The document discusses trends in online education including the rise of MOOCs and how they are impacting traditional models of learning. It notes that MOOC learners tend to be professionals looking to develop skills for their jobs. The UTS model of learning emphasizes professional practice, global engagement, and research-inspired education. It also outlines new learning spaces and technologies being used at UTS to support collaborative and interactive learning experiences.
Nettilukio offers a comprehensive Finnish upper secondary school study programme online, using a learning platform, virtual classroom technology, wikis and blogs, which is aimed at adults aged 17-75...
Training In-Service Teachers to be Online Instructors and Online Course Devel...Richard Smith
This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas
February 8, 2010
Nettilukio offers a comprehensive Finnish upper secondary school study programme online, using a learning platform, virtual classroom technology, wikis and blogs, which is aimed at adults aged 17-75...
Training In-Service Teachers to be Online Instructors and Online Course Devel...Richard Smith
This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas
February 8, 2010
A talk for final year Computer Science Undergraduates at Oxford Brookes University. Eportfolios are not necessarily 1 tool, but how you use (or mash up) repositories, tools and presentations to collect, curate, select and present evidence in support of claims: I can do that job, I am qualified for that course and so on.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
My powerpoint presentation during my report in class at Special Topics in Public Administration Subject. Download this presentation to appreciate more. The PPT animation does supported by SLIDESHARE.NET. The real presentation awaits you if you download this.
A talk for final year Computer Science Undergraduates at Oxford Brookes University. Eportfolios are not necessarily 1 tool, but how you use (or mash up) repositories, tools and presentations to collect, curate, select and present evidence in support of claims: I can do that job, I am qualified for that course and so on.
First research data mlearn2012 mobile access in mooc courseInge de Waard
Presentation giving an overview of the first steps in a study looking at the impact of mobile accessibility on learner interactions in an open, online course. This presentation was given during mLearn12 in Helsinki, finland.
My powerpoint presentation during my report in class at Special Topics in Public Administration Subject. Download this presentation to appreciate more. The PPT animation does supported by SLIDESHARE.NET. The real presentation awaits you if you download this.
Design ethnography tries to uncover user needs and find new opportunities. These slides explain how one can use activity theory to frame the study. Part of the Design Thinking course at PUCPR.
Presentation given at SXSWedu on March 6, 2012. The podcast of the presentation can be found here: http://audio.sxsw.com/2012/podcasts/edu/06_Re_envisioning_Pedagogy.mp3
Propuesta de uso de recursos didácticos mediados por Tic para el aprendizaje de las matemáticas con los docentes de la básica primaria de la IE José María Muñoz Florez de Carepa Antioquia.
A TRUE STORY
A 24-week preemie with 10% chance of surviving and even slimmer chance of growing up normal, yet grew into a feisty 5-yr old. One day, while watching a junior baseball practice with her Mom and other Moms, she remarked about a familiar smell (rain was about to fall), that it reminded her of someone who held her close when her nerves were raw and she was too tender to be held... Jesus!
Presentation to Faculty of Science at the University of Windsor with acknowledgement to Helen Beetham, Grainne Conole, Peter Goodyear, Robert Eliis - thank you
In this presentation at SXSWedu in March 2013, Dr. Gigi Johnson explores the fuzzy world of “blended” courses in higher education. She dissects the tensions and tribulations as universities attempt to blend F2F and web-enriched tools in traditional environments, including challenges of time, space, and data politics in research universities, challenges with cost structures and faculty development, and abundant legal and IP issues. What is a class vs. what it could be with rich alternative technologies for learning? How do old universities rethink “class” instead of “just” repackage learning in a blended environment?
21st Century Perspective on Teaching in Higher Education Eileen O'Connor
This presentation was delivered to faculty in higher education to emphasize ways to incorporate collaboration, integration of technologies, and more global approaches to teaching - both online and face to face.
Presentation given at GUSCO, the Guldensporen College in Kortrijk, Belgium. In this presentation I give an overview of the MOOC benefits for teachers and students.
MEAS Course on E-learning: 1 Intro and overview on online learning, blended l...Andrea Bohn
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
MEAS Course on E-Learning: 1. Introduction and overview online learning, bl...MEAS
MEAS was asked to provide a presenter for the Sasakawa Fund for African Extension (SAFE) Technical Workshop in Porto Novo, Benin. The meeting was a combination of university reports on extension education initiative, elearning training and training on creating gender friendly initiatives. There were 50 participants. A total of 26 participants were from universities.The material prepared for this training can be downloaded further below (or click on numbered items - file will download automatically).
The e-learning workshop training occurred on the last two days of the conference. The e-learning workshop goals for the participants included:
Understand the differences and opportunities to use online learning, blended learning and web enhanced learning
Understand the differences in asynchronous and synchronous delivery
Understand effective teaching practices for online learning especially in formal environments
Understand open education resources (OER), where to find them, how to create them and encouraging creation of student OERs
Find free and open source tools
Upload a lecture, notes, assignments and finding other appropriate tools for interaction
The participants received four Power point files, entitled
Introduction and Overview: Online Learning, Blended Learning and Open Educational Resources
Designing Online Instruction Based on Student Needs
Effective Online Teaching Strategies
The Online Environment Within the University and Openly Available
Planning for Scalable Operations and Costs of E-Learning
21 st Century Perspectives on Teaching in Higher EdEileen O'Connor
An overview with visuals and examples of how professionally-focused higher education can integrate newer perspectives on content, learners, and technologies.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. Online enrolments
at Open Universities Australia
http://www.slideshare.net/kleinerperkins/kpcb-internet-trends-2012
4.
5. MOOCs
• Learning is based on openly available content
and resources
• Interactions are largely peer-to-peer
• Assessments and grading are handled
automatically
• Learning is recognized, but not in traditional
ways
6.
7.
8.
9.
10.
11.
12. Demographics of MOOC learners
• Machine Learning course
• 50% were professionals who currently
held jobs in the tech industry
– 41% were professionals currently working in
the software industry
– 9 percent said they were professionals
working in non-software areas of the
computing and information technology
industries.
13. Demographics of MOOC learners
• Many were already enrolled in some kind
of traditional postsecondary education
– ~ 20 percent were graduate students
– 11.6 percent were undergraduates
– 3.5 percent unemployed
– 2.5 percent employed somewhere other
than the tech industry
– 1.0 percent enrolled in a K-12 school
14. Why they chose to take the course
• 39 percent were “just curious about the
topic”
• 30.5 percent wanted to “sharpen the
skills” they use in their current job
• 18 percent, said they wanted to
“position themselves for a better job.”
15.
16.
17.
18.
19.
20.
21. Who are the
learners?
How to
design the
curriculum?
Which
technologies
support aims? Which learning
spaces support
curriculum
and
technologies?
22. 1. An integrated exposure to
The UTS professional practice through
dynamic and multifaceted
model of modes of practice-oriented
education
learning
2. Professional practice situated
in a global workplace, with
international mobility and
international and cultural
engagement as centre piece
3. Learning which is research-
inspired and integrated,
providing academic rigour with
cutting edge technology to
equip graduates for life-long
learning
23.
24. Student current and preferred involvement in course learning
activities that use technologies
Develop an e-portfolio
Participate in virtual worlds
Collaboration using web conferencing
Collaboration using Facebook etc
Collaboration using wikis
Collaboration using documents
Share using social AV media (YouTube, Flickr)
Share using social bookmarking
Use Twitter Preferred
Develop and share blogs Current
Design and build webpages
Create and share AV
Use discipline-specific software
Use RSS feeds to subscribe to info
Listen to student podcasts
Join in remote webconference lectures
Listen to lecturer podcasts/vodcasts
Find info using earch engines
Find info using library online resources
0 10 20 30 40 50 60 70 80 90 100
Current or preferred use: a few times a week, daily or more often
25. Communication with other students and teaching staff
Face-to-face
Blogs
Virtual worlds
Social networking eg Facebook, Twitter
Mobile phone-voice Students-preferred
Students-current
Web conferencing eg Skype Teaching staff-preferred
Teaching staff-current
UTSOnline-discussion boards, mail
Email
SMS
Instant messaging
0 10 20 30 40 50 60 70
26. New learning spaces designed for:
• Interaction and inquiry
• Collaboration and project work
• Flexibility
• Using technology to
engage, communicate, imagine, create, critiqu
e, discuss, question …
45. Learning2014
An initiative encouraging staff to:
• Explore interactive and collaborative
approaches to learning
• Rethink the relevance of different teaching
approaches in their disciplines
• Respond to new opportunities and needs
46. Learning2014 Plan
• 2012
– Familiarisation with technologies & spaces
• Demonstrations, workshops, cases, resources
– VC’s T&L grants
– Future Teaching Fellows applications October
– UTS T&L Forum – strand on Learning2014
47.
48. Business as usual Flipped Learning Individualised learning Hybrid Learning
49. Individualised learning
Each student undertakes a course personalised
to their background, interests, and strengths
Business as usual and weaknesses. Technology is used to provide
access to:
Greater use of technology • content that is personalised
• mentors as per individual requirements
• access to international experts and
practitioners
Flipped Learning
Diminished use of traditional models of
accessing content – done through OER such as
MOOCs.
Hybrid Learning
Student still participate f2f and come to
Students move around countries, institutions
campus but for more interactive learning
and MOOCs accumulating credits then sitting
experiences such as:
challenge tests to determine what they still
• project work
need to do in order to gain qualification
• more f2f interaction with academics and
other learning support staff such as
Librarians, careers counsellors, learning
advisorys
Editor's Notes
Clayton Christenson’s book“The book’s core message is that fundamental change is coming to higher education. We’re seeing the confluence of unsustainable cost increases in the traditional model and a disruptive technology, online learning, that makes it possible to serve many more students at high quality and affordable cost. The result will be greater innovation than we’ve seen in higher education in more than a century.”
Peer 2 Peer U and the Mozilla Foundation have been collaborating on the development of an ‘open badges’ architecture, a system that will allow any open education program to offer badges recognizing learning accomplishments. These badges will be displayable on personal Web pages and will link back to the sites that issued them and to the materials the learners developed in earning the badge. Winners of the recent Digital Media and Learning competition are currently developing a wide range of applications that will use the badges infrastructure.Many programs are experimenting with awarding non-credit certificates, a model used by many of the MOOCs.As learning takes place online, data that captures learner activity will increasingly be used as a proxy for learning.
$16M venture Capital
http://www.saylor.org/
Startups - Note cost of $800 per term AND accredited
The question was ‘How often do you, and how often would you like to, engage in the following learning activities that use technologies as part of your course?’The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Current use was lower than preferred use for every item except use of search engines, which is fully within students’ control. (I haven’t put the data through SPSS so am unsure whether all differences are significant.Biggest gaps between current and preferred use related to:listening to/watching podcasts/vodcasts made by lecturers RSS feeds to information relevant to your studiesusing webconferencing etc to join in remotely to lectures or tutorialsuse of discipline-specific softwareOne of the other questions asked ‘Use a tablet computer (egiPad) to access or contribute study-related information on the internet’ Only 5% of students currently do this, but 42% would like to!
The responses represent students who checked ‘a few times a week’ or ‘daily or more often’Email, UTSOnline and face-to-face were the most popular current and preferred means of communicating with teaching staff.Methods of communicating with other students are more diverse. Email and F2F are still popular, but SMS comes in third followed by mobile phone calls and social networking sites like Facebook.