Taming the chaos - how to help your students bring (some) order to their digital learning
The aim of the session is to develop technology skills that will help students (and teachers) bring order to their learning (and teaching). It is all too often assumed that the students are 'the experts' with technology, and while this may be the case in some areas, unfortunately, their ability to organise their technology-based learning is often chaotic. This, in turn, impedes their potential to learn. Moreover, as the rate of change continues to quicken, the life-skill of organising one's digital learning resources will become ever more important. The session will provide strategies, tips and resources which can be taken directly to the classroom (and the staffroom) in order to have an immediate impact; however, recommendations for useful, school-wide policy initiatives will also be made. This session focuses on pedagogy and implementation/leadership. It is applicable to any level of schooling and all levels of expertise.
The document discusses digitální kompetence (digital competence). It outlines the structure of weekly lectures and exercises for a course, which include creating an online course module, writing an article on digital competencies, and more. It also discusses definitions of digital competence and how it relates to concepts like digital literacy. The Digital Competence Framework 2.0 is introduced, which defines different levels of knowledge and skills across areas like information management, communication, content creation, safety, and problem solving. The document continues with more details about the framework.
HIVE: Infinite Learning Capacity is the idea that teachers can purposely connect students to multiple rich sources of learning creating a long series of nodes leading to infinite learning opportunities.
Today, by virtue of the Internet, a student can learn what they want when they want. Schools are not needed because a learner can connect to experts to teach them necessary skills and concepts. This is the real life context of learning students needs to employ throughout life.
Why hire school? is a question each educator should be asking. In other words, why should students buy what we are selling in school? There are two fundamental reasons students will hire school: to succeed and have fun. If educators and schools can master giving students deep success and awesome fun, they will explode in their own learning.
This document contains links to 6 photos shared on Flickr under various Creative Commons licenses. The photos cover a range of subjects and were uploaded by different photographers for non-commercial reuse online.
Tips for Nonprofits- Manage Content & Collaborate in the Cloud.Box
Do you daydream about having a single repository for every asset, picture, file, document, storyboard, spreadsheet and want to be able to manage and collaborate with all of those in the cloud?
We're here to help! In this sideshow Box.org's Bryan Breckenridge, GuideStar's Tony Rodriguez, and nonprofit founder Nicole Serena Silver talk about tips for using the cloud to manage content, share files, and collaborate with everyone you need.
Learn:
Ways to collaborate with staff and supporters in the cloud
About document centralization and security
Tips on cloud content management, no matter what tools you use
5 tips on moving content collaboration to the cloud (enterprise content management)
Hear about 5 nonprofits collaborating really well in the cloud
DIGICOMP - A framework to help improve students’ digital competence - and wha...Riina Vuorikari
This document discusses a digital competence framework called DigComp that was developed to help improve students' digital skills. It presents the framework, which includes 5 competence areas and 21 specific competences. The framework is intended to provide common guidelines and assessment tools for developing digital competence in Europe. The document then provides examples of how the DigComp framework has been applied by various countries and organizations, such as for strategic planning, teacher professional development, and developing online self-assessment tools. It concludes by discussing how the framework could be used to help design eTwinning activities that develop students' digital competences.
The document discusses digitální kompetence (digital competence). It outlines the structure of weekly lectures and exercises for a course, which include creating an online course module, writing an article on digital competencies, and more. It also discusses definitions of digital competence and how it relates to concepts like digital literacy. The Digital Competence Framework 2.0 is introduced, which defines different levels of knowledge and skills across areas like information management, communication, content creation, safety, and problem solving. The document continues with more details about the framework.
HIVE: Infinite Learning Capacity is the idea that teachers can purposely connect students to multiple rich sources of learning creating a long series of nodes leading to infinite learning opportunities.
Today, by virtue of the Internet, a student can learn what they want when they want. Schools are not needed because a learner can connect to experts to teach them necessary skills and concepts. This is the real life context of learning students needs to employ throughout life.
Why hire school? is a question each educator should be asking. In other words, why should students buy what we are selling in school? There are two fundamental reasons students will hire school: to succeed and have fun. If educators and schools can master giving students deep success and awesome fun, they will explode in their own learning.
This document contains links to 6 photos shared on Flickr under various Creative Commons licenses. The photos cover a range of subjects and were uploaded by different photographers for non-commercial reuse online.
Tips for Nonprofits- Manage Content & Collaborate in the Cloud.Box
Do you daydream about having a single repository for every asset, picture, file, document, storyboard, spreadsheet and want to be able to manage and collaborate with all of those in the cloud?
We're here to help! In this sideshow Box.org's Bryan Breckenridge, GuideStar's Tony Rodriguez, and nonprofit founder Nicole Serena Silver talk about tips for using the cloud to manage content, share files, and collaborate with everyone you need.
Learn:
Ways to collaborate with staff and supporters in the cloud
About document centralization and security
Tips on cloud content management, no matter what tools you use
5 tips on moving content collaboration to the cloud (enterprise content management)
Hear about 5 nonprofits collaborating really well in the cloud
DIGICOMP - A framework to help improve students’ digital competence - and wha...Riina Vuorikari
This document discusses a digital competence framework called DigComp that was developed to help improve students' digital skills. It presents the framework, which includes 5 competence areas and 21 specific competences. The framework is intended to provide common guidelines and assessment tools for developing digital competence in Europe. The document then provides examples of how the DigComp framework has been applied by various countries and organizations, such as for strategic planning, teacher professional development, and developing online self-assessment tools. It concludes by discussing how the framework could be used to help design eTwinning activities that develop students' digital competences.
Infomation literacy history, criticism and technologyStefano Lariccia
This document provides an overview of an information literacy course being offered from April to June 2013 in Rome. The objectives of the course are to: 1) introduce computer literacy for humanities subjects, 2) introduce information literacy as a next step, and 3) provide a cognitive foundation for students to independently develop advanced competencies. The course will be achieved through experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation. A variety of tools will be utilized including programming languages, content management platforms, and social networks like LinkedIn to encourage sharing and collaboration.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
This document discusses providing assistive technology (AT) professional development and training. It introduces the TPACK framework for constructing AT professional development activities. It then describes several free online tools that can be used to create learning objects for AT professional development, such as Jing, Google Apps, SlideShare, wiki pages, and Udutu. The document encourages participants to use these tools to set learning goals, create learning objects, package them into learning experiences, and disseminate and evaluate the effectiveness of the professional development.
Viva Topics brings advanced content services solutions into your existing Microsoft 365 environment. If you are struggling with content or knowledge management, deploying Viva Topics could help your employee's experience for finding content and people.
In this session we will go through what Viva Topics is, how it works, and how to effectively deploy it in your organization.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
Netex Seminar LT2017 | Make your strategy lean and mean for learning in 2017 ...Netex Learning
1. The key themes in 2017 included next generation learning platforms, gamification, microlearning, content curation, and smart content.
2. Next generation learning platforms focus on consumerization and interoperability, allowing learning from any device and upgrading platforms over time.
3. Gamification and microlearning are emerging approaches, with microlearning involving short learning sessions of 5-10 minutes based on performance objectives and available across devices.
4. Content curation and smart content refer to new technologies for organizing content and making it interactive, collaborative and adaptive for learners.
This document discusses integrating technology into the classroom, including hardware, software, and digital media. Chapter 4 discusses computer hardware components and providing recommendations. Chapter 7 focuses on teachers discovering computers and ways to incorporate emerging technologies like blogs, podcasts, and videos. The document provides links to resources on using technology for literacy, assistive technologies, evaluating websites and software, and integrating technology into curriculums. It also discusses using alternative assessments and considering students' needs.
Viva Topics uses AI to reason over content across teams and systems, recognizing content types, extracting important information, and automatically organizing content into shared topics like projects, products, processes and customers. SharePoint Syntex then creates a knowledge network based on relationships among topics, content, and people.
Attend this session to learn more about how Viva Topics, topic pages and how knowledge center can transform knowledge in your organization.
The document discusses various ways to integrate and manage technology in the classroom. It provides tips for facilitating group activities using online collaboration tools like Google Apps. It also offers suggestions for conducting research using digital tools and communicating final projects through platforms like Animoto and PowerPoint. The document outlines strategies for managing devices when there is only one classroom computer or multiple computers, and provides norms for using handheld devices. It stresses that technology should be used to enhance learning.
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
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 discusses digital literacy and presents information from a workshop on the topic. It defines digital literacy as the ability to locate, organize, understand, evaluate and analyze information using digital technology. It emphasizes skills like collaborating online, networking, creating and curating content. The document asserts that digitally literate students will use technology effectively for academic and professional purposes, engage in online communities, and develop communication skills for interacting online while ensuring privacy and security. It provides exercises for attendees to discuss aspects of digital literacy relevant to their work.
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
Using Algorithmia to leverage AI and Machine Learning APIsRakuten Group, Inc.
We are entering a new era of software development. Companies are realizing that AI and machine learning are critical to success in business, both to save cost on repetitive tasks, and to enable to new features and products that would be impossible without machine intelligence. Algorithmia makes these tools available through web APIs that makes tools like computer vision and natural language processing available to companies everywhere. Kenny will talk about how sharing of intelligent APIs can improve your applications.
https://rakutentechnologyconference2016.sched.org/event/8aS5/using-algorithmia-to-leverage-ai-and-machine-learning-apis
Rakuten Technology Conference 2016
http://tech.rakuten.co.jp/
Slides used during presentation given at Faculty Technology Day 5/22/12. Resources will be posted to a tab on my protopage:
http://www.protopage.com/ktreglia#Untitled/Mobile_Apps_in_Education
i-lovelearning London 2016 | Netex 2017 Preview [EN]Netex Learning
Netex UK Country Manager Mike Byrne reviewed some of the new solutions being released in 2017 and discussed trends within the Learning Technologies sector at i-love learning London event on November 16th, 2016.
This presentation will provide an overview of issues in digital preservation. Presentation was delivered during the joint DPE/Planets/CAPAR/nestor training event, ‘The Preservation challenge: basic concepts and practical applications’ (Barcelona, March 2009)
The Learning Layer for SharePoint and Enterprise SocialSteve Flinn
ManyWorlds has developed anticipatory computing solutions called Synxi apps that integrate with collaboration platforms like SharePoint, Yammer, and Office 365. Synxi uses machine learning on social data to surface relevant knowledge, expertise, and content to users based on their context and interests. This improves knowledge worker productivity by up to 25% by delivering the right information at the right time without requiring user training. ManyWorlds' technology also future-proofs systems by providing a learning layer that can integrate across platforms in a cloud or on-premise environment.
Infomation literacy history, criticism and technologyStefano Lariccia
This document provides an overview of an information literacy course being offered from April to June 2013 in Rome. The objectives of the course are to: 1) introduce computer literacy for humanities subjects, 2) introduce information literacy as a next step, and 3) provide a cognitive foundation for students to independently develop advanced competencies. The course will be achieved through experiential learning styles including concrete experience, reflective observation, abstract conceptualization, and active experimentation. A variety of tools will be utilized including programming languages, content management platforms, and social networks like LinkedIn to encourage sharing and collaboration.
This document discusses an online course on web-based learning. The course objectives are to expose students to knowledge and competencies around different uses of information and communication technologies globally, with a focus on new web-based learning methods. It will provide hands-on experience with web 2.0 tools and allow students to analyze their own web usage. Throughout the course, students will work on collaborative projects using web technologies to benefit diverse learning communities. The document outlines various tools that will be introduced and used in the course, such as content and file management, collaboration, and productivity tools.
This document discusses providing assistive technology (AT) professional development and training. It introduces the TPACK framework for constructing AT professional development activities. It then describes several free online tools that can be used to create learning objects for AT professional development, such as Jing, Google Apps, SlideShare, wiki pages, and Udutu. The document encourages participants to use these tools to set learning goals, create learning objects, package them into learning experiences, and disseminate and evaluate the effectiveness of the professional development.
Viva Topics brings advanced content services solutions into your existing Microsoft 365 environment. If you are struggling with content or knowledge management, deploying Viva Topics could help your employee's experience for finding content and people.
In this session we will go through what Viva Topics is, how it works, and how to effectively deploy it in your organization.
The document provides information about a course titled "Eurodidaweb 2012" that focuses on web-learning. The course objectives are to expose students to knowledge and competencies of ICT uses globally, and new learning methods based on the web. It also aims to provide hands-on experience with web 2.0 tools and international practices of web-learning. Throughout the week, students will work on globally-based projects leveraging ICT to benefit diverse learning communities. The document discusses how the objectives will be achieved through experiential and reflective learning styles. It also introduces useful web 2.0 tools like LastPass, Xmarks, SlideShare, Citeulike, and Google Calendar to organize passwords, bookmarks
Netex Seminar LT2017 | Make your strategy lean and mean for learning in 2017 ...Netex Learning
1. The key themes in 2017 included next generation learning platforms, gamification, microlearning, content curation, and smart content.
2. Next generation learning platforms focus on consumerization and interoperability, allowing learning from any device and upgrading platforms over time.
3. Gamification and microlearning are emerging approaches, with microlearning involving short learning sessions of 5-10 minutes based on performance objectives and available across devices.
4. Content curation and smart content refer to new technologies for organizing content and making it interactive, collaborative and adaptive for learners.
This document discusses integrating technology into the classroom, including hardware, software, and digital media. Chapter 4 discusses computer hardware components and providing recommendations. Chapter 7 focuses on teachers discovering computers and ways to incorporate emerging technologies like blogs, podcasts, and videos. The document provides links to resources on using technology for literacy, assistive technologies, evaluating websites and software, and integrating technology into curriculums. It also discusses using alternative assessments and considering students' needs.
Viva Topics uses AI to reason over content across teams and systems, recognizing content types, extracting important information, and automatically organizing content into shared topics like projects, products, processes and customers. SharePoint Syntex then creates a knowledge network based on relationships among topics, content, and people.
Attend this session to learn more about how Viva Topics, topic pages and how knowledge center can transform knowledge in your organization.
The document discusses various ways to integrate and manage technology in the classroom. It provides tips for facilitating group activities using online collaboration tools like Google Apps. It also offers suggestions for conducting research using digital tools and communicating final projects through platforms like Animoto and PowerPoint. The document outlines strategies for managing devices when there is only one classroom computer or multiple computers, and provides norms for using handheld devices. It stresses that technology should be used to enhance learning.
The document summarizes a course on web-based learning. The course objectives are to expose students to knowledge and competencies of using information and communication technologies for learning, focusing on web-based learning methods. It will give students hands-on experience with web 2.0 tools and working on internationally-based projects. The course will be achieved through readings, discussions, and experiential learning. It introduces useful web-based tools for bookmarks, presentations, references, contacts and calendars. It also discusses moving from web 2.0 to web 3.0 and tools like crowdsourcing, CMS systems and repositories.
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 discusses digital literacy and presents information from a workshop on the topic. It defines digital literacy as the ability to locate, organize, understand, evaluate and analyze information using digital technology. It emphasizes skills like collaborating online, networking, creating and curating content. The document asserts that digitally literate students will use technology effectively for academic and professional purposes, engage in online communities, and develop communication skills for interacting online while ensuring privacy and security. It provides exercises for attendees to discuss aspects of digital literacy relevant to their work.
Education on the Cloud: Researching Student-Centred Cloud-Based Learning Pros...Karl Donert
School on the Cloud at the 2015 CELDA conference. Presentation of the paper on the School on the Cloud Network Project, presented at the CELDA conference, University of Maynooth, Ireland, 24-26 October 2015
Using Algorithmia to leverage AI and Machine Learning APIsRakuten Group, Inc.
We are entering a new era of software development. Companies are realizing that AI and machine learning are critical to success in business, both to save cost on repetitive tasks, and to enable to new features and products that would be impossible without machine intelligence. Algorithmia makes these tools available through web APIs that makes tools like computer vision and natural language processing available to companies everywhere. Kenny will talk about how sharing of intelligent APIs can improve your applications.
https://rakutentechnologyconference2016.sched.org/event/8aS5/using-algorithmia-to-leverage-ai-and-machine-learning-apis
Rakuten Technology Conference 2016
http://tech.rakuten.co.jp/
Slides used during presentation given at Faculty Technology Day 5/22/12. Resources will be posted to a tab on my protopage:
http://www.protopage.com/ktreglia#Untitled/Mobile_Apps_in_Education
i-lovelearning London 2016 | Netex 2017 Preview [EN]Netex Learning
Netex UK Country Manager Mike Byrne reviewed some of the new solutions being released in 2017 and discussed trends within the Learning Technologies sector at i-love learning London event on November 16th, 2016.
This presentation will provide an overview of issues in digital preservation. Presentation was delivered during the joint DPE/Planets/CAPAR/nestor training event, ‘The Preservation challenge: basic concepts and practical applications’ (Barcelona, March 2009)
The Learning Layer for SharePoint and Enterprise SocialSteve Flinn
ManyWorlds has developed anticipatory computing solutions called Synxi apps that integrate with collaboration platforms like SharePoint, Yammer, and Office 365. Synxi uses machine learning on social data to surface relevant knowledge, expertise, and content to users based on their context and interests. This improves knowledge worker productivity by up to 25% by delivering the right information at the right time without requiring user training. ManyWorlds' technology also future-proofs systems by providing a learning layer that can integrate across platforms in a cloud or on-premise environment.
Similar to 'Taming the chaos' by Michael Wagstaff at IWBNet 9th ITL Conference 2012 (20)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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!
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
4. Why am I here today?
Why is it worth your
while to stay and
listen?
5. Disclosure…….
1. I am not, by nature, an organised
person
2. 3rd career teacher
3. No commercial interest in Microsoft;
Windows 1-to-1 laptop school and
Apple home
4. Visual learner
6. How do students
traditionally organise their
learning resources?.....
…‘Organised for learning’
(before the digital age)
7.
8.
9.
10. …but of course teachers
are much more ‘organised
for learning’…. aren’t
they?
27. Scope:
1. 21st Century skills
2. Defining a tool to help
‘organisation for learning’
3. Consideration of options
4. A working solution?
5. Policy and implementation
6. The future?...
36. How does the learner….
1. make sense of
disparate inputs and
create meaning?
2. gather disparate
digital inputs in order
to synthesise?
3. store and reference?
4. develop this skill?
37. How well prepared are we for
increasingly complex learning
environment?
1. Students - explicit skill
sets for organising
digital learning?
2. Educators – practice and
model skills for
organising digital
learning?
43. Functional requirements of a tool to
support ‘organisation for learning’…..
• Grab the input and its • Access:
source • offline
• Synthesise inputs within • in network
tool environment
• Create content flexibly • in cloud
• Collaborative capability • Search and
• Access thro multiple manipulate inputs
devices • Reliable storage and
• Access thro multiple OS management
44. Functional requirements of a learning
organisation tool…..
Grab the input and its source
Synthesise inputs within tool
Create content flexibly
Collaborative capability
Access thro multiple devices
Access thro multiple OS
Access:
offline
in network environment
in cloud
Search and manipulate inputs
Reliable storage and management
46. The ability of software to
manage and extract
intelligence from our
ever-growing data sinks
will become a major
competitive advantage in
the digital world of 2025
– and essential to save us
from drowning in our
own tsunami of
undigested, undigestible
data. (EIF 2025 p.16)
48. • Grab the input and its source
• Synthesise inputs within tool
• Create content flexibly
• Collaborative capability
• Access thro multiple devices
• Access thro multiple OS
• Access:
• offline
• in network environment
• in cloud
• Search and manipulate inputs
• Reliable storage and management
49. Suggested ‘organisation for learning tool
functional requirements’ vs types of application
Remembering>>>> Applying >>>> Synthesising >>>>>>> Creating >>>>>>>>>>>>>>>>>>>>>>>>
Understanding>>>> Analysing>>> Evaluating >>>>>>>>>>>>>>>
Grab
Synth-
esise
Flexibly
Create
Colla-
borate
Offline
Net-
work
Cloud
Store
Search
50. Functional requirements of a learning
organisation tool…..
Grab the input and its source
Synthesise inputs within tool
Create content flexibly
Collaborative capability
Access thro multiple devices
Access thro multiple OS
Access:
offline
in network environment
in cloud
Search and manipulate inputs
Reliable storage and management
58. OneNote roll out UNIS model
1. 5 year plan
2. One-to-one (standard) Windows tablet K-12
3. First year: teachers only
a. Extensive, systematic PD
b. PD goals linked to performance appraisal
c. Lesson delivery familiarised students
4. Second year: student roll out
a. Grades 8-10
b. Week 1 - two days ICT training for students
5. Third year………………..
59. OneNote roll out SCC model
1. Limited operational-strategic planning
2. One-to-one Windows laptop Y9-Y12 (different laptops)
3. First year:
a. Teacher laptop one term before student
i. Limited PD
ii. No incentive
b. Y9-Y10; 1 hour training
4. Second and third years
a. Y9-Y12; <1hr training
b. Limited PD
62. The future?
• Hardware……
• Increased connectivity……
• Are our students prepared?
• Are educators prepared?
Editor's Notes
Because I’m passionate about something and I want to share it!I use something everyday that I passionately believe helps student learn in a digital environmentI use something everyday that’s a pleasure to use and makes my job much easierI think it’s worth your while being here because it’s a relatively easy change to implement that can make a significant impact on both teaching and learning!
I am not, by nature, an organised person; so, I find it rather ironic that I am here today presenting about the concept of organisation3rd career teacher; Army 20 years –business 2 years - teacher 6 years; brings a different perspective. Currently teach business and management, and lead ICT implementation at St Clare’s College ACT, prior to this I did the same thing for four years at the UN International School in Hanoi VietnamNo commercial interest in Microsoft; Windows 1-to-1 laptop school and Apple homeVisual learner – which I believe strongly influences the way I use ICT as a learner
Today I am going to speak about what I call being ‘organised for learning’ in the digital ageBut before I start we should ask ourselves how did students traditionally organise their learning resourcesOr, how were they ‘organised for learning’ before the digital age…………
this is the relatively simple, non-digital world; student has one source (the text) and teacher has several more
More and more
So how was the learner and the teacher able to bring some order to their learning resources and thus the learning process?.....................
"the greatest invention since…….!!!“although not the panacea, it was a technology solution that, whilst not perfect, was a solution nevertheless. A technology solution which when coupled with another technological innovation and used in a methodical and systematic manner was for decades able to bring some degree of order to the paper chaos………What were these technological break throughs?.......
Where is the ring binder and hole punch for the information age?
Now think about the digital world and the number and variety of sources the student and the teacher have access toHow does the learner fare here?Does it feel like this? (CLICK) .................
A digital environment where the learner is inundated with information (CLICK) A digital environment where the learner may overwhelmed by a tsunami of different sources (CLICK) A digital environment where this information is delivered to the learner through multiple devices (CLICK)
A digital environment where the breadth and depth and value of these wonderful, wonderful learning resources grows seemingly exponentially
Are our students relaxed ‘masters of their learning domain’?...............To digress slightly with an analogy, I’d like to bring in a term from my former lives in the military and businessThe term is ‘situational awareness’. (CLICK)
In the cockpit of an aircraft, the crew must attempt to achieve this ‘situational awareness’ in order to avoid what’s called getting behind the aircraft – lest you do embarrassing things like fly into the ground; in business the same term is also used in the context of steering a business in response to the environment in order to survive and stay ahead of the competitionTo achieve ‘situational awareness’ the aircraft crew (or business owner) must maximise the information input in order to inform decision making BUT must ensure that these inputs are processed such that they can be understood (or they are organised in such a way that they become meaningful), synthesised, analysed and evaluatedIf this processing doesn’t happen then SA is not achieved and the pilot becomes overloaded with worrying ramificationsAlso analogous to driving a car
Liken to driving a car on a rainy morning, with a steamed up windscreen (CLICK) you're talking on the hands free phone (CLICK) Trying to navigate(CLICK) whilst all 3 kids asking you a question, (CLICK) AND there's a really interesting story on the radio you'd really like to listen to and use in your lesson today………….Sensory overload
Drawing the analogy back to the learner in the digital environment, How does the learner make sense of these inputs? (CLICK) Is the digital learner at risk of becoming overloaded?
What are the options for the digital ring-binder?
Do we assume the best or assume too much of our digital natives?….they may know how to do many things we do not, they may use technology intuitively, their brains may be able to multi-task better But are our students relaxed ‘masters of their learning domain’?...............
Or is reality a little more like this……….."They're still children". They still need help to develop important, basic skills some of which I believe may be slipping through the cracks…..How do we prepare our students to be better ‘organised for learning’ in the 21st Century? (and btw do the same thing for teachers too!)
Before we consider 21st century skills and how ‘organisation for learning’ fits with these skillsWould like to offer a disclaimer
Being organised may not be for everyone – we are all different CLICKMy ideas/solution or any suggested solution will of course not work for everyone all of the time! CLICKMy experience is that some students (and teachers, soldiers, my offspring) will, for whatever reason, resist all reasonable and well intentioned attempts and offers to make their lives easier through some simple organisational habits but as we all know there are always some who would seemingly rather run around like headless chooks CLICKBut as per my opening declaration, I am evidence of the ability to change (but not suggesting 20 years in the Army)
What skills are we developing in our students to cope with, let alone manage, this potential chaos?
In the past we used to use whiteboards, bits of paper, butcher's paper, ring binders, spread our ‘inputs’ out across the table-floor-bed whereverbut now what?Let’s consider one well known description of these 21st century skills from Learning to Change – Changing to Learn ………..
OK to list these critical 21st Century skills but the devil is in the detail: how do you actually 'synthesise‘ when constantly bombarded by these inputs? As I said, in the past we used to use whiteboards, bits of paper, butcher's paper etc but now what? Yes we can open multiple windows on multiple screens in order to achieve that bird's eye view but then how do keep all these inputs together? How do we 'tame the chaos' just long enough to actually synthesise? Whether it’s ‘now’ or tomorrow or next month?Can we actually ‘synthesise’ effectively if we are ‘overloaded’ much like the pilot or driver analogy?
My contention is that we may do a poor job of preparing students to organise and manage this torrent of all pervasive information.
Let’s consider the learning domains of Bloom's Taxonomy: remembering-understanding-applying-analysing-evaluating-creating.
Amidst the torrential flow of information, how does the learner organise these inputs and their thinking at these various stages or various domains? (CLICK) firstly to help make sense of these inputs and create meaning individually or in groups, (CLICK) Second, the ability to gather or harness the disparate digital to store or keep these disparate sources and ideas, and (CLICK) lastly and perhaps most importantly, in our role as educators, help the learner to develop this increasingly critical skill (especially, as the volume of information and complexity of inputs continues to multiply)
I have suggested that we are not prepared nowHow well prepared are we for an increasingly complex future?Students - explicit skill sets for organising digital learning?Educators – practice and model skills for organising digital learning?And as a corollary to this it should go without saying that should be an even more important skill for the teacher to develop and model for their students - not least of which is because I believe and prove on a daily basis, it can significantly reduce our work load in/on the 'mundane' thus freeing up time to add the 'quality' we all want to
So, at this point I wonder is there something missing?And if so, should the list of 21st century skills include being ‘organised for learning’…..and,what tools are available to help educators help students to develop these skills? I believe I have a solution. I have used this solution for at least six years and over this time, I’ve tried most things but keep coming back to this tool; however, before I outline a number of options and then talk about my 'solution' I will try to be more precise in defining what it is that we want this tool to be able to do……………….
Next part of the presentationWhat 'functionality' do I want from a tool?Anyonefamiliar with the Systems Engineering process will understand the concept of defining the required functionality of something as a starting point.This avoids, or in theory avoids, the emotional pull to a 'shiny new thing' and/or the marketing spin to buy the shiny thingMilitary capability experience……...
Functionally defining the requirements of a system should avoid…….
Eg buying a new car should first functionally define the requirements:SafetyPassenger carrying capacity (7)Fuel economyCO2 emissionsNB no mention of price, quality or reputation at this pointThen options are evaluated on the basis of their ability to fulfill the functional requirements - then, after this, other factors are added.
So, I would define the functional requirements of a tool to support organisation for learning as follows:And while I’m describing these functional requirements, perhaps you could think about how well some of the tools with which you’re familiar measure up?Immediate - snapshot or grab the 'input' and its 'source' Synthesise inputs within tool (not in different windows or apps)Create content flexiblyCollaborative capabilityAccess thro multiple devicesAccess thro multiple OSAccess:on device (offline)in network environmentin cloudLong-term search and manipulate inputs Reliable data (multiple) storage/management - immediate to long term
Summarise: I want a tool that provides a 'learner's pallet' where I can capture, keep and search my inputs, palette, canvas, paint and brushI can mix and blend individually and collaboratively, any time and anywhere………………..
What options are available to better prepare students to improve the organisation of their learning (and educators)?
Undoubtedly, we all use many different and disparate digital tools to facilitate learning. Whether in our individual context, perhaps integral to our Personal Learning Networks or in a teaching and learning context, perhaps through an LMS, there is a vast and growing choice of tools. Some might say bewildering choice……And we live in a world where the need to be ‘organised for learning’ will continue to grow
My aim is to consider a variety of tools from a functional perspective and consider how well they perform as a tool to aid being organised for learning.I do not intend to consider, at this point, any of the following tools in any great depth. Is there a perfect solution?......
The next slide looksat a table which combines my functional specification of a potential tool with Bloom’s Taxonomy And then considers how well a number of existing software tools or type of applications measure up against these functional specificationsIn effect, the table suggests an evaluation of various tools against key areas of the desired functionality. It's by no means perfect.
Again, the table is not perfect but it helps me (as a visual learner) to conceptualise the ideaI have also suggested that the tools can, some degree, be plotted on a continuum based upon Bloom's Taxonomy. I don’t intend to discuss in great depth but to emphasise a few key pointsBloom’s taxonomy across the top in parallel to the equivalent capabilities of the chosen applications (not exact)Icons of a range of applications – some of which are representative of a type or category of similar applications egTweetdeck for social media dashboards and moodle for LMSOn the left column are the functional requirements of a learning organisation toolGreen ticks, red crosses are self-explanatory and amber discs represent some restricted level of functionalityTo look at a few examples:Social media: Twitter - Love it. Essential part of my PLN. Wish my school would unblock so that I can use with students. But significant shortcomings especially in ability to synthesise inputsMindmapping software – visual learner, I love these. Still use regularly. But they’re cumbersome and not designed to be a management toolLMS – should be the answer but my experience (again this is my personal opinion) is that they are generally quite rigid, clunky and impersonal. Yes they have in theory, enormous utility and I can create content in many ways but I generally find they’re not something I want to ‘carry around’ with me.So, clearly, my bias is shining through with the last tool, which is of course MS OneNoteI would be very keen indeed to open the discussion on alternatives at the end of my presentation - so if you think I have under-sold a tool or if you use a different tool, then please, please let's discuss at the end.
I am returning to this image to emphasise that, in my experience, OneNote is the most flexible and personal application. The most effective application to gather and synthesise the disparate learning inputs in an intuitive and simple way. CLICK
Brief introduction to OneNoteThen look at how my students and I use OneNote as a tool to improve ‘organisation for learning’
In this section I would like to contrast the two experiences I have had of setting ICT policy and its implementation, focusing on the use of OneNote
Read through roll-out pointsConclusion: successful implementation (of course not perfect) but nevertheless a process where a serious investment in time for PD staff and students (rather than just hardware/software) paid dividends and moreover, when this was coupled with explicit, performance appraisal linked ICT goals, demonstrated a real belief and commitment from the executiveAs a consequence, OneNote became embedded as an integral, everyday element of the teaching and learning processAs an aside, I was delighted at the beginning of this year to have a student in my Y11 class who had just come from 2 years at UNIS Hanoi and to be told that the use of OneNote continues to go from strength to strength
In contrast…………..Read through pointsConclusion: whilst a policy has been set and implemented for the staff and student wide use of OneNote, the process has been somewhat ad hoc and certainly couldn’t be described as systematic. As a result, the success of this implementation has been, to date, patchy. Whilst all students have set up notebooks, the level to which they use them varies enormously, ranging from hardly ever to extensively, is based almost entirely upon which their teachers this is because……Unfortunately, the lack of investment in time (i.e. PD) in the initial roll-out, the lack incentives for staff to make changes and a general lack of passion for ICT from the executive has resulted in a climate where the majority of staff ‘have not bought in to the change’