Presentation by Ian Linkletter, Learning Technology Specialist, UBC
Presenting about UBC’s efforts to implement and evaluate team chat as a learning technology for online and blended courses. Team chat (like Slack) is a transformative communication and collaboration technology, combining threaded discussions with real-time chat in an intuitive and flexible way. Features like persistent history, advanced search capability, file sharing, typing status, mobile apps, and emoji reactions add up to a versatile tool that is still easy to use.
Research shows how timely interactions with instructors, collaboration with classmates, and a sense of community can enhance teaching and learning. This is particularly important in an online learning environment. Team chat has given our students a direct communication channel to their instructor and each other, helping them connect, ask questions, seek clarification, collaborate, and build community.
Since 2016, the Faculty of Education has been piloting an open source team chat application called Mattermost on a UBC-hosted server. Unlike Slack or Microsoft Teams, which are both cloud-hosted outside of Canada, Mattermost allows us to keep student data secure in compliance with BC’s Freedom of Information and Protection of Privacy Act (FIPPA). Mattermost has been used in over 20 course sections across the faculties of Education, Arts, and Science. As of December 2017, the UBC Mattermost pilot consists of 100 daily active users, 300 monthly active users, and almost 70,000 posts.
Attendees will learn (and chat) about:
• Ways team chat can enhance learning
• How team chat has been applied in real use cases including online program cohorts, learning communities, and research teams
• The relationship between secure, safe, transparent platforms and academic freedom
Mattermost will be blended into the session, allowing attendees to choose the conversation(s) they wish to join, participate in real-time, network with colleagues, and carry on chatting after the Festival of Learning concludes.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Beaming better connected schools e bookRachael White
This report provides guidance from teachers and EdTech experts into how technology, superfast internet and new approaches to connected learning can be applied to boost student engagement and attainment.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
Presentation for the Workshop "Opening Up Education", March 13, 2015, Timisoara Romania, part of Open Education Week 2015
http://elearning.upt.ro/workshop-opening-up-education/n-32-70-185/d
Beaming better connected schools e bookRachael White
This report provides guidance from teachers and EdTech experts into how technology, superfast internet and new approaches to connected learning can be applied to boost student engagement and attainment.
OER Tools and using OER and MOOCs in Higher EducationDiana Andone
Presentation for the Workshop "Opening Up Education", March 13, 2015, Timisoara Romania, part of Open Education Week 2015
http://elearning.upt.ro/workshop-opening-up-education/n-32-70-185/d
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
Beyond the “Digital Divide”: Understanding the complexities of access and inc...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Beyond the “Digital Divide”: Understanding the complexities of access and inclusion in an online learning environment- Emily Myanna and Jennifer DeJonge, Metropolitan State University
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
THE ED TECH JOURNEY AND A FUTURE DRIVEN BY DISRUPTIVE CHANGEJoshua
The closing keynote and culmination of Campus Technology 2010 will be Josh Baron’s tantalizing look at the effects of technology innovation on our institutions and the examination of a future that imagines inventive uses of technology that truly revolutionized teaching and learning and facilitated new business models.
After a brief review of our journey down the educational technology path over the past few decades and a reminder of some of the challenges we have faced in affecting real change in our educational systems, Baron will present a scenario in which technologies converge to create a disruptive force within education, from which a fundamental new model of teaching and learning will emerge. Baron will conclude with practical strategies for realizing this future.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE.
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
This virtual Community of Practice session looks at the work CTEL have done on pilot programmes in the institute and how we can apply the learnings to other programmes in the coming academic year. We will explore the technology we hope to have in place in September to lectueres to get started with ease if it's something they are interested in.
We will also explore some simple steps you can use to encourage communication, collaboaration, peer support and community on your modules and programmes.
Finally, this is a great opportunity for us to get your feedback in this area so that we can focus on building the best experience for lectuers and students over the summer months and have it ready for September.
Beyond the “Digital Divide”: Understanding the complexities of access and inc...D2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Beyond the “Digital Divide”: Understanding the complexities of access and inclusion in an online learning environment- Emily Myanna and Jennifer DeJonge, Metropolitan State University
Using the D2L ePortfolio Tool as a High Impact PracticeD2L Barry
Presentation at 2019 D2L Connection at Normandale CC on April 5, 2019
Using the D2L ePortfolio Tool as a High Impact Practice- Kelly LaVenture, Bemidji State University and Katie Subra Winona State University
Speedy professional conversations around learning and teaching in higher educ...ALISS
Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat
Sue Beckingham, Sheffield Hallam University
Chrissi Nerantzi, Manchester Metropolitan University
Peter Reed, University of Liverpool
Dr David Walker, University of Sussex
This workshop aims to demonstrate what has been a successful model for teacher leadership of the Digital Education Revolution in secondary schools. Through informal discussion and demonstration of specific software and Web 2.0 applications, participants will be introduced to a variety of strategies that have been used to overcome barriers to success that confront teachers.
The aim of this presentation is to facilitate discussion and provide participants with a toolbox of strategies to bring about a 21st Century shift in pedagogy, learning styles and learning environments. Both presenters are leaders of DER within their schools and have collaborated on a number of inter-school projects promoting the innovative integration of technology into the 21st century classroom.
THE ED TECH JOURNEY AND A FUTURE DRIVEN BY DISRUPTIVE CHANGEJoshua
The closing keynote and culmination of Campus Technology 2010 will be Josh Baron’s tantalizing look at the effects of technology innovation on our institutions and the examination of a future that imagines inventive uses of technology that truly revolutionized teaching and learning and facilitated new business models.
After a brief review of our journey down the educational technology path over the past few decades and a reminder of some of the challenges we have faced in affecting real change in our educational systems, Baron will present a scenario in which technologies converge to create a disruptive force within education, from which a fundamental new model of teaching and learning will emerge. Baron will conclude with practical strategies for realizing this future.
Speakers:
Scott Hayden, digital innovation specialist, Basingstoke College of Technology
Sky Caves, learning technology apprentice, Basingstoke College of Technology
The digital team at Basingstoke College of Technology has just finished its first year of helping every course create one hour of timetabled blended learning as part of the curriculum for all students.
In this session two of the team will share some the most impactful, meaningful, and innovative ways in which digital pedagogy has developed students employability and enhanced their subject knowledge. Participants will share what creative projects they want to get going in 2017/18 and will connect with like-minded educators to either share with or start a collaboration with another institution.
This Innovative Practice session introduces learners on the PGCert at Edge Hill to notions of technology enhanced learning, and encourages participants to reflect and action plan to enhance their future practice.
“In what ways can a Web 2.0 themed VLE help enable students, from social and economically excluded backgrounds, to engage in collaborative learning experience? “
With the emphasis on promoting collaboration and knowledge sharing this study seeks to leverage effectively the Web 2.0 tools available to engage students within a social VLE
UBC Chinese Visiting Scholars keynote Jan 2019 Robert Peregoodoff slideshare ...Rob Peregoodoff
January 18, 2019. Rob Peregoodoff delivered a keynote address to 120 participants of the Visiting Scholar Overseas Study Program, sponsored by the China Sponsorship Council and hosted by the University of British Columbia Faculty of Education. The theme of the workshop was, "Structure for Change"
Education Plaza: Online communities of practice for educatorsTryggvi Thayer
Presentation for NLS network of Nordic teachers' unions in Reykjavík, 6. June, 2016.
The philosophy behind Education Plaza's approach to continuous professional development and the Samspil 2015 ICT in education training initiative.
The Tool for Sharing Best Practices helps public health professionals by outlining five practical steps to share best practices throughout their organizations. Sharing best practices can help your organization learn from successes, replicate successful programs, and improve outcomes.
Find out more and how to use the tool: http://www.nccmt.ca/resources/search/84
NCCMT is one of six NCCs for Public Health in Canada. More on the NCCs at www.nccph.ca. Production of this webinar has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed herein do not necessarily represent the views of the Public Health Agency of Canada.
Similar to Team Chat: A Technology for Learning (20)
Indigenous History Month Art Activity
In June 2022, we got together virtually to celebrate Indigenous Peoples’ Month by working our way through a month-long art project. Each person was to think of an Indigenous artist they admire, research the artist and their work, and create a piece of art for themselves influenced by the artist they had chosen. Throughout the month we presented on these artists and why we connect to their art and discussed important topics like appropriation vs. appreciation. We learned a lot about Indigenous artists in Canada and about each other and ourselves. The art project allowed people to connect with their heritage as well as Indigenous peoples; it was as much a research and art project as it was a team-building and self-reflection activity.
Unpacking Power Hierarchies in Students as Partners PracticesBCcampus
Slides from a session with Roselynn Verwoord, Conan Veitch, Yahlnaaw, and Heather Smith from the Symposium 2018 held on October 24, 2018 in Vancouver, B.C.
Building Canada’s Zed Cred: Challenges and OpportunitiesBCcampus
Slides from the panel session with Amanda Coolidge, Krista Lambert, and Rajiv Jhangiani from the 15th Annual, Open Education Conference held on October 10 – 12, 2018 in Niagara Falls, New York
Connecting Students with People who Care(er): Post-Secondary Professionals as...BCcampus
Presentation by Candy Ho, Faculty, Educational Studies, Kwantlen Polytechnic University and Dr. Cindy Xin
Director of Research, Simon Fraser University
Increasingly students begin their post-secondary experience with a career in mind, and two recent studies (Environics Research Group, 2011; Ho, 2017) suggest that those paths are largely influenced by educators (e.g. Faculty) before a student even considers visiting a career centre. Consequently, these professionals have the inherent capacity to extend their care for students beyond their teaching roles: as Career Influencers, defined by the EdD study as individuals working in a higher education institution who informally provide career-related advice, guidance, and/or counselling to prospective and current students and/or alumni.
This session has two goals. It aims to help attendees recognize their influence in student career development, and consider how they can incorporate career development components into their teaching practice. Findings and implications from Ho’s (2017) EdD study will serve as a backdrop of the session (research questions are included at the end*), while attendees are guided through reflective and discussion activities that enhance the awareness of their influence in student career development.
Current planned activities include having the attendees:
-Reflect on their “constellation of life roles” (Magnusson, 2014) and how roles, events, and experiences contribute to their approach as educators
-Consider how their current activities and interactions with students (e.g., curriculum, office hours conversations) help students develop employability skills
-Discuss their impressions on the notion of the ‘Everyday Career Influencer’, pondering on questions such as:
How do they currently serve as Career Influencers and demonstrate a sense of care for student career development?
How might they further their practice as Career Influencers?
What opportunities and/or challenges do they face as Career Influencers within their institutions? What can they do to take advantage and/or overcome them?
-EdD study research questions and sub-questions:
How do post-secondary education professionals conceive their influence in student career development?
How do they conceptualize the term “career”?
How do they see their role as having an impact on student career development?
How do they see themselves as individuals as having an impact on student career development?
What resources and/or competencies do they believe are important in furthering their impact on student career development?
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Cultivating trust and Emotional Safety in Educational EnvironmentsBCcampus
Presentation by: Steven Bishop, Learning Designer, Douglas College, Ross Laird, Educational Consultant, Laird Associates, Leva Lee, Manager, BCcampus, Kathryn McNaughton, Hope Miller, Online Learning Designer/Trainer, Douglas College, Sandra Polushin, Coordinator / Faculty, Douglas College
Many educational institutions are grappling with the troubling rise of mental health challenges within their communities. Issues such as depression and anxiety are becoming increasingly common not only within the student population but also among instructors and educational administrators, many of whom find their collegial environments to be fraught with new hurdles involving the care and wellness of people.
Bedrock human values such as belonging, trust, and emotional safety are becoming harder to develop and sustain in educational environments undergoing turmoil and change from a variety of influences. How might we preserve and nurture these values? How might we commit to practices that cultivate the wellness and well-being of our colleagues and communities? How might we commit to environments of authentic caring in which people feel emotionally safe and valued?
Over the past year, a small group of practitioners at several local institutions (BCcampus, Douglas College, Vancouver Community College) has been working on projects designed to encourage emotional care and wellness. In this interactive session on the theme of "Mental Health for all within and across our organizations", these practitioners will each share the hurdles and rewards of their process. The purpose of the session will be to provide participants with perspectives and tools to use in approaching themes of care and wellness at their own institutions -- with colleagues, students, and community partners.
The experiential session will be informed by the practice, theory, and research currently being conducted at the partner institutions involved in these projects. Participants will hear about common hurdles involved in promoting the care and wellness of people, will hear perspectives about navigating the complex terrain of human relationships, and will practice tools and ideas for moving forward with their own initiatives.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
An adventure into creation of OER: A STEM wiki projectBCcampus
Presentation by Pamini Thangarajah, Associate Professor, Mount Royal University
Removing financial barriers to undergraduate education is crucial, and the creation of open educational resources (OER) will directly help. And not only would the resources developed benefit the students as they are taking the class, but also by making the material open, it could be used by other faculty and students, not only at your institution but beyond.
In an appreciation of my financially unburden educational experience, I have explored what I can do to help the students to access the required learning materials. There is no open text(s) available that can be used for this course. To this end, I have created the resources in an open educational environment.
In this session, I will be walking you through my experience of creating open educational resources for a mathematics course at the Mount Royal University, Calgary.
Festival of Learning 2018 - May 28 – 30 at the Pinnacle Hotel Harbourfront in Vancouver, B.C.
Analysis of UFV Student Learning Patterns: Ratio of Instructor-Directed (In-C...BCcampus
Presentation by Samantha Pattridge and Hannah Peters (UFV)
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Encouraging Folio-Thinking: Capturing the Learning with e-PortfolioBCcampus
Presentation by Claire Hay, Associate Professor of Geography, University of the Fraser Valley, Michelle Johnson, Educational Developer, University of the Fraser Valley and Mary Gene Saudelli, Faculty, Teaching and Learning, University of the Fraser Valley
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Presentation by Shauna Jones, Senior Lecturer, Simon Fraser University
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
Scholarly Teaching to SoTL: Exploring the Shared "S" BCcampus
Symposium 2017 Keynote - Dr. Nancy Chick,
University Chair in Teaching and Learning, University of Calgary
Symposium 2017: Scholarly Teaching & Learning in Post-Secondary Education
The Symposium is an annual one-day event presented by the BCTLC and BCcampus that combines presentations, discussions, and networking with colleagues who share an interest in scholarly teaching and learning in post-secondary education.
When: Nov. 6, 2017
Where: Simon Fraser University – Harbour Centre, Vancouver, B.C., Canada
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Team ChatTeam Chat
A Technology forA Technology for
LearningLearning
Join the conversation in Mattermost:
https://bit.ly/openetc
Follow along with my presentation:
https://bit.ly/teamchatfol
1
2. Ian LinkletterIan Linkletter
Learning Technology Specialist
Faculty of Education at UBC
ian.linkletter@ubc.ca
Join the conversation in Mattermost:
https://bit.ly/openetc
Follow along with my presentation:
https://bit.ly/teamchatfol
2
3. UBC Faculty of Education Since 2011...
1000 fully online course sections
Cohort-based Masters programs
Reconciliation Through Indigenous Education
MOOC (20k students, 80% Canadian, 15%
completion rate)
Bringing Mental Health to Schools self-paced
course (1000+ registrants)
Join the conversation in Mattermost:
https://bit.ly/openetc
Follow along with my presentation:
https://bit.ly/teamchatfol
3
4. Join the conversation in theJoin the conversation in the
Mattermost community:Mattermost community:OpenETCOpenETC
https://bit.ly/openetchttps://bit.ly/openetc
Team Chat!Team Chat!
The OpenETC is a community of educators,
technologists, and designers sharing their
expertise to foster and support open
infrastructure for the BC post-secondary sector.
Learn more about OpenETC: https://opened.ca/
4
5. Anybody heard of Slack?Anybody heard of Slack?
What's Team Chat?What's Team Chat?
Or Microsoft Teams?
Or G(oogle) Suite Hangouts Chat?
Or Workplace by Facebook?
Or HipChat?
Or Rocket.Chat?
OrOr MattermostMattermost??
5
6. So what'sSo what's
Mattermost?Mattermost?
Mattermost is an open sourceMattermost is an open source
communication tool thatcommunication tool that
facilitates collaboration in afacilitates collaboration in a
chat-type environment.chat-type environment.
6
9. Not "just chat"Not "just chat"
Asynchronous and synchronous
Persistent history
Threaded replies
Mobile apps
Custom notifications
Extensible
emoji picker
SLACK IMPORT FEATURE
9
10. That's not allThat's not all
+ Open Source+ Open Source
+ Hosted at UBC on EduCloud+ Hosted at UBC on EduCloud
FIPPAFIPPA
CompliantCompliant
10
11. Join the conversation in Mattermost:
https://bit.ly/openetc
Follow along with my presentation:
https://bit.ly/teamchatfol
Team Chat at UBC:Team Chat at UBC:
As told by somebody who doesn't
know what he doesn't know
A short historyA short history
11
12. UBC LearningUBC Learning
Technology UserTechnology User
GroupGroup
Founded in 2014 using Slack
The initial mission was to reset an
adversarial relationship between IT and
instructional support staff through the
creation of a shared community.
12
13. GovernanceGovernance
Members only
Set agenda
One representative
Monthly meetings
Decision making
CommunityCommunity
All are welcome
Inclusive space
Diverse voices
Constant conversation
Knowledge sharing
Both of these are important
Needs to be communication both ways
13
17. BB IM was “extremely helpful for
[students] and it made the course run
smoother for me.” “If I can answer a
quick question… it makes my life and
their life so much easier and they feel
as if they are in a face to face class.”
Dr. Marianne McTavish
17
18. Provide efficient and timely instructor-
student communication option
Create opportunities for students to
collaborate, provide encouragement,
and support each other
Build and foster a sense of community
Used effectively,Used effectively,
chat can:chat can:
All important! See Chickering and Gamson's
Seven Principles for Good Practice in Undergraduate Education
18
19. high cost (5 figures)
low usage (2 digits)
passionate instructors
big opportunity
19
20. Join the conversation in Mattermost:
https://bit.ly/openetc
Follow along with my presentation:
https://bit.ly/teamchatfol
NeverNever start with thestart with the
technology...technology...
20
21. But feel free to startBut feel free to start
where the previouswhere the previous
technology left off.technology left off.
"The technological landscape has changed
significantly since the implementation of
BB IM... We may find something more than
“just chat” during the course of this
project, and that is a very good thing."
- February 2016 Pilot Kickoff Document
21
22. Faculty of Education collaborated with
instructors on case studies
Worked with to generate
Adapted Tony Bates'
into an
Environmental scan, test installation of
two finalist candidates, user testing
Final choice:
Pilot began April 2016
Pilot instructors agreed to be
interviewed and distribute survey
LT Hub
primary and secondary requirements
SECTIONS
framework evaluation rubric
Mattermost
Did that sound straightforward?
22
24. Develop, Implement, and/or Operationalize
Learning Tool Process Map
The process has simplified, but we're still not done.
We're not alone -
This is the drawback of piloting a pilot process.
We wouldn't be here at all without an open source tool.
too many pilots stuck in purgatory
24
25. Evaluation PhaseEvaluation Phase
CompleteComplete
10 courses (2017W1 + W2)10 courses (2017W1 + W2)
8 Instructor/TA interviews8 Instructor/TA interviews
202 student survey responses202 student survey responses
Couldn't have done it without the LT Hub:
IT and CTLT
Request the UBC Mattermost Evaluation
Report (hopefully available by end of June)
http://bit.ly/ubcmattermostreport
25
26. How did students rate their experience
with Mattermost?
From Mattermost evaluation report, prepared by Letitia Englund with
assistance from myself and Joe Zerdin
26
27. distracting or focused
interruptive or just-in-time
real-time or anytime
inclusive or intimidating
a rising flood or a flowing river
casual or intimate
meaningful or shallow
never-ending or always-there
What do you think of when you think of chat?
27
30. Pilot Evaluation Report MadePilot Evaluation Report Made
7 Recommendations7 Recommendations
How could Mattermost be implemented to
maximize perceived benefits and
mimimize perceived shortcomings?
Request the UBC Mattermost Evaluation
Report (hopefully available by end of June)
http://bit.ly/ubcmattermostreport
30
31. Recommendation #1Recommendation #1
Set up for smaller groups ofSet up for smaller groups of
students at oncestudents at once
Starting students off in smaller groups may help
reduce feelings of being left out or overwhelmed
by a large number of posts. It could also help
develop community and connection.
Request the UBC Mattermost Evaluation
Report (hopefully available by end of June)
http://bit.ly/ubcmattermostreport 31
32. Recommendation #2Recommendation #2
Organize content into clearOrganize content into clear
channels and guide sharedchannels and guide shared
organizationorganization
Chat isn't intuitive to everyone. Some guidance
about the purpose of each channel and which
ones are most important to check is helpful. A
"getting started" guide would also be beneficial.
32
33. Recommendation #3Recommendation #3
Set expectations aroundSet expectations around
instructional team availabilityinstructional team availability
One of the most personalized ways people can
engage with Mattermost is through notifications
and apps. Everyone has a different preference -
students should know whether to expect an
answer in 2 minutes, 2 days, or longer. It's
entirely up to you to decide this and
communicate it.
33
34. Recommendation #4Recommendation #4
Integrate or regularly prompt toIntegrate or regularly prompt to
promote usepromote use
The courses with the least activity were the ones
where an instructor created the space without
committing to using it. Students are sensitive to
extra platforms (especially when they require
another account) and quickly stop checking if
they detect it is not a good use of time.
34
35. Recommendation #5Recommendation #5
Set loose guidelines for studentSet loose guidelines for student
participationparticipation
Students didn't always know what was expected
of them. Did they need to read every post? Was
perfect grammar a requirement? Must they reply
right away before a conversation changes
course? Setting expectations (but being open to
surprises) is a good idea.
35
36. Recommendation #6Recommendation #6
Emphasize privateEmphasize private
communication options,communication options,
especially for fully onlineespecially for fully online
If the purpose of Mattermost is to enable
students to contact their instructor privately,
showing them how to do this and encouraging
them to do it is important.
36
37. Recommendation #7Recommendation #7
Explain why Mattermost overExplain why Mattermost over
other more established chat toolsother more established chat tools
Students are already using chat. Whether it is
Slack or WhatsApp or Facebook Messenger,
there is no shortage of options. This is an
opportunity to have a conversation about how
privacy and academic freedom are linked. Do we
want to contribute to the feeling that Facebook is
too important to delete?
37
38. On OpenOn Open
Source PilotsSource Pilots
"Open-source educational technologies are not often
considered as viable institutional options in highered
as advocates face challenges competing with
commercial vendors responding to standard IT
procurement practices. RFP processes typically favour
commercial applications and limit open-source
involvement in the educational technology space at
most institutions."
https://opened.ca/
^ This.
38
39. Pilot TimelinePilot Timeline
Pilot started April 2016
Evaluation delayed until September 2017
Surveys and interviews completed April 2018
Evaluation report completed April 2018
Evaluation report released June 2018 ( )
Enterprise team chat operational September
2018 (??? ???)
39
41. Mr. MattermostMr. Mattermost
There is huge demand for FIPPA-compliant
team chat, and I fielded all of it. Credit
courses in Faculty of Education and Arts
participated in the pilot evaluation, but in
the meantime many non-credit teams
were created.
41
42. Non-credit teamsNon-credit teams
Master of Educational Technology Social Lab
Staff teams (Sauder, ETS)
Teaching teams (Education)
Dissertation research project (Education)
Research teams (Education, Science)
Mental health supports
Student advising (Education)
42
44. How do you catch a wave thatHow do you catch a wave that
won't stop growing?won't stop growing?
Don't try to stop it
Scale up your pilot (and respect it)
Any costs must be commensurate
with demand
Don't push for a site-wide license
Combination of Team Edition and
Enterprise Edition is the way to go
44
45. For the first time ever, I'mFor the first time ever, I'm
comfortable saying...comfortable saying...
TEAM CHAT IS OUTTEAM CHAT IS OUT
OF PILOT AT UBC!OF PILOT AT UBC!
... but what's next? And Mattermost?
45
46. A competitor emergesA competitor emerges
Mattermost and MSFT Teams
Teams is included with Office 365
A chat layer would make Office 365 the
stickiest software at UBC
Teams integrates with everything: email,
voicemail, calendar, web conferencing,
SharePoint...
But how is that important for students?
46
47. Space for two techs: MattermostSpace for two techs: Mattermost
Self-hosted at UBC
100% Canadian jurisdiction
Nobody can have our data without our
consent - it's ours
Our , our wording, our decisions
Inclusive space for guests
Integrations are distracting
Could fork the project
Preserve capacity to self-host
policies
47
48. Challenges of USChallenges of US
cloud productscloud products
1) Vulnerability to sanctions
Canvas is in Cuba, Iran, North Korea, Syria,
Crimea
Refugee education is compromised
blocked
48
49. Challenges of USChallenges of US
cloud productscloud products
2) Access to data
We have to pay for access
We don't get the full picture
Canvas has Google Analytics on every page but
we don't get to see them
49
50. Challenges of USChallenges of US
cloud productscloud products
3) True academic freedom
US law enforcement can target students
(CLOUD Act)
This has a chilling effect
Spaces must be safe
Is this part of our digital tattoo?
50
51. Challenges of USChallenges of US
cloud productscloud products
4) Hierachical in nature
Instructor as administrator
Student permissions limited
It is powerful to share ownership
51
53. Continue the conversation in Mattermost:
https://bit.ly/openetc
Dive in to my presentation:
https://bit.ly/teamchatfol
Calvin and Hobbes
Copyright Bill Watterson
53