a design stance. Importantly, one should do the full design cycle and not just plan online add ons to the customary lecturing
This document discusses strategies for networked continuous professional development (CPD). It addresses the dilemma of instruction for informal, networked learning where professionals learn on their own. Several strategies are proposed, including relying on self-regulation and support from peer learners. Technology can help match learners to peers by analyzing profiles, questions, portfolios and online behaviors. Recommender systems, latent semantic analysis, game theory and tag analysis can all be used to find suitable peers. Trust must also be established for effective peer collaboration. Carefully crafted profiles can help build initial trust between learners.
Presentation for a doctoral seminar at the University of Lancaster, Lancaster, UK, March 24, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in non-formal settings.
Presentation for a doctoral seminar at the Glasgow Caledonian University Glasgow, UK, March 25, 2010. The argument put forth is that open, distributed infrastructures are the way go for networked learning, particularly in the non-formal settings that are needed for professional development to thrive.
The document discusses orchestrating networked innovation and collaboration. It provides an agenda for a session on collaborative creativity including introductory remarks, a discussion on collaborative creativity led by participants, and a reporting back portion. It discusses the need for new ways of sharing and creating knowledge through networked learning and innovation. It presents examples of community-based innovation and describes the workflow and features of an innovation service. Finally, it discusses challenges around networked innovation and orchestrating people into collaborative communities within large networks.
A presentation about quality assurance for e-learning. Does e-learning pose new challenges? Existing quality frameworks suffice for instrumental implementations of e-learning, that aim to add or substitute functionalities; they do not for transformative e-learning that seeks to explore new forms of learning. CC, attribution, share alike
The presentation connects a variety of open movements (open standards, open learning, open source, open innovation) and argues for the viability to open innovation of a modern approach to open learning, i.e. learning networks.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
4. Manuel Castells: network
society, information society
Castells, M. (1996). The
information age: economy,
society and culture, part 1:
the rise of the network
Alvin Toffler: society. Oxford: Blackwell.
knowledge
economy Marshall McLuhan:
Toffler, A. (1980). The Third
Wave. Morrow, New Jersey. Global Village
McLuhan, M.. (1964).
Understanding Media, the
extensions of man. Toronto,
Toronto University Press.
Drucker, P. F. (1993). The post-
capitalist society. Oxford:
Butterworth Heinemann.
Peter Drucker: knowledge worker
Tuesday, November 20, 12
5. Knowledge workers in today's workforce are individuals
who are valued for their ability to act and communicate
with knowledge within a specific subject area. ... Fueled by
their expertise and insight, they work to solve those
problems, in an effort to influence company decisions,
priorities and strategies. What differentiates knowledge
work from other forms of work is its primary task of
“non-routine” problem solving that requires a
combination of convergent, divergent, and creative
thinking.
Reinhardt, W., Schmidt, B., Sloep, P. B., & Drachsler, H. (2011).
Knowledge Worker Roles and Actions - Results of Two
Empirical Studies. Knowledge and Process Management, 18(3),
150-174.
Tuesday, November 20, 12
6. [Knowledge workers] require new work styles ...
find themselves operating in distributed, dynamically-
changing and technologically-mediated ... ill-defined, non-
hierarchical environments within expanding geographical
and time horizons; developing and maintaining networks
with peers and expert communities and collaborating in
culturally diverse and geographically distributed teams ...
(learning) goals are emergent ... there is no longer any one
authority that can tell you what you need to learn and
when ... the ability to self-regulate one’s learning
Margaryan, A., Milligan, C., & Littlejohn, A. (2009). Self-regulated learning and knowledge sharing in the workplace : Differences
and similarities between experts and novices. Proceedings of 2009 Researching Work and Learning (RWL) Conference,
Roskilde, Denmark (Vol. 68). Roskilde, Denmark.
Tuesday, November 20, 12
7. http://
www.ted.co
m/talks/
Dan Pink
complex, authentic, ill-defined,
‘wicked’ problems
Tuesday, November 20, 12
8. http://
www.ted.co
m/talks/
Dan Pink
complex, authentic, ill-defined,
‘wicked’ problems
Tuesday, November 20, 12
9. http://
www.ted.co
m/talks/
Dan Pink
complex, authentic, ill-defined,
‘wicked’ problems
Tuesday, November 20, 12
10. examples of
prof. networks
www.biekbracht.nl
www.handover.ou.nl/
Tuesday, November 20, 12
12. How would you design
for learning to solve
complex, wicked, ill-
defined problems?
Tuesday, November 20, 12
13. designing learner
for performs
0, 1
learning 1..*
learning
activities
learning 0..* 1 learning
opportunity has outcome
learning
environment
fellow staff (admin,
artefacts
learners teacher)
Tuesday, November 20, 12
14. criteria learner
for
student
0, 1 perceptions
performs attractiveness
successful 1..*
learning
designs activities
realized vs
intended
effectiveness outcome
learning 0..* 1 learning
opportunity has outcome
efficiency effort to
achieve
learning outcome
environment
productive
fellow
learners
staff (admin,
teacher)
artefacts
learning
Tuesday, November 20, 12
15. Design methodology:
e.g. 4C/ID
• based on whole tasks (activities)
• classes of equally difficult tasks
• within a class, less teacher support
• just-in-time information available
Van Merriënboer, J. (1997). Training complex cognitive skills Englewood Cliffs,
NJ: Educational Technology Publications.
Tuesday, November 20, 12
16. wicked problems can’t
be designed for
• problem space is open, solution requires
creativity
• how would you develop tasks, task
classes, teacher support, j-i-t information
for such problems?
Tuesday, November 20, 12
17. how about self-
regulation?
• how about doing it yourself as a learner?
• expert can do that, they’ve learnt to
• novices cannot, they need to be helped to
acquire those skills
Tuesday, November 20, 12
19. interaction
equivalence theorem
• Terry Anderson (2003)
• Three kinds of interactions: student-
teacher, student-content, student-student
• deep learning is possible if one is
maximised
Anderson, T. (2003). Getting the Mix Right Again: An Updated and
Theoretical Rationale for Interaction. International Review of Research in Open
and Distance Learning.
Tuesday, November 20, 12
20. professionals: peer
support iswide-spread
• Margaryan et al. (2009)
• experts and novices both seek recourse
to peers
• (experts, but not peers engage in
deliberate systematic self-reflection)
Margaryan, A., Milligan, C., & Littlejohn, A. (2009). Self-regulated learning and knowledge sharing in the
workplace : Differences and similarities between experts and novices. Proceedings of 2009 Researching
Work and Learning (RWL) Conference, Roskilde, Denmark (Vol. 68). Roskilde, Denmark.
Tuesday, November 20, 12
21. peer support works!
• Van Rosmalen et al. (2008)
• peers (students) are happy to help each
other
• the quality of their help is ok
Van Rosmalen, P., Sloep, P. B., Brouns, F., Kester, L., Berlanga, A., Bitter, M., & Koper,
R. (2008). A model for online learner support based on selecting appropriate
peer tutors. Journal of Computer Assisted Learning, 24(6), 483–493.
Tuesday, November 20, 12
22. mechanism behind
networked peer help
• Mark Granovetter (1973), weak links
become strong links, cf. Haythornthwaite
(2002) & Jones et al. (2008)
• but: there is an upper limit of 100-150 to
the number of strongly linked people we
can maintain Robin Dunbar (1993)
Granovetter, M. S. (1973). The strength of weak ties. American journal of sociology, 78(6), 1360–1380.
Dunbar, R. I. M. (1993). Co-Evolution Of Neocortex Size, Group Size And Language In Humans.
Behavioral and Brain Sciences, 16, 681–735.
Tuesday, November 20, 12
23. the network
predicament
• the bigger a network the better the
chances the right peer hides somewhere
• the bigger the network the harder it is to
find that peer
• solution: dedicated tools that help you
search, that filter, that recommend
Tuesday, November 20, 12
25. peer support using LSA
Van Rosmalen, P., Sloep, P., Brouns, F., Kester, L., Koné, M., & Koper, R. (2006). Knowledge
matchmaking in Learning Networks: Alleviating the tutor load by mutually connecting
learning network users. British Journal of Educational Technology, 37(6), 881–895.
Tuesday, November 20, 12
26. Collaborative filtering
Fazeli, S., Drachsler, H. & Sloep, P. B. (submitted). Towards a trust-based recommender
system for teachers.
Tuesday, November 20, 12
27. Awareness support
Reinhardt, W. (2012). Awareness Support for Knowledge Workers in Research Networks.
Open Universiteit.
Tuesday, November 20, 12
28. Coalitions in co-
operation networks
Sie, R. (2012, October). Coalitions in Cooperation Networks (COCOON); Social Network
Analysis and Game Theory to Enhance Cooperation Networks. Open Universiteit.
Tuesday, November 20, 12
29. TrustWorthiness
ANtecents Schema
• Communality (psychological)
• Ability (professional)
• Benevolence/courtesy (personal)
• Internalised norms (ethics)
Rusman, E. (2011). The Mind’s Eye on Personal Profiles; How to inform trustworthiness
assessment in virtual project teams. Open Universiteit.
Tuesday, November 20, 12
30. How about existing
social network sites?
• not dedicated to professional learning
• (about getting your data for ads)
• privacy-issues, certainly for companies
• used and useful, though
Tuesday, November 20, 12
32. • commercial social network tools combine
a website with services (tools)
• but: custom-built ones also need a user
interface, a means to interact with them
• (APIs are needed to, that’s for tools to
interact with each other)
Tuesday, November 20, 12
38. 1. information society (knowledge workers,
lifelong learners, networked professionals)
(also) demand other than formal modes
of learning for professionals
2. peers partly fulfill role teachers in online
networks
3. tools help match peers (filtering of
content and people)
Tuesday, November 20, 12
39. 4. such tools need a user interface
5. social VLEs and social intranets for
novices (and companies who want to stay
in control)
6. PLNs (consisting mainly of existing social
networking tools) for experts
Tuesday, November 20, 12
40. two issues
• commercial social networking sites
• generic ones are bad for user
experience; privacy is an issue
• the sociology of interacting peers vs
network dynamics
• some network structures ‘work’ better
Tuesday, November 20, 12
41. Thanks for having me
here!!!
mail: peter.sloep <at> ou.nl
my publications: www.mendeley.com/
profiles/peter-sloep; pbsloep.nl
CELSTEC publications - dspace.ou.nl
scoop.it: www.scoop.it/t/networked-
learning-learning-networks
blog pbsloep.blogspot.com
twitter: pbsloep
Google+: pbsloep
delicious: pbsloep
slideshare: pbsloep
Tuesday, November 20, 12