Learning Out Loud: How Does It Impact the Online Student Learning Experience?Michelle Pacansky-Brock
Are we doing it wrong? Most online students never speak in their online classes. This ongoing study presents data about how asynchronous voice discussions (using VoiceThread) impact the online student experience. Survey results from four consecutive semesters are included.
What is inclusivity? How does vulnerability impact a faculty member's willingness to embrace inclusive learning environments? How may digital technologies make learning more inclusive?
Court Bovee discusses the most important features you should be teaching about LinkedIn, the world's largest professional social site with 80 million members. Be sure to download the script that accompanies this presentation: http://www.slideshare.net/Bovee/script-for-teaching-linkedin
Using social media as academics for learning, teaching and researchSue Beckingham
Social Media: what, when, how
Are you considering using social media within your learning and teaching but unsure of the best approach?
At this session we will discuss different ways social media can be used to support learning and teaching. There will be 'top tips' for getting started as well as discussions on how to integrate it into teaching activities in a manageable and sustainable way.
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
Slides from webinar on 'Social Learning and Online assessment' given by Eloise Tan in the 2012 Online Assessment and Feedback Module at Dublin City University.
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
Learning Out Loud: How Does It Impact the Online Student Learning Experience?Michelle Pacansky-Brock
Are we doing it wrong? Most online students never speak in their online classes. This ongoing study presents data about how asynchronous voice discussions (using VoiceThread) impact the online student experience. Survey results from four consecutive semesters are included.
What is inclusivity? How does vulnerability impact a faculty member's willingness to embrace inclusive learning environments? How may digital technologies make learning more inclusive?
Court Bovee discusses the most important features you should be teaching about LinkedIn, the world's largest professional social site with 80 million members. Be sure to download the script that accompanies this presentation: http://www.slideshare.net/Bovee/script-for-teaching-linkedin
Using social media as academics for learning, teaching and researchSue Beckingham
Social Media: what, when, how
Are you considering using social media within your learning and teaching but unsure of the best approach?
At this session we will discuss different ways social media can be used to support learning and teaching. There will be 'top tips' for getting started as well as discussions on how to integrate it into teaching activities in a manageable and sustainable way.
Presentation shared at Governors State University on June 6, 2011. Examines how participating in digital media compelled me to transform my online and face to face classes through podcasts, VoiceThreads, a collaborative wiki activity, and more.
Slides from webinar on 'Social Learning and Online assessment' given by Eloise Tan in the 2012 Online Assessment and Feedback Module at Dublin City University.
Michelle Pacansky-Brock's keynote presentation shared at Innovate 2011, Ohio State on April 27, 2011. To view many of the media samples shared in the prez, please go to: http://mpbreflections.blogspot.com/p/share.html
Social Media. Revolution, Evolution, Solution.Cindy De Smet
Ten years ago, Mark Prensky coined the terms digital natives ( a person who was born during or after the introduction of digital technology) and digital immigrants. However, recent reseach shows that these "natives" are not so comfortable with technology as expected. Today, Martin Weller proposes a more realistic view on this topic and introduces "the digital scholar".
In this presentation, the presenter (Phd-student, teacher and webaddict) brings her point of view on how teachers can use social media in their classroom.
More papers and presentations by Cindy De Smet can be found on Academia: http://hogent.academia.edu/CindyDeSmet
Online Learning In The Social Web: social media, web2.0, elearning, educationMichelle Pacansky-Brock
One in four college students took at least one online class is 2008. Are these online learning experiences consistent with the participatory, collaborative learning experiences college students engage in outside of their formal learning environments? How can web 2.0 tools be leveraged to bridge this pedagogical gap and make online learning dynamic, engaging, community-oriented and, overall, more successful?
Doing Science Communication with Social MediaDawn Bazely
I gave this talk at York University's Faculty of Science Science Communication Workshop on Wednesday December 7 2016. I review some research about how scientists use social media and suggest ways that scientists can practice communicating science.
Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
Research in Distance Education: impact on practice conference, 27 October 2010. Opening keynote by Dr Josie Taylor of the Open University: Open Educational Resources and Learning Spaces: research questions.
In this presentation, I propose 5 organizational barriers that are preventing higher education from adapting to serve the needs of the incoming digital, mobile generation.
The increasing adoption of emerging technologies by faculty, changes in faculty demographics, and growth in online/blended courses is challenging the sustainability of institutionally-developed faculty support models . This presentation will identify some of the key support needs of 21st century faculty and consider new support solutions embedded in the social era.
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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
A Strategic Approach: GenAI in EducationPeter 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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. ONLINE LEARNING IS A
DISRUPTIVE INNOVATION
“At first [online learning] was most often used for
distance learning. Increasingly, however, online learning
is being implemented in brick-and-mortar schools in
what is called blended learning; the content is
becoming more and more robust for individual learners
so that it motivates students to engage in deeper
learning, and the communication technology is
enhancing the ability of teachers and students to
interact.” (emphasis added)
Clayton M. Christensen,
Professor, Harvard Business School
Author of Disrupting Class
#OTC11
Tuesday, June 21, 2011
4. HOW DO
WE GET THERE?
#OTC11 by Asma on Flickr
Tuesday, June 21, 2011
11. image credit: John Scott Haydon
•500 million users (70% outside the US)
• 250 million users access FB through mobile
years old
• used by 95% of 18-24 college students in US (70% daily)*
*Source: Smith and Caruso. ECAR Study of Undergraduate Students and IT, 2010.
http://www.educause.edu/Resources/ECARStudyofUndergraduateStuden/217333
#OTC11
Tuesday, June 21, 2011
13. •More video uploaded in 60 days than created by the 3
major US TV networks in 60 years.
years old
•More than 50% of videos are rated by other users.
•2010: 700 billion playbacks
•YouTube mobile: 100 million views per day
#OTC11 Source: YouTube, http://www.youtube.com/t/press_statistics
Tuesday, June 21, 2011
19. PARTICIPATORY LEARNING IS
COMMONPLACE
“Since the current generation of
college students has no memory of
the historical moment before the
advent of the Internet, we are
suggesting that participatory learning
as a practice is no longer exotic or
new but a commonplace way of
socializing and learning. For many, it
seems entirely unremarkable.”
The Future of Thinking: Learning Institutions in a Digital Age by Cathy N. Davidson and David Theo Goldberg with
Zoë Marie Jones. From the John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning.
MIT Press: Cambridge, Massachusetts, 2009.
Tuesday, June 21, 2011
23. The internet is
a delivery method.
#OTC11
Tuesday, June 21, 2011
24. The internet is
a culture
grounded in participatory learning.
#OTC11
Tuesday, June 21, 2011
25. Still of a remix of “The Visions of Students Today” submissions.
a project by Michael Wesch
To view remixes on YouTube, search for: VOST 2011
Tuesday, June 21, 2011
26. TIME FOR A CHANGE
#OTC11
Tuesday, June 21, 2011
27. Lectures: Learning with a Choice
O n l i n e C l a s s Tr a n s fo r m a t i o n
listen or read
(pause, rewind, replay)
Taminator on Flickr
#OTC11
Tuesday, June 21, 2011
28. Enhancing the CMS Learning Experience?
O n l i n e C l a s s Tr a n s fo r m a t i o n
#OTC11
Tuesday, June 21, 2011
29. O n l i n e C l a s s Tr a n s fo r m a t i o n
A private social network for student learning.
#OTC11
Tuesday, June 21, 2011
30. Participatory Learning with Blogs
O n l i n e C l a s s Tr a n s fo r m a t i o n
Art Visit:
• attend a major art museum or two
gallery openings
• view artworks, apply key terms
learned in class
• write a 1,000 word reflection of visit
• document visit with photos
• post to your blog in Ning
Outcomes:
Promotes sharing of individual
perspectives. Students often
attend same exhibit and have
different experiences, identify
similar or different “favorite” works
of art. Connects curriculum to real
world.
Tuesday, June 21, 2011
31. O n l i n e C l a s s Tr a n s fo r m a t i o n
peer-to-peer, participatory learning
web-based application
no cost to student
provides conversations around media
comments in voice, video or text
#OTC11
Tuesday, June 21, 2011
32. O n l i n e C l a s s Tr a n s fo r m a t i o n
Tuesday, June 21, 2011
#OTC11
33. Audio & Video Feedback
Prompt: Select one image and analyze its FORM or its CONTENT.
O n l i n e C l a s s Tr a n s fo r m a t i o n
#OTC11
Tuesday, June 21, 2011
41. How do I merge this model into
my F2F classes?
Tuesday, June 21, 2011
42. Instruction Paradigm Learning Paradigm
Transfer knowledge from Elicit students’ discovery and
faculty to students construction of knowledge
Identify your Achieve specified learning results
Cover material paradigm.
Faculty role is designer of learning
Faculty role is “lecturer”
methods and environments
Achieve access for diverse Achieve learning success for
student groups diverse student groups
Barr & Tagg, From Teaching to Learning: A New Paradigm for Undergraduate Education, Change,
Nov/Dec 1995, 13-25. Table graphic is an adapted from the work of Jim Julius.
#OTC11
Tuesday, June 21, 2011
43. “The definition of insanity is
doing the same thing again
and again and expecting
different results.”
-Albert Einstein
Tuesday, June 21, 2011
44. It was time to do something drastic.
#OTC11
Tuesday, June 21, 2011
45. So I flipped my classroom.
#OTC11
Tuesday, June 21, 2011
46. creating
One of my goals was to:
g
nin
ear
evaluating Increase F2F
L
ep time spent
De
on fostering
analyzing these skills.
applying
ion
understanding Reduce F2F
zat
time spent
ori
m
on fostering
remembering
Me
these skills.
te
Ro
Cognitive Domain
Tuesday, June 21, 2011
47. Keys to Improving College
Degree Attainment Rate:
• More
deep learning, less rote
memorization
• Facultydevelopment should foster
new ways of teaching to meet
today’s students’ learning preferences
and challenges
http://www.cccsse.org/
#OTC11
Tuesday, June 21, 2011
60. USE THEM!
•“Call a Friend” Surveys
Flickr
•Poll Everywhere
r on
(free, texting turns phones into clickers)
Ferre
Jofre
• Have students participate in a
e by
imag
Twitter backchannel.
cloud
• Send scheduled tweets during class
(ask questions for students to reply to)
#OTC11
Tuesday, June 21, 2011
61. Student Comments:
F2F Class Tr ansfor mation
evidence of deep learning
“In traditional lecture classes you feel like
you are being forcefed the information, but
in this class you felt like you were living the
history in each of the learning units and
truly connecting to the material.”
#OTC11
Tuesday, June 21, 2011
62. Student Comments:
F2F Class Tr ansfor mation
evidence of deep learning
“The material presented in this class
prompted me to evaluate my experiences as
a female in terms of my connections to
females who have lived before me, females
now and those who will soon arrive on the
scene.”
#OTC11
Tuesday, June 21, 2011
63. Student Comments:
F2F Class Tr ansfor mation
evidence of deep learning
“[The class] made me look at the images I
see every day in a new way. I also liked the
way that the class was set up. I think that
more classes should be taught this way.”
#OTC11
Tuesday, June 21, 2011
64. Student Comments:
F2F Class Tr ansfor mation
evidence of deep learning
“I learned more than I ever thought I
would. ... I will take some of the lessons I
learned here with me for the rest of my life.”
#OTC11
Tuesday, June 21, 2011
65. Student Comments:
F2F Class Tr ansfor mation
evidence of deep learning
“I have to admit it did take a little getting use
to, and did require you to become a little
more organized, BUT the richness in the
information was a wonderful trade off. I feel
as though I walked through the 1920's in
Paris and was able to breathe in the
atmosphere...”
#OTC11
Tuesday, June 21, 2011
66. F2F Class Tr ansfor mation
STUDENT SURVEY
RESULTS
#OTC11
Tuesday, June 21, 2011
67. STUDENT SURVEY RESULTS -
HOW’D IT GO?
F2F Class Tr ansfor mation
27 respondents (77% response rate)
4%
4%
Under 24 7%
24-28 4%
28-35
35-43
44-50
50-62
over 62
81%
#OTC11
Tuesday, June 21, 2011
68. THE INSTRUCTOR USED TECHNOLOGY IN
SUPPORT OF MY LEARNING.
F2F Class Tr ansfor mation
90%
67.5%
45%
22.5%
Strongly Agree
Agree
0%
Neutral
Disagree
#OTC11
Tuesday, June 21, 2011
69. OVERALL, HOW WOULD YOU RATE THE QUALITY
OF YOUR LEARNING EXPERIENCE IN THIS CLASS?
F2F Class Tr ansfor mation
80%
60%
40%
20%
97% = very
Very successful/
Successful Mostly
Successful Neutral 0% mostly
Mostly
Unsuccessful Very successful
Unsuccessful
#OTC11
Tuesday, June 21, 2011
70. HAVING THE OPTION TO READ OR LISTEN TO A
LECTURE INCREASED MY ABILITY TO ACHIEVE THE
F2F Class Tr ansfor mation
LEARNING OBJECTIVES.
70%
52.5%
35%
17.5%
92.5% =
Strongly Agree
Agree
strongly agreed/
0%
Neutral agreed
Disagree
#OTC11
Tuesday, June 21, 2011
71. WHEN GIVEN THE OPTION TO READ OR LISTEN TO
A LECTURE, WHICH OPTION DID YOU CHOOSE?
F2F Class Tr ansfor mation
0.500
40%
0.375
30%
0.250
15%
15% 0.125
read
listened
both 0
sometimes
read, sometimes neither
#OTC11 listened (Pacansky-Brock, 2008)
Tuesday, June 21, 2011
72. WHY DID YOU CHOOSE THIS
LECTURE FORMAT?
F2F Class Tr ansfor mation
0.700
67%
0.525
0.350
22% 0.175
Meets
my learning Most 11% 0
style convenient It’s what I’m
for me used to Didn’t want
doing to deal with
more
technology
#OTC11 (Pacansky-Brock, 2008)
Tuesday, June 21, 2011
73. BY COMPLETING THE LECTURES OUTSIDE THE
CLASSROOM, THE TIME WE SPENT IN CLASS WAS
F2F Class Tr ansfor mation
MORE RELEVANT TO MY OWN LEARNING.
0.500
41% 40% 0.375
0.250
15% 0.125
Strongly Agree
Agree
Neutral 4% 0
Disagree 81% = strongly
Strongly Disagree agree/agree
#OTC11 (Pacansky-Brock, 2008)
Tuesday, June 21, 2011
74. I SPENT MORE TIME ON OUT-OF-CLASS
ASSIGNMENTS IN THIS CLASS THAN I WOULD
F2F Class Tr ansfor mation
IN A TRADITIONAL LECTURE CLASS.
50%
48%
37.5%
33%
25%
12.5%
Strongly Agree
11% 81% = strongly
Agree
Neutral
7% 0% agreed/agreed
Disagree
Strongly Disagree
#OTC11
Tuesday, June 21, 2011
75. F2F Class Tr ansfor mation
Effect on Success and
Retention?
#OTC11
Tuesday, June 21, 2011
76. 10% INCREASE IN SUCCESS
12% INCREASE IN RETENTION
F2F Class Tr ansfor mation
0.900
90%
83%
83% “flipped” classroom
0.675
67% traditional classroom
0.450
0.225 Success: # enrolled at census
divided by the number of students
who end with an A, B, or C
Success 0
Retention Retention: # enrolled at census
divided by the number enrolled at
#OTC11 end of term.
Tuesday, June 21, 2011
77. THE VARIETY OF LEARNING MATERIALS PLAYED
A ROLE IN HELPING ME REACH THE COURSE
F2F Class Tr ansfor mation
LEARNING OBJECTIVES.
0.900
0.675
0.450
0.225
Strongly Agree
Agree 0
Neutral
Disagree
#OTC11
Tuesday, June 21, 2011
78. THIS CLASS HELPED ME UNDERSTAND
HOW I LEARN BEST.
F2F Class Tr ansfor mation
81% = strongly
agreed/agreed
0.500
41% 40% 0.375
0.250
0.125
15%
Strongly Agree
Agree Neutral 0
Disagree
Strongly Disagree
#OTC11
Tuesday, June 21, 2011
79. Student Interview
F2F Class Tr ansfor mation
Listen to the full 20-minute
interview on my blog.
go to: mpbreflections.blogspot.com
click on: “Presentations”
#OTC11
Tuesday, June 21, 2011
80. Reflections
How can we incentivize innovation?
Tuesday, June 21, 2011
81. Michelle Pacansky-Brock
blog: http://mpbreflections.blogspot.com
@brocansky
Tuesday, June 21, 2011
82. Evaluation Survey
Help us improve our conference by filling out
a short online evaluation survey:
http://www.surveymonkey.com/s/11OTC_0624_General
Tuesday, June 21, 2011