Presentation slides from Learning 2.011 conference in Shanghai, September 2011 by Stacy Stephens and Dana Watts from the American Embassy School, New Delhi.
A presentation about the evolving open document standards ecosystem. The use of open document standards policies to enforce document interoperability. And some tips for adoption and usage of open document standards.
A presentation about the evolving open document standards ecosystem. The use of open document standards policies to enforce document interoperability. And some tips for adoption and usage of open document standards.
All about WebQuests. What a WebQuest is, who can use WebQuests, and which audiences WebQuests are most appropriate for. Additionally, tutorial on how to use a WebQuest, how to find premade WebQuests and how to create your own Webquest.
Teaching, Assessment and Learning Analytics: Time to Question AssumptionsSimon Buckingham Shum
Presented by the Assessment Research Centre
and the Melbourne Centre for the Study of Higher Education
Teaching, Assessment and Learning Analytics: Time to Question Assumptions
Simon Buckingham Shum
Professor of Learning Informatics, and Director of the Connected Intelligence Centre (CIC)
University of Technology Sydney
When: 11.30 -12.30 pm, Wed. 13 Sep 2017
Where: Frank Tate Room, Level 9, 100 Leicester St, Carlton
This will be a non-technical talk accessible to a broad range of educational practitioners and researchers, designed to provoke a conversation that provides time to question assumptions. The field of Learning Analytics sits at the convergence of two fields: Learning (including learning technology, educational research and learning/assessment sciences) and Analytics (statistics; visualisation; computer science; data science; AI). Many would add Human-Computer Interaction (e.g. participatory design; user experience; usability evaluation) as a differentiator from related fields such as Educational Data Mining, since the Learning Analytics community attracts many with a concern for the sociotechnical implications of designing and embedding analytics in educational organisations.
Learning Analytics is viewed by many educators with the same suspicion they reserve for AI or “learning management systems”. While in some cases this is justified, I will question other assumptions with some learning analytics examples which can serve as objects for us to think with. I am curious to know what connections/questions arise when these are shared..
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he was appointed in August 2014 to direct the new Connected Intelligence Centre. Previously he was Professor of Learning Informatics and an Associate Director at The UK Open University’s Knowledge Media Institute. He is active in the field of Learning Analytics as a co-founder and former Vice President of the Society for Learning Analytics Research, and Program Co-Chair of LAK18, the International Learning Analytics and Knowledge Conference. Previously he co-founded the Compendium Institute and Learning Emergence networks. Simon brings a Human-Centred Informatics (HCI) approach to his work, with a background in Psychology (BSc, York), Ergonomics (MSc, London) and HCI Design Argumentation (PhD, York). He co-edited Visualizing Argumentation (2003) followed by Knowledge Cartography (2008, 2nd Edn. 2014), and with Al Selvin, wrote Constructing Knowledge Art (2015). He was recently appointed as a Fellow of The RSA. http://Simon.BuckinghamShum.net
The Technology & Pastoral Planning workshop explores what is important while planning and implementing technology into your parish (or diocesan) Pastoral Plan.
The SLMOOC Series: Anticipating the Needs of Learners in Virtual WorldsThe AZIRE
Presentation for the Virtual Worlds Education Roundtable, July 14th, 2016 on the needs of learners who enter virtual worlds such as Second Life, and the management of MOOCs that span several learning management platforms including virtual worlds.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Ponencia presentada en Bruselas dentro de la jornada "Educating for the 21 century: boosting digital skills and entrepreneurial thinking", organizada por i-Linc (http://www.i-linc.eu).
What is academic development ~ With a touch of tech.Anne-Mart Olsen
Academic development is everybody's responsibility and we need to take co-responsibility to holistically develop or ourselves and our students to enable epistemological access, in addition to formal access in order to facilitate student success. Technology in education is one way we are able to facilitate student success through academic development.
All about WebQuests. What a WebQuest is, who can use WebQuests, and which audiences WebQuests are most appropriate for. Additionally, tutorial on how to use a WebQuest, how to find premade WebQuests and how to create your own Webquest.
Teaching, Assessment and Learning Analytics: Time to Question AssumptionsSimon Buckingham Shum
Presented by the Assessment Research Centre
and the Melbourne Centre for the Study of Higher Education
Teaching, Assessment and Learning Analytics: Time to Question Assumptions
Simon Buckingham Shum
Professor of Learning Informatics, and Director of the Connected Intelligence Centre (CIC)
University of Technology Sydney
When: 11.30 -12.30 pm, Wed. 13 Sep 2017
Where: Frank Tate Room, Level 9, 100 Leicester St, Carlton
This will be a non-technical talk accessible to a broad range of educational practitioners and researchers, designed to provoke a conversation that provides time to question assumptions. The field of Learning Analytics sits at the convergence of two fields: Learning (including learning technology, educational research and learning/assessment sciences) and Analytics (statistics; visualisation; computer science; data science; AI). Many would add Human-Computer Interaction (e.g. participatory design; user experience; usability evaluation) as a differentiator from related fields such as Educational Data Mining, since the Learning Analytics community attracts many with a concern for the sociotechnical implications of designing and embedding analytics in educational organisations.
Learning Analytics is viewed by many educators with the same suspicion they reserve for AI or “learning management systems”. While in some cases this is justified, I will question other assumptions with some learning analytics examples which can serve as objects for us to think with. I am curious to know what connections/questions arise when these are shared..
Simon Buckingham Shum is Professor of Learning Informatics at the University of Technology Sydney, where he was appointed in August 2014 to direct the new Connected Intelligence Centre. Previously he was Professor of Learning Informatics and an Associate Director at The UK Open University’s Knowledge Media Institute. He is active in the field of Learning Analytics as a co-founder and former Vice President of the Society for Learning Analytics Research, and Program Co-Chair of LAK18, the International Learning Analytics and Knowledge Conference. Previously he co-founded the Compendium Institute and Learning Emergence networks. Simon brings a Human-Centred Informatics (HCI) approach to his work, with a background in Psychology (BSc, York), Ergonomics (MSc, London) and HCI Design Argumentation (PhD, York). He co-edited Visualizing Argumentation (2003) followed by Knowledge Cartography (2008, 2nd Edn. 2014), and with Al Selvin, wrote Constructing Knowledge Art (2015). He was recently appointed as a Fellow of The RSA. http://Simon.BuckinghamShum.net
The Technology & Pastoral Planning workshop explores what is important while planning and implementing technology into your parish (or diocesan) Pastoral Plan.
The SLMOOC Series: Anticipating the Needs of Learners in Virtual WorldsThe AZIRE
Presentation for the Virtual Worlds Education Roundtable, July 14th, 2016 on the needs of learners who enter virtual worlds such as Second Life, and the management of MOOCs that span several learning management platforms including virtual worlds.
Why, What and How of OER. Educational trends and how Open Education can help address these. Copyright and Open Licensing. Getting Started with an OER project.
Ponencia presentada en Bruselas dentro de la jornada "Educating for the 21 century: boosting digital skills and entrepreneurial thinking", organizada por i-Linc (http://www.i-linc.eu).
What is academic development ~ With a touch of tech.Anne-Mart Olsen
Academic development is everybody's responsibility and we need to take co-responsibility to holistically develop or ourselves and our students to enable epistemological access, in addition to formal access in order to facilitate student success. Technology in education is one way we are able to facilitate student success through academic development.
Similar to Technology & Curriculum - Moving Forward Together (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
22. Attributions - Visual Two hands: Oscar Kinskihttp://www.flickr.com/photos/oscar-kinski/184720748/ Dates: Steve H. http://www.flickr.com/photos/sbh/1252247669/lightbox/ Curriculum 21 Summary: Silvia Rosenthal Tolisanowww.langwitches.org/blog Stand: Akshay Moon http://www.flickr.com/photos/akshaymoon/4732030995/ Road: Nicholas T. http://www.flickr.com/photos/nicholas_t/361161401/sizes/l/in/photostream/ Balloon: Beverly and Pack http://www.flickr.com/photos/walkadog/3894359704/sizes/l/in/photostream/ Bungie: Mika Hirshimakihttp://www.flickr.com/photos/finnbiff/4996021385/sizes/l/in/photostream/ Stairs: Duapanhttp://www.flickr.com/photos/hinkelstone/2765597758/sizes/o/in/photostream/
23. Attributions - Informative Hayes-Jacobs, Heidi ed. Curriculum 21: Essential Curriculum for a Changing World ASCD Alexandra, VA 2010 Rosenthal-Tolisana, Silvia. www.langwitches.org/blog
Editor's Notes
Slide 1: (5 mins)Stacy and Dana introduce themselvesStacy talks about recent article in the NY Times about lack of impact of technology on student learning outcomes.Dana talks about that we are not adding something extra onto a teachers busy workload. They are not add-ons, they need to be seen together. One idea coming at people rather than two different groups asking something of them
Slide 2: (5 mins)Stacy: go to the wiki, please click on the image link to Today’s Meet. Once you get there, sign in with your name and tell who you are, where you teach and what is your primary role. (140 Characters). (Explain a backchannel). This is space they can have a conversation throughout our presentation. If you want to speak to someone specifically, use the @ sign before their name, if you want to ask us a question, you can feel free to use this space as well.
Slide 3: (2 mins)Dana: Ask the question about what year do you think you are preparing your students for an why, be specific, but not more than 140 characters
Slide 4: (8 mins)See Sally Research. Turn and talk, where are your students in the See Sally Research article and does that match your response to the above question?Consider: How different are the schools today than the schools we were in?Stacy: Will talk about Curriculum 21 and this is the question that concerns them most and this document/reading we are using to inform a lot of our work at the school as we move forward with technology integrators, etc.
Slide 5: (2 mins)This slide, represents the summary of much of the thinking from this book. What does it mean to be educated in the 21st century?Four types of literacy: information, network, global, media, Along with core activities for students to engage in, collaboration, communication, connecting, producing student portfolios, etc.
Slide 6: (5 mins)Where are you at after viewing the slide? How is your school doing? What do they do well, what do you need to think about getting better at?Get into groups of four.
Slide 7: (5mins)Stacy and Dana will comment on this slide.When you are looking at filling these positions, you need people who can translate through both lens, both tech and curriculum. You need integrators who understand planning, and you need curriculum developers who are not afraid of technology. They need to be savvy in both areas.
Slide 8: (1 min.)This is the point of the book.
Slide 9: (5 mins.)Talk off the slide
Slide 10: (10 mins) 5 mins. to brainstorm and 5 mins. to share out to the group.redirect them back to the wiki to pull up the document on the Museum of the Industrial Revolution. How might you upgrade this assessment?
VIDEOS: (5 mins)Show one min. of the upgraded assessmentShow full corruption video
Slide 14: ( mins)New Blooms, assessment concentrated on Creating, Evaluating and Analysis. Leave the fun, cool tech tools, of which there are many to the lower level of Bloom’s. Bang for your buck, spend it on the upper regions.
